DOCUMENT RESUME

ED 234 265 CE 037 082

TITLE Career Preparation Program Curriculum Guide for:Hospitality/Tourism Industry (Tourist Services).

INSTITUTION British Columbia Dept. Of Education, Victoria.Curriculum Development Branch.

REPORT NO ISBN-0-7719-9257-2PUB DATE 83NOTE 287p.; For related document, see CE 037 081. Except

for section 3, contents are duplicated by the relateddocument.

PUB TYPE Guides - Classroom Use Guides (For Teachers) (052)

EDRS PRICEDESCRIPTORS

IDENTIFIERS

MFO1 /PC12 Plus Postage.*Behavioral Objectives; Bookkeeping; CareerDevelopment; Career Education; Cleaning; CookingInstruction; Cooperative Education; *Course Content;Curriculum; Curriculum Development; EducationalResources; Foods Instruction; *HospitalityOccupations; Hotels; Housekeepers; Human Relations;*Job Skills; Learning Activities; Marketing;Nutrition Instruction; Occupational Information;Occupational Safety and Health; Office Occupations;Postsecondary Education; Public Relations; Safety;Secondary Education; State Curriculum Guides;*Tourism; Vocational EducationBritish Columbia

ABSTRACTThis career preparation curriculum outline for the

hospitality/tourism industry is intended to provide secondary andpostsecondary learning outcomes for completion of programrequirements. The guide is organized into four sections. Section onepresents an overview of the program, of the philosophy of careereducation, and of the organization and evaluation of the program.Sections two and three contain 28 modules on the hospitality/tourismindustry and tourist services. Included in these two sections are thefollowing: (1) aims and purposes for students enrolled in theprogram; (2) general course aims that indicate the generalknowledge/skills required to achieve a satisfactory level ofperformance; (3) goal statements and learning outcomes for eachmodule with student outcomes for the expected levels of achievement;and (4) student activities designed to support the learning outcomesof each module. Topics covered in the modules include school andcommunity-based cooperative career preparation; human relations;organization of the hospitality/tourism industry; government andindustry interrelationships; career opportunities; safety andsanitation; kitchen management; nutrition; fruit and vegetables;stocks, soups, and sauces; meats and poultry; seafood; cold foods;baking and desserts; breakfast cookery; dairy products;community-based cooperative career preparation; employeeresponsibilities; food service; business operations; front officeprocedures; reservation, registration, and rooming procedures;accounting; safety and security; housekeeping; first aid; andmarketing. The final section of the guide contains resource materialsfor public relations, food service, housekeeping; front office,general industry, and marketing topics. (KC)

AREER PREPARATION PROGRAM

CURRICULUM GUIDE FOR :

HOSPITALITY I TOURISM INDUSTRY

(TOURIST SERVICES )

PROVINCE OF BRITISH COLUMBIA

:MINISTRY OF EDUCATION

__U.S._DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

IDUCATIONAL

RESOURCES INFORMATIONCENTER IERICI

This document has oeen reproduced asreceived from the person or organizationoriginating it.

1.1 Minor changes have been made to improvereproduction quality.

Points of view or opinions stated in this docu-ment do not necessarily represent official NIEposition or policy. 1983

"PERMISSION TO flEPRODUCETHISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

CURRICULUM DEVELOPMENT BRANCH

MINISTRY OF EDUCATION, PROVINCE OF BRITISH COLUMBIA, CANADA

No part of this publiCation may be reproduced in any formwithout permission in writing from the publisher.

Canadian Cataloguing in Publication DataMain entry under title:Career preparation program curriculum guide for

hospitality/tourism industry (tourist services)

Cover title.ISBN 0-7719-9257-2

1. Tourist trade - Outlines, syllabi, etc. 2.

Tourist trade - Vocational guidance - British Colum-bia - Outlines, syllabi, etc. I. British Columbia.Schools Dept. Curriculum Development Branch.

G155.5.C37 338.4'791'0712711 C83-092198-2

ACKNOWLEDGEMENTS

The Ministry of Education gratefully acknowledges the work of

the Hospitality/Tourism Industry curriculum committee members

for their contribution to this Career Preparation Program and

curriculum guide:

June Frache

Hugh Gloster

Carmine Morelli

Herb Taylor

Saanich (S.D. #63)

Central Okanagan (S.D. #23)\

British Columbia Institute of Technology

North Island College, Comox

Bob Thompson Courtenay (S.D. #71)

e Appreciation is also extended to:

Deirdre Lydon Ministry of Tourism

Rick Lemon Ministry of Tourism

Joan Mason Ministry of Education

o The Ministry of Education personnel involved in this project was:

Ken Douglas

o The_B.0 Teathers Federation and those numerous persons in the

field Who contributed to and supported the production of this

document.

- v -

TABLE OF CONTENTS

PAGE

ACKNOWLEDGEMENTS

INTRODUCTION 1

SECTION--ONE - PROGRAM OVERVIEW 5

PART 1.0 - AIMS OF EDUCATION 7

PART 2.0 - SECONDARY SCHOOL PHILOSOPHY 8

PART 3.0 - CAREER PREPARATION PROGRAMS 9

PART 4.0 - GOALS OF CAREER PREPARATION PROGRAMS 15

PART 5.0 - ORGANIZATION 17

PART 6.0 - EVALUATION 22

SECTION TWO - C P 11 - HOSPITALITY/TOURISM INDUSTRY 35

UNIT 1.0 COOPERATIVE CAREER PREPARATION(SCHOOL BASED)- 36

MODULE 1.01 - CAREER DEVELOPMENT 37

MODULE 1.02 - WORK ETHIC AND WORK OBSERVATION. 40

MODULE 1.03 - BUSINESS AND LABOUR 42

MODULE 1.04 - LrGISLATION, STATUTES, SOCIALINSURANCE, EMPLOYEE RIGHTS ANDWORKING CONDITIONS 45

MODULE 1.05 - JOB SEARCH SKILLS AND INTERVIEWS 47

MODULE 1.06 - FIELD TRIPS AND RESOURCE SPEAKERS 49

- vi -

PAGE

UNIT 2.0 HUMAN RELATIONS 50

MODULE 2.01 - DEVELOPMENT CONCEPTS OF ADULTHOOD. 50

MODULE 2.02 - PERSONALITY DIFFERENCES 51

MODULE 2.03 - PROBLEM SOLVING 52

MODULE 2.04 - COMMUNICATION SKILLS 53

MODULE 2.05 - MOTIVATION 55

MODULE 2.06 - PRACTICAL APPLICATION OFCOMMUNICATION SKILLS 57

UNIT 3.0 INDUSTRY ORGANIZATION - HOSPITALITY/TOURISM 58

MODULE 3.01 - HOSPITALITY/TOURISM (WORLD, CANADA,BRITISH COLUMBIA) 58

MODULE 3.02 - CHARACTERISTICS OF THE INDUSTRY. . 60

MODULE 3.03 - PROVINCIAL/REGIONAL/LOCALACTIVITIES AND OBJECTIVES 61

UNIT 4.0 COMPONENTS OF HOSPITALITY /TOURISM INDUSTRY 62

MODULE 4.01 - THE ACCOMMODATION SECTOR 62

MODULE 4.02 - THE FOOD SERVICE SECTOR 65

MODULE 4.03 - THE TRAVEL AND TRANSPORTATION SECTOR 67

MODULE 4.04 - THE RECREATION AND ENTERTAINMENTSECTOR 69

UNIT 5.0 GOVERNMENT AND INDUSTRY INTERRELATIONSHIPS 70

MODULE 5.01 - SERVICES OF GOVERNMENT AGENCIES . 70

MODULE 5.02 - TRADE ASSOCIATIONS 71

PAGE

UNIT 6.0 PEOPLE RELATIONSHIPS AND CAREER OPPORTUNITIES . . 72

MODULE 6;01

MODULE 6.02

MODULE 6.03

- CAREER OPPORTUNITIES AND PATHS 72

- MANAGEMENT RESPONSIBILITIES TO EMPLOYEESAND GUESTS 74

- EMPLOYEE RESPONSIBILITIES TO MANAGEMENTAND OTHER EM)LOYEES 75

TOURISM BRITISH COLUMBIA HOSPITALITYCOURSE 77

UNIT 7.0 SAFETY AND SANITATION 78

MODULE 7.01 - HEALTH REGULATIONS, PERSONAL HYGIENEAND FOOD POISONING 78

MODULE 6.04 -

MODULE 7.02 - SAFE WORK HABITS - USE AND MAINTENANCEOF HAND TOOLS AND POWER EQUIPMENT 80

MODULE 7.03 - FIREFIGHTING EQUIPMENT AND FIRST AID . . 82

UNIT 8.0 ELEMENTARY KITCHEN ORGANIZATION 83

MODULE 8.01 - BASIC KITCHEN !ND MENU TERMINOLOGY . . . 83

MODULE 8.02 - RECEIVING AND STORING - BASIC 84

MODULE 8.03 - APPLICATION OF KITCHEN MATHEMATICS TOWEIGHTS AND MEASURES, AND PORTION CONTROL. 85

MODULE 8.04 = READING AND CONVERTING OF RECIPES 36

UNIT 9.0 NUTRITION 87

MODULE 9.01 - BASIC NUTRITION AND WELL BALANCED MEALS. 87

UNIT 10.0 FRUIT AND VEGETABLES 88

MODULE 10.01 - IDENTIFY AND SELECT FRUIT AND VEGETABLES 88

MODULE 10.02 - HANDLING, PEELING AND CUTTING 89

MODULE 10.03 - BASIC COOKING METHODS 90

MODULE 10.04 - PASTA AND RICE 91

PAGE

UNIT 11.0 STOCKS, SOUPS AND SAUCES 92

MODULE 11.01 - IDENTIFY BASIC STOCKS 92

MODULE 11.02 = IDENTIFY THICKENING AGENTS 93

MODULE 11.03 - IDENTIFY CLASSIFICATIONS OF SOUPS ANDGARNISHES 94

MODULE 11.04 = IDENTIFY MOTHER SAUCES 95

UNIT 12.0 MEATS AND POULTRY 96

MODULE 12.01 MEAT AND POULTRY GRADES . 96

MODULE 12.02 - IDENTIFY MEAT CUTS 97

MODULE 12.03 IDENTIFY TYPES OF POULTRY 98

MODULE 12.04 BASIC COOKING METHODS - MEAT AND POULTRY 99

UNIT 13.0 SEAFOOD 100

MODULE 13.01 - IDENTIFY TYPES OF SEAFOOD 100

MODULE 13.02 - IDENTIFY BASIC CUTS AND PORTIONS 101

MODULE 13.03 - PREPARE AND COOK BASIC SEAFOOD 102

UNIT 14.0 COLD KITCHEN 103

MODULE 14.01 - SANDWICH FILLINGS 103

MODULE 14.02 - SANDWICH PREPARATION AND GARNISHES. 104

MODULE 14.03 - TYPES OF SALADS AND DRESSINGS 105

MODULE 14.04 - PREPARATION OF SALADS AND DRESSINGS . 106

PAGE

UNIT 15.0 BAKING AND DESSERTS 107

MODULE 15.01 - SELECT AND IDENTIFY INGREDIENTS. 107

MODULE 15.02 - BASIC PIES 109

MODULE 15.03 = BASIC PUDDINGS AND SAUCES 110

MODULE 15.04 - QUICKBREADS - PREPARE AND BAKE . 111

MODULE 15.05 - PREPARE AND BAKE COOKIES 112

UNIT 16.0 INTRODUCTION TO BREAKFAST COOKERY .113

MODULE 16.01 - EGG COOKERY 113

MODULE 16.02 - BREAKFAST MEATS 114

MODULE 16.03 - POTATO DISHES FOR BREAKFAST COOKERY 115

MODULE 16.04 - BATTERS 116

MODULE 16.05 - HOT AND COLD BEVERAGES 117

MODULE 16.06 - HOT AND COLD CEREALS 118

MODULE 16.07 - TYPES OF TOAST 119

UNIT 17.0 INTRODUCTION OF DAIRY PRODUCTS 120

MODULE 17.01 - TYPES OF MILK AND MILK COOKERY . 120

MODULE 17.02 - TYPES OF COMMON CHEESE .121

MODULE 17.03 - COOKING METHODS OF CHEESE PRODUCTS 122

PAGE

SECTION THREE = C P 12 = TOURIST SERVICES 132

UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED) . 133

MODULE 1.01 - PREPLACEMENT ROUTINES 133

MODULE 1.02 - PLACEMENT (EXTERNAL TO SCHOOL) 135

MODULE 1.03 - POSTPLACEMENT ROUTINE 136

MODULE 1.04 - STUDENT REPORTING PROCESS 137

MODULE 1.05 - LETTER OF THANKS TO EMPLOYER 138

UNIT 2.0 EMPLOYEE RESPONSIBILITIES 139

MODULE 2.01 - PERSONAL HYGIENE 139

MODULE 2.02 - PERFORMANCE OF DUTIES 141

MODULE 2.03 - COOPERATION WITH OTHER EMPLOYEES 142

MODULE 2.04 - CREATE A GOOD IMPRESSION = GREET GUESTS . 143

MODULE 2.05 - RESPOND TO SPECIAL NEEDS OF GUESTS 144

MODULE 2.06 - INTERPRETATION OF MENU TERMINOLOGY 146

MODULE 2.07 - PROFESSIONAL ATTITUDE 147

UNIT 3;0 SANITATION AND SAFETY PROCEDURES 148

MODULE 3;01 - SANITARY HANDLING OF FOOD AND UTENSILS . . 148

MODULE 3.02 - SANITARY CLEANING PROCEDURES 150

MODULE 3;03 - MAINTAIN A SAFE WORKING ENVIRONMENT 152

MODULE 3.04 - BASIC FIRST AID PROCEDURES 153

MODULE 3.05 - FIRE SAFETY PROCEDURES 154

PAGE

UNIT 4.0 SERVICE 156

MODULE 4.01 - IDENTIFY BASIC TABLEWARE AND EQUIPMENT . 156

MODULE 4.02 - SET UP EQUIPMENT FOR DAILY OPERATION . . 157

MODULE 4.03 = IDENTIFY AND MAINTAIN STATION 158

MODULE 4.04 = SET TABLES FOR SERVICE 159

MODULE 4.05 CARRYING CHINA, CUTLERY AND GLASSWAREAND LOADING TRAYS 160

MODULE 4.06 SET UP AND MAINTAIN BUFFETS 161

MOUDLE 4.07 IDENTIFY AND SERVE CONDIMENTS ANDACCOMPANIMENTS 162

MODULE 4.08 PREPARE AND SERVE HOT/COLD BEVERAGES . . 163

MODULE 4.09 - IDENTIFY AND PERFORM CLOSING DUTIES -CLEAR AND RESET 164

UNIT 5.0 BUSINESS OPERATION 165

MODULE 5.01 - IDENTIFY AND COMPLY WITH HOUSE POLICY 165

MODULE 5.02 - COMPLIANCE WITH PROVINCIAL LIQUORREGULATIONS 166

MODULE 5.03 - IDENTIFY CONTROL PROCEDURES FORGUEST CHECKS 167

MODULE 5.04 - IDENTIFY AND PERFORM CLOSING.MONETARYPROCEDURES 168

MODULE 5.05 - RESPONSIBILITY OF EMPLOYER 169

PAGE

UNIT 6.0 FRONT OFFICE PROCEDURE 170

MODULE 6.01 - OVERVIEW OF FRONT OFFICE 170

MODULE 6.02 - THE RELATIONSHIP BETWEEN THE FRONT

OFFICE AND OTHER DEPARTMENTS 172

MODULE 6.03 - FRONT OFFICE EQUIPMENT 173

MODULE 6.04 = IDENTIFY AND COMPLY WITH HOUSE POLICY . . 174

MODULE 6.05 = COMMUNICATING EFFECTIVELY 175

MODULE 6.06 = USE OF THE TELEPHONE 176

MODULE 6.07 = FUNCTIONS OF THE PBX SWITCHBOARD 177

MODULE 6.08 = HANDLE REQUESTS FOR WAKE-UP CALLS 178

MODULE 6.09 - DESCRIBE THE IMPLICATIONS THE HOTEL

KEEPERS ACT AND CRIMINAL COD_ WITH RESPECT

TO ACCOMMODATION 179

MODULE 6.10 - DEAL WITH REQUESTS FOR INFORMATION 181

UNIT 7.0 RESERVATION, REGISTRATION AND ROOMING PROCEDURES . 182

MODULE 7.01 - IDENTIFY RESERVATION SYSTEMS 182

MODULE 7.02 - HANDLE RESERVATION REQUESTS 183

MODULE 7.03 - GROUP BOOKING PROCEDURES 184

MODULE 7.04 - DAY-OF-ARRIVAL PROCEDURES 185

MODULE 7.05 - GREET THE GUEST(S) 186

MODULE 7.06 - SELLING GUEST ROOMS AND HOTEL SERVICES . 187

MODULE 7.07 - ASSIGNING ROOMS AND REGISTERING GUESTS . 188

MODULE 7.08 - ROOMING PROCEDURES 189

MODULE 7.09 - SPECIAL SITUATIONS 190

MODULE 7.10 - HANDLING COMPLAINTS 192

PAGE

UNIT 8.0 ACCOUNTING PROCEDURES 193

MODULE 8.01 - FRONT OFFICE ACCOUNTING PROCEDURES 193

MODULE 8.02 - GUEST ACCOUNT 194

MODULE 8.03 - POSTING ITEMS TO ACCOUNT 195

MODULE 8.04 - CASHIER DUTIES 196

MODULE 8;05 - "COUNTS" AND REPORTS 197

MODULE 8.06 - NIGHT AUDIT PROCEDURES 198

UNIT 9.0 SAFETY AND SECURITY 199

MODULE 9.01 - CONCEPT OF SECURITY 199

MODULE 9.02 - HANDLE MAIL AND KEYS 200

MODULE 9.03 - HANDLING REQUEST FOR INFORMATIONCONCERNING GUESTS 201

MODULE 9.04 - HANDLING CHECKED BAGGAGE AND VALUABLESLEFT FOR SAFEKEEPING 202

MODULE 9.05 - EMERGENCY PROCEDURES 203

UNIT 10.0 HOUSEKEEPING - PROFESSIONAL RESPONSIBILITIES . . . 204

MODULE 10.01 - OVERVIEW OF THE HOUSEKEEPING FIELD . . . 204

MODULE 10.02 - PERSONAL HYGIENE 205

MODULE 10.03 - HOUSE POLICY 206

MODULE 10.04 - EMPLOYER AND SUPERVISOR RESPONSIBILITIES 207

MODULE 10.05 - TEAMWORK 20P

MODULE 10.06 - APPLY SAFE/SANITARY WORKING HABITS . 209

MODULE 10.07 - FIRE SAFETY PROCEDURES 210

MODULE 10.08 - MAINTAIN PROFESSIONAL ATTITUDE 211

MODULE 10.09 - LEGAL RESPONSIBILITIES FOR SECURITYOF GUESTS' PROPERTY

PAGE

UNIT 11.0 HOUSEKEEPING 213

MODULE 11.01 - PREPARE FOR CLEANING 213

MODULE 11.02 - LINEN AND SUPPLIES 214

MODULE 11.03 - STOCK CART TO HOUSE STANDARD 215

MODULE 11.04 - OPERATION AND MAINTENANCE OF CLEANINGEQUIPMENT 216

UNIT 12.0 PREPARE GUEST ROOM 217

MODULE 12.01 - CLEANING ROUTINE 217

MODULE 12.02 - INTERPRETING ROOM REPORTS 218

MODULE 12.03 - REPORTING UNSAFE CONDITIONS 219

MODULE 12.04 - ASSESS WORK TO BE DONE 220

MODULE 12.05 - STRIPPING THE ROOM 221

MODULE 12.06 - MAKING BEDS 222

MODULE 12.07 - CLEAN KITCHEN AND BATHROOM 223

MODULE 12.08 - CLEANING WINDOWS, MIRRORS AND WALLS 224

MODULE 12.09 - STOCK ROOM WITH GUEST SERVICE SUPPLIES . 225

MODULE 12.10 - INSPECT WORKING CONDITION OF GUEST ROOM 226

MODULE 12.11 - DUST AND VACUUM 227

MODULE 12.12 - RECORD AND REPORT CLEANED ROOMS 228

UNIT 13.0 IDENTIFY OTHER DUTIES 229

MODULE 13.01 - IDENTIFY OTHER DUTIES 229

UNIT 14.0 SANITATION PROCEDURES 230

MODULE 14.01 - SANITATION PROCEDURES 230

UNIT 15.0 SAFETY ORIENTED FIRST AID 231

MODULE 15.01 - SAFETY ORIENTED FIRST AID 231

14

- xv -

UNIT 16.0 TRAVEL COUNSELLOR

UNIT 17.0 TRAVEL COUNSELLOR

UNIT 18.0 TRAVEL COUNSELLORTOURIST DIRECTORY

UNIT 19.0 TRAVEL COUNSELLOR -PUBLICATIONS

UNIT 20.0 TRAVEL COUNSELLOR

UNIT 21.0 TRAVEL COUNSELLOR -

UNIT 22.0 TRAVEL COUNSELLOR -RECEPTION CENTRE

PAGE

= RECEIVE VISITORS 232

= INTERPRET MAPS 232

= INTERPRET BRITISH COLUMBIA

USE OTHER RESOURCE

232

232

= RETRIEVE INFORMATION 232

GIVE CLEAR DIRECTIONS 232

SET UP AND MAINTAIN A

UNIT 23.0 MARKETING

MODULE 23.01 - MARKETING CONCEPT

MODULE 23.02

MODULE 23.03

MODULE 23.04 -

MODULE 23.05 -

- EVOLUTION OF MARKETING

- STYLES OF MARKETING

CUSTOMER SATISFACTION

MARKETING ETHICS

UNIT 24.0 MARKETING RESEARCH

MODULE 24.01 - MARKETING RESEARCH

MODULE 24.02 - RESEARCH OBJECTIVES

MODULE 24.03 - PRIMARY RESEARCH

MODULE 24.04 - SECONDARY RESEARCH

MODULE 24.05 - EVALUATE RESEARCH METHODS

MODULE 24.06 - MARKETING INFORMATION SYSTEMS

232

233

233

234

235

236

237

238

238

239

240

241

242

243

PAGE

UNIT 25.0 MARKET PROFILE 244

MODULE 25.01 = CHARACTERISTICS OF MARKET PROFILES . 244

MODULE 25.02 = DEVELOP MARKET PROFILES 245

MODULE 25.03 - MARKETING STRATEGIES 246

UNIT 26.0 MARKETING MIX 247

MODULE 26.01 - ACHIEVING MARKETING OBJECTIVES 247

MODULE 26.02 - PRODUCT CONSIDERATIONS 248

MODULE 26.03 - PROMOTION CONSIDERATIONS 249

MODULE 26.04 - PRICE CONSIDERATIONS 250

MODULE 26.05 - PLACE CONSIDERATIONS 251

UNIT 27.0 EXTERNAL MARKETING ENVIRONMENT 252

MODULE 27.01 - ANALYZE THE COMPETITION 252

MODULE 27.02 - POLITICAL FACTORS 253

MODULE 27.03 - SOCIO-ECONOMIC FACTORS 254

MODULE 27.04 - INTERNATIONAL INFLUENCES 255

UNIT 28.0 MARKETING PLAN 256

MODULE 28.01 - RATIONALE FOR A MARKETING"PLAN 256

MODULE 28.02 - COMPONENTS OF A MARKETING PLAN 257

MODULE 28.03 - MARKETING PLAN 258

SECTION FOUR - RESOURCE MATERIALS 259

PUBLIC RELATIONS 260

FOOD SERVICE 261

HOUSEKEEPING 262

FRONT OFFICE 264

GENERAL HOSPITALITY/TOURISM 265

MARKETING 267

16

1

INTRODUCTION

The purpose of this career preparation curriculum outline is toprovide the secondary school teachers and post-secondary instructorswith detailed information on student learning outcomes for completionof the career preparation program requirements. Information containedin this outline may be used as reference by students, counsellors,school administrators, employers and the general public. Performancestandards and guidelines for instruction will be established accordingto the criteria developed by teachers for the modules and courseswhich comprise each career preparation program.

CAROM .PREPARATInk.PRnnRAM...CAREER PREPARATION'

PROGRAM:.C.AltER..FRFRARATION PROGRAM.,CAREER PRFPARATIOU:PROGRAM..cARIEER PREPARATION PROGRAM

ARIFFIT.PREPARATION"PROGRAM:CAI4E.E13.,.PREPARATIONPRO.ORAM.'.CAREER .PREPARATION PROGRAM12ARF FR-PRERARATION...PRnGAAM-:CAREER PREPARATION PROGRAM'CARFER'PRFPARATInN:PROGRAMcAREER PREPARATION PROGRAMCAREER PREPARATION PROGRAMCAREER. PREPARATION PROGRAM

Section One

Program Overview

PAGE

SECTION ONE PROGRAM OVERVIEW

PART 1.0 - AIMS OF EDUCATION

PART 2.0 - SECONDARY SCHOOL PHILOSOPHY

PART 3.0 - CAREER PREPARATION PROGRAMS 9

PART 4.0 - GOALS OF CAREER PREPARATION PROGRAMS . . . 15

PART 5.0 - ORGANIZATION 17

PART 6.0 - EVALUATION 22

-7

PART 1.0 AIMS OF EDUCATION

The basic function of the British Columbia system of public educationis to_serve society and to meet the needs of individual students.School personnel have the primary resoonsibility to educate everyoneby enabling each student to pursue ex:ellence, to experience successand to realize maximum potential in cvery course. The curriculumshould enable each student to achieve educational and vocational goalsin the development of their interests, skills and abilities.

Central to that responsibility is the promotion-of learning, theacquis:tion e knowledge and the mastery of skills; This is essentialto provide:the student with_a solid_base upon which a_successful futuremay be built. This_responsibility implies an Obligation to go beyondthe provision of a learning cf-.:portunity and to link instruction andlearning through activities that make it possible for the pupil tobecome a purposeful, effective and competent learner; _Students shouldbe encouraged to develop a sustained interest in learning and a con-fidence in their ability to learn by the realization that any studybecomes effective through an orderly and sustained approach.

The primary responsibility -of school personnel should be complementedby the many other facets of school life which contribUte to thedevelopment of the maturing student; Teachers_should encourage sports-manship, good health and fitness, promote a willingness to serve theschool and community, and provide opportunities to appreciate and _ _

share in the social customs of the school and society. Students_ shouldbe encouraged to be active participants in the community by meetingtheir obligations and responsibilities as citizens.

The philosophy of the school is best achieved in a purposeful andchallenging environment which motivates the best performance_ofstudents and staff; _ The environment should be safe, supportive,rewarding and satisfying; and should reflect mutual respect andcourtesy among students, staff and parents; l'he facilities, equipmentmaterials and organization should enable students_and staff to_pursuestated educational goals; The environment must also be conducive toeffective participation by the staff in decisions affecting them andtheir students; Such participation is fostered by open, flexible andcooperative patterns of organization and communication based on a spiritof mutuality.

Teachers, parents and_the_community share the responsibility for foster-ing:the optimum_growth and development of each_student. Shared respons-ibility should be_directed to the end that each student will become a_ _

knowledgeable, self-reliant, self-disciplined, adaptive_human being witha sense of enduring values and_social_and civic responsibility, able tocommunicate_ and participate effectively in_a technolOgically advancingand increasingly mobile, complex and changing society.

PART 2.0 SECONDARY SCHOOL PHILOSOPHY

Secondary schools are primarily concerned with the development ofthe individual in a changing society. Organization of the secondaryschool system is based on the belief that students should be providedWith a meaningful sequence of courses directed toward a particularpurpose which they themselves consider valuable and which lies withintheir abilities. Motivation of adolescents to maintain a positiveattitude with commitment to their studies is a challenging task forteachers. Students need educational experiences that will help themto cope with their_ responsibilities in society; to prepare for furtheredutatiOn at a college, Petvincial institute or university; and/or toenter employment with a marketable skill.

General goals of the secondary school system should be incorporatedihto_the educational philosophy of each school. Secondary schoolcurricUlUm goals should:

a. provide opportunities for all students to achieve a maximum of

general and basic preparatory education,

b. emphasize those subjects needed for individual intellectualdevelopment for future career goals,

c. enable students to arrange subjects into broad patterns orprograms on the basis of their interrelationships and usefulness for further education and employment,

d. permit individual choice of school programs according toalternatives that are available,

e. include opportunities for students to develop personal interestsand avocational values,

f. increase opportunities to relate course_ offerings to the needsof the school population and the community, and

. allow students to select for themselves educational goals andpatterns of study in accord with their proven interests andabilities

As students acquire and develop their skills and talents at thesecondary school educational level, interest in future careersbecomes increasingly important. The need to improve the transitionbetween schools, colleges, Provincial institutes and employment hasbeen addressed through the introduction of career preparationprograms.

PART 3.0 CAREER PREPARATION PROGRAMS

3.1 A4ms_and Purpose

Career preparation is vitally important to every individual in theirchoice of lifestyle and their economic security. In conjunction withthe provision of basic education for all citizens, the school systemshould ensure that all students are provided_ the_ opportunity toincrease their awareness of career planning leading to vocationalchoices. The general education acquired through the public schoolsystem should complement the personal and intellectual development ofindividuals for success in the world of work.

Occupational needs are never static and students should have the_opportunity to increase their awareness of the world of work whileattending public schools. The influence of modern technology hasaltered individual and family lifestyles and many students recognizethe need for preparatory training that will lead toward success in avocation of their choice. This increased emphasis on education andtraining will help students to understand the increasingly complexworld of business and industry. Pertinent questions should beconsidered. What are the qualifications for particular occupations?Which occupations require a post-secondary education or other -

credentials? Which vocations require work related experiences?How should the school experience provide for student needs as theyconsider their future careers?

The last question is being partially answered through Career PreparationPrograms. Students who enroll in _a career preparation program will gaina broad overview of a particular industry and will be provided withvocational experiences in a career area of their choice. Essentialcomponents of the total program include specialized courses with coopera-tive career preparation studies and the completion of all requirementsleading to a secondary school graduation certificate. Examples of somecareer areas are the hospitality/tourism industry, general mechanics andbusiness education. Graduates of a career preparation program may be_qualified to_pursue further studies toward .a profession, attend a collegeor Provincial institute to acquire further specialized education, orproceed directly to employment with some marketable skills. Secondaryschool teachers will need to cooperate with employers and post-secondaryinstructors to effectively integrate the career preparation programs.

-10-

Adults at the school and community level have a responsibility to

ensure that all students will achieve a basic understanding and

awareness of the world of work to prepare for emerging trends in

society. Increased school and community cooperation through the

career preparation program will provide appropriate educational

and career development experiences to help students acquire market-

able skills for future employment. This new program for the

seconoary schools is consistent with the general aims of theBritish Columbia school system in striving to meet the needs of

all students.

The development of students who can think for themselves and learn

on their own is one of the more important educational goals. In

career preparation programs, practical experiences that combine

methods, resources and activities provide an important teaching

strategy to enhance_learning and thinking abilities. Both indivi-

dual and group problem solving strategies help students to utilize

abstract thinking abilities through practical learning activities.

In the grade 11 and 12 school terms, students in career preparation

programs have opportunities to apply basic skills and abilities

gained from earlier educational experiences. Learning outcomes

become more effective when students can develop abilities and

talents with new applications and a wider variety of resources.

The career preparation programs in British Columbia senior secondary

schools are designed to provide students with options that enable

students to enter the work force, proceed to a college or Provincial

institute or to pursue further academic studies leading to a profes-

sional career. Courses related to career fields at the senior

secondary level are intended to improve the transition of students

between school and employment and between school and post-secondary

institutions. Students enrolled in a career preparation programwill participate in cooperative career preparation studies to spend

part of their school time in a learning situation in the community

at a training station. This experience is designed to providepractical experience for a student in an occupational field directly

related to a program specialty in the school.

All students will utimately enter the work force in some capacity

and career preparation programs will assist students to recognize

current occupational practices and the avenues for advancement toward

career goals. From these experiences, students can be encouraged to

recognize the spectrum of employment within an occupational cluster.

3.2 Core Curriculum

Many of the core curriculum learning outcomes are irtegral parts ofthe learning outcomes that comprise a career preparation program.Students will be encouraged to relate their basic education experiencesto practical experiences through the application of talents, skills,abilities and competencies to simulated roles relative to futureemployment responsibilities.

Career preparation programs provide opportunities for students toapply the following aspects of the core curriculum to their schoolexperiences: (a) reading; (b) writing; (c) speaking; (d) principlesof measurement; (e) roles; responsibilities and rights of theindividual in society; (f) research and study skills; and (g) inquiry;analysis and problem solving. Practical application of the skills andpurposes of the core curriculum to the career preparation program willhelp students to function effectively as active and responsible citizens.

3.3 Responsibility of. the School Staff

Preparation for employment concerns everyone and the educationalexperiences of a student have a direct impact on each person'sselection of a career path. One's choice of an occupation is closelyaligned with the desires for a particular lifestyle. Teachers in ourschools have a major responsibility to assist students in the develop-ment of attitudes toward work and the rewards that one may expect fromfuture employment. School experiences should help people to preparefor satisfying and successful employment. From this premise; there isincreasing recognition of the need for students to relate their schoolexperiences tc career goals and the benefits that can be derived fromthe completion of courses for career advancement.

The school experience for students should include the acquisition ofcareer information, the development of skills and talents for specificoccupations and the opportunity to gain practical experience alongwith completion of general education requirements. The purpose ofcareer preparation is to provide students with information and gen-eralized skills which apply to a broad series of interrelated occupations.Students will then be able to make meaningful decisions concerning theadvantages and disadvantages of occupations. Along with the generaleducation requirements a student on a career preparation program willcomplete the following studies in grades 11 and 12.

Grade 11: General orientation to an occupational cluster will be providedin school by practical experience in a career field and cooperativecareer preparation studies. To understand the occupational competenciesrequired in'vocations, students will have access to resource people andto information that will help them select a career. This cooperativeapproach to the involvement of community personnel is designed tobroaden the students' educational Wckground and perspective of possiblecareer paths.

24

- 12-

Development of skills and talents is the primary purpose of the practical

experiences. Courses that comprise the specialty area of study must 'Dedirectly related to occupational requirements for future employment andto the related programs offered at colleges and Provincial institutes.

Each course is divided into units and modules with student experiencesdescribed in terms of learning outcomes. Students will have the opportun-ity to explore a wide variety of core skills in an occupational field andthe expected performance levels will be identified from the curriculumoutline.

Grade 12: Student attendance in these courses will lead to the acquisi-tion of skills and talents which may qualify them for entry levelemployment in related occupations and/or for advanced standing at apost-secondary institution. Emphasis is on career preparation; not ontraining for specific jobs. As students build on the earlier experiencesfrom grade 11, they will be better prepared to focus on their futurecareer goals.

Classroom experiences will be supplemented by cooperative career prepara-tion Studios which provide for community based learning external to theschool. Teachers in each career preparation program will arrange withemployers in the community for each student to acquire practical experienceand will then conduct visitations to the training station to assess thislearning experience. The external practical component of the programmust be scheduled for alninimum of 100-120 hours with a well definedtraining plan. The personal contact between teacher/employer/studentwill strengthen the program. Teachers should assume the responsibilityfor coordinating the activities both at the school and the training'Station.

3.4 Definitions

Career Preparation Program: A Career Preparation Program is defined asa selection and arrangement of courses in general education subjects andcourses in major vocational fields to form a systematic pattern leading

to graduation from a senior secondary school with advanced admission toa post-secondary program and/or direct entry to employment. Requirementsto complete a program consists of six approved specialty courses (includ-ing cooperative career preparation studies) together with prescribedconstant courses and electives to meet the criteria for secondary schoolgraduation in British Columbia.

Career Preparation Program Teacher: A suitably qualified teacher employedby a school to teach a specialty subject and who; in addition, has theresponsibility of coordinating and supervising related job experience.

Cooperative Career Preparation: 'he process of integrating the instruc-tional, administrative and organizational activities of career preparationexperience into a cooperative relationship between the school and thecommunity.

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Cooperative Education: A comprehensive term used to describe sharedresponsibilities and roles of teachers and employers in the provisionof educational experiences that will prepare people for employment.

District Work Experience Coordinator: A teacher employed by a schoolboard to direct, coordinate and supervise work experience and cooperativecareer preparation studies for the whole school district.

Training Plan: A written outline indicating what is to be learned by thestudent at the training station and what is to be taught in the school.

Training Sponsor: The individual at the training station directlyresponsible for the supervision of the student's activities external tothe school.

Training Station: The location external to the school where the studentreceives training related to an individual career development plan.

Work Experience: Activities at a training station undertaken by astudent as an integral part of an approved school program under thecooperative supervision of a qualified work experience teacher and anemployer.

3.5 Definition of Curricuium_Term

Learning Package: A self-contained package, comprised of a series ofmodules sequenced in a logical way to progressively build knowledge andskills which will enable attainment of an intended learning outcome.The package should include a diagnostic pretest and a posttest.

Learning Outcome: A learning outcome stated in behavioural; measurable,or performance terms is an assertion of what is expected to happen as aresult of learning having taken place. The statement usually defineswhat the activity and subject matter will be, the conditions under whichit will take place, and the minimum performance standard required. Thepurposes of the learning outcomes are:

a. The student and teacher know what is expected upon completion ofan instructional unit.

b. The most appropriate instructional materials and strategy can bechosen in order to ensure achievement of the learningoutcome.

c. The statements provide a basis for measuring student progressrelated to the learning tasks.

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Module: A combination of goals; instructions, content; and activitieswhich facilitate the development of a desired competency; Each modulefocuses on a specific job task and learning outcome. Modules may focuson the need for essential knowledge; or hands-on practice, or integrationof knowledge and skills to perform a job task.

Modules for Self -paced Instruction: The students can work through themodules, with the supervision of the teacher, at their own pace; insteadof an imposed time schedule. The module is completed when the studentdemonstrates mastery of the intended learning outcome.

VOtatiOnal Education: The_educational experiences offered at the secondaryand post-secondary schOO1 levelS that provide individuals with skillsand talents to_develop capacities for: (a) entry level employment, or(b) upgrading in .an occupation, or (c) retraining in a new occupation,leading to qualifications for employment requiring less than a universitydegree upon completion of the program.

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PART 4;0 GOALS OF CAREER PREPARATION PROGRAMS

4.1 Review Process

From a review in 1977 of the effectiveness of secondary programs toadequately prepare students for future employment, three conclusionswere made:

a. There was a need to undertake a more efficient and relevantuse of student time for the grade 11 and 12 years.

b. There was a lack of realistic orientation to the world ofwork and this was deemed to contribute to the poor employmentsituation for many students.

c. There was evidence from the Report of the Commission onVocational,_Teohnical and-Trades Training in British Columbia,0977) that more effective vocational training was needed ingrades 11 and 12 to adequately prepare some students for directentry into the work force.

Pilot programs in career preparation were undertaken in various areasof the province between 1977 and 1980 and the results of these programssupported assumptions that:

a. in addition to the present provisions for secondary schoolgraduation, the school may extend the opportunity in grades 11and 12 for a student to gain marketable skills and/or advancedstanding in post-secondary courses or programs;

b. the provision of employment skills should not reduce thepercentage of graduating students when compared to the schoolpopulation generally;

c. the provision of marketable skills should have a positiveeffect upon the graduates' employment opportunities whencompared to the total graduate population;

d. the monitoring of the pilot projects would provide informationon the effects of the projects on the number of studentschoosing to further their full time studies;

e. the pilot projects would have a positive effect upon the totalintegration process between secondary and post-secondaryeducation (including the Apprenticeship Branch of the Ministryof Labour);

f. the funding arrangements for tne pilot project would providethe information necessary to establish a rational system offunding if the projects are extended to the whole province;

g. monitoring of the pilot projects would provide information onthe effects of the project on:

i. the basic comprehensive graduation programs offeredin the schools;

ii. the standards and expectations of post-secondarycourses and programs with respect to secondary schools,and

iii. the possible areas of conflict regarding the responsi-bilities of the secondary school and teachers and thepost-secondary institutions and instructors.

: f 2Ci

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4.2 Recommendations

In 1980, the Ministry of Education agreed to the recommendations ofa steering committee that the career preparation program receiveformal endorsation. Four goals for the program were established.The Ministry of Education should:

a. foster career training in the schools without sacrificing thegeneral education function of the school,

b. increase the articulation of programs between secondary schoolsand post-secondary institutions through joint development ofrelevant curriculum units in career and vocational areas,

c. define the career preparation program and monitor careertraining in order to assure the status, quality and provincialcredibility of such training, and

d. develop, through joint consultation, the administrative frame-work which will guide the general and specific conditions forcourse recognition by post-secondary institutions.

The primary goal for the career preparation program is to providestudents at secondary schools with the opportunity to gain increasedawareness of career and employment needs without sacrificing thegeneral educational function of the schools. Courses are designed tointegrate with the business and industrial community and with post-secondary colleges and Provincial institutes.

4.3 Student Outcomes

Goals for student outcomes in career preparation programs are:a. to develop competencies and marketable skills for some

individuals to prepare for an entry level job;b. to acquire prerequisite qualifications for some individuals

who may pursue further training and/or advanced placement inan integrated_ program at a post - secondary school;

c. to attain skills necessary to locate, read and comprehendmaterial or literature related to their particular field ofcareer interest;

d. to attain a basic level_of skills and talents needed foremployment in a particular vocation (occupation);

e. to achieve the competencies necessary for critical thinkingand problem solving in _a specialized area of study;

f. to develop self=discipline for constructive work and studyhabits;_

g. to develop feelings of pride and self=confidence in achievementand progress;

h. to acquire a sense of respect and concern toward personalproperty as well as the property of others;

i. to increase personal and social competencies and acquire asense of social responsibility; and

j. to increase cooperative work skills to attain group goals.

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PART 5.0 ORGANIZATION

A career preparation program has been defined as a selection andarrangement of courses in general education subjects and in majorvocational fields to form a systematic pattern leading to secondaryschool graduation with qualifications for direct entry to employmentand/or advanced admission to a post-secondary school program.

5.1 Goals and Outcomes

General goals are provided for each program, each course, and foreach module within the course. These goals are intended to providegeneral direction to the teachers, students and employers to indicatethe broad parameters at each level.

Learning outcomes are specified for each module in terms that willindicate the performance levels that students are expected to achievefor completion of each unit and course. Criterion referenced testsmay be developed by teachers to ensure that projected competenciesfor students are similar in various regions of the province.

5.2 Program Requirements

Requirements to complete a career preparation program consist offour constant courses, six provincially approved specialty coursesand at least two additional elective courses for a minimum of twelvecourses to meet the requirements for secondary school graduation.Within the six specialty courses of approximately 120 hours each(minimum of 700 hours), students will complete units in cooperativecareer preparation studies in grades 11 and 12.

Courses in the sample outline that follows for a student program ingrades 11 and 12 should be regarded as the basic requirements forgraduation with a career preparation specialty. There will be situationswhere it will be necessary, and to the student's advantage, to apply theelective courses to subjects as mathematics, physics or general businessto acquire adequate preparation for a vocatic.,al choice or for reauire-ments of a pcst-secondary institution. Students planning on a careerin trades related to general mechanics will benefit from a mathematicscourse while another student may require a business education course fora career in the hospitality industry. The student program should beorganized to provide the most useful background for entry into a chosencareer field.

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CAREER PREPARATION PROGRAM FOR

CONSTANTS English 11

(4) English 12Social Studies 11 _

Physical and Health Education 11

SPECIALTY(6)

ELECTIVES(4)

C P 11 Hospitality/Tourism Industry )

C P 11 Hospitality/Tourism Industry )

C P 11 Hospitality/Tourism Industry ) Minimum) of

C P 12 Tourist Services ) 700 hours

C P 12 Tourist ServicesC P 12 Tourist Services

4 courses

SECONDARY SCHOOL REQUIREMENTS - completion of a minimum of twelvecourses for graduation. For further

details; refer to the AdministrativeHandbook 1981.

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5.3 Guidelines

The fundamental purpose in the foregoing organization is to ensurethat students complete the general ed6cation constants and acquiresome specialized experiences that will prepare them for employmentor tChtinuing education. When students enter a career preparatiOnprogram in grade 11, they will concentrate or the acqUisition ofcore skills related to an occupational field or industry. Developmentof personal and interpersonal skills and an orientation to the organiza-tion of business and labour will be an integral part of the learningprocess.

In grade 12, the students will move from the core skills acquired ingrade 11 to more specific skills related to an occupational/vocationalchoice. During this school year, students will gain practical experiencein community based learning activities at a job site for a minimum periodof 100 - 120 hours. Teachers of the specialty courses will arrange forthe external practical experience with various business firms and visiteach student at the training station as part of the cooperative careerpreparation studies. Tedchers should prepare information that willassist the employer in assessing the performance of the stbdent at atraining Station.

Practical experience is an-integral part of the educational program forstudents enrolled in career preparation. School credit is granted forthe cooperative career preparation component at a job site but thestudent should not be paid wages while working under the supervisionof school personnel. The student must not displace a regular employeeand should recognize that there is no assurance of a job at the conclu-sion of the training period.

In addition to Workers' Compensation Board coverage for school arrangedcoopei-ative career preparation with an employer, a student or their;'.a.rents may choose to purchase personal accident insurance. Any studentunder the age of majority requires parent or guardian.approval inwriting before participating in a learning situation external to theschool. Further details and approval forms are available from theMinistry of Education (Career Programs).

5.4 Advisory Committees

Advisory committees can perform a valuable role in the development ofcareer preparation programs. The advice and guidance provided toteachers by representatives of employers, employees and the communityis extremely important- The function of the advisory committee isnot to establish policy or to make financial decisions but thisvoluntary group can provide -a vital communication link between theschool.and the community. Recommendations for action will representthe best advice available to plan viable programs for the benefit ofthe student.

-20-

Functions of advisory committees as they relate to career preparationprograms are:

a. to assist in determining and evaluating the needs which theprogram is designed to meet;

b, to assist in defining relevant program objectives;c. to assist in promoting public awareness of the instructional

program by colleges, unions, professional associations, employersand appropriate community groups and government;

d. to assist in securing community support of the instructionalprogram, including formal recognition_by industry and regulatorybodies, as well as government approval;

e. to assiF,t in the placement of graduates; andf. to assist in obtaining and coordinating student field experience

in the community.

Advisory committees should have representation, where appropriate,from the secondary school, school district, local industry, unions orrelated associations, and post-secondary institutions in the region.A suggested composition for the advisory committee would include:Superintendent of Schools or representative; school principal orrepresentative; teacher(s); college or Provincial institute representative;employer representative(s); employee representative; district careercoordinator (work experience coordinator); labour representative; schooltrustee.

5.5 Cooperative Education

Education is currently viewed as the way to prepare people for theirlifework and the need for experiential learning is evident. One of theproven methods for the student to develop responsibility and dependabilitywithin the educational process is to arrange for organized learningexperiences with an employer. Opportunities can be provided for the studentto gain practical experience with an employer under the concept ofcooperative education. The primary purpose of cooperative education is.to provide the student with planned and evaluated practice/experienceswhich will enhance the integration of theory learned in the classroomwith pragmatic requirements of the work situation. Acceptance of thispremise implies that there are definite procedures that must be followedTor implementing cooperative education practices.

Primary responsibility rests with the teacher to:a. design an overall plan for the student to participate in

cooperative education;b. involve the advisory committee to validate proposed plans

before implementation;c. consult with teachers, counsellors and CHOICES specialists

concerning career goals for students;d. establish and maintain training stations;

- 21 -

e. outline parameters of student experiences to be provided byemployers;

f. develop a training plan of proposed experiences and how theseactivities relate to school based courses;

g. provide guidelines that may be used by the employers;h. outline the legal requirements that apply to students for

compliance with guidelines from Ministry of Education, Ministryof Labour and the Workers' Compensation Board;

i. contact the local office of the appropriate labour organization(where applicable);

j. conduct visits with each student at the training stations; andk. determine and implement the evaluation procedures that will be

used for each student in the course.

In conducting the cooperative education component of a career preparationprogram, the teacher coordinator is of vital importance to the operationof a successful plan. Detailed planning and evaluation procedures willenable all the affected parties to contribute to the learning experiencesof each student. All activities between the school and a business mustbe coordinated in a manner that allows maximum opportunity for eachstudent to practice what they learn. When evaluation, techniques arewell designed, the teacher and the advisory committee will be able toanalyze the results and consider changes for improving this aspect ofexperiential leaning.

Educational planning for cooperative career preparation experiencesare incorporated as an integral part of this curriculum guide. Theprovision of the cooperative career preparation studies cannot beimplemented as a separate component in isolation to approved courses.When people from the education system develop a cooperative approachwith the business community to the learning needs of students, thetransition from school to work will be more effective for all studentswho participate in cooperative career preparation.

.Teachers of career preparation programs will need to coordinate theirplanning with a district staff person assigned to coordinate activitiesbetween the schools and employers. In large school districts there willbe greater need to develop procedures between schools to organize theefforts of teachers who provide general work experience for studentsin any subjects and for students in the cooperative career preparationstudies. The district coordinator will be responsible for maintainingconsistency in policy and ensuring that all legal requirements arecomplied with according to school board policies.

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PART 6.0 EVALUATION

6.1 Evaluation Process

One of the important components of the Career Preparation Program thatis critical to the successful acceptance by the community and post=secondary institutions is the matter of evaluation. Criteria within acurriculum guide for student performance must be established to indicatestudent progress. Evaluation must be consistent to provide the necessarydocumentation of the student achievement. Each program is organized inunits and' modules to indicate expected performance in terms of intendedlearning outcomes. On the basis of the statements concerning studentperformance, various testing methods may be employed to validate theachievement for the benefit of the students, parents, post-secondaryteachers and potential employers.

Included in the evaluation process will be tests to consider progress inthe affective, cognitive, psychomotor and perceptive domains. Terminalperformance should consider theoretical knowledge, practical skillsand the personal and interpersonal attributes that contribute to success-ful employment. Students are expected to affirm their understanding ofthe learning outcomes for each module through valid expression of theirskills and talents. Indications of their cooperation with others andattitudes to work and future learning needs are an important considerationof the evaluation process for career preparation.

Students can be encouraged to judge their own progress in relation -tothe established objectives for the modules comprising a course outline.Rigid time limits for each module are not prescribed since there isrecognition of the variable abilities of individuals to acquire skillsand talents necessary for acceptable performance.

Learning outcomes and criteria have been stated according to theperceived needs of the students, employers and instructors of related.courses and programs in colleges and Provincial institutes. Evaluationtechniques and methods must be flexible but the results should indicatethe standard of performance that has been achieved. Collaborationbetween teachers at secondary schools and instructors at post-secondaryinstitutions is essential to ensure that the goals of the program arebeing met to effectively integrate courses which comprise each careerpreparation program. Regular meetings of advisory committees will helpfacilitate reviews of the goals and objectives and ensure that theinterests of the concerned individuals are being considered.

-23-

Evaluation processes should be designed to assist students to acquirethe necessary skills and talents that will be useful for a vocationalgoal. Performance criteria can be reviewed at appropriate intervalsto ensure that standards are realistic and that employers and post-secondary instructors are satisfied with the graduates of the programs.Students should acquire a broad view of an employment field beforethey select an occupation that will require concentrated study andpreparation. Qualifications for one job are often related to otherjobs and the evaluation process must be designed to enhance studentgrowth for employability in related occupations. Procedures fortesting in any career area should help and not hinder student growthin the realization of personal goals that will lead to gainful employ-ment. Evaluation should clarify the capabilities of individuals andprovide e.;sential information to students, parents and employers.

6.2 Determination of Performance Criteria

Part of the learning process concerns the evaluation process andvarious methods may be used by teachers to determine the progressof students. Teacher strategies will be employed in the affective,cognitive, psychomotor and perceptive domains. Performance levelsin the cognitive domain will usually be assessed by formal writtenexams. In addition, there will be procedures to determine perfor-mance in the practical demonstration of abilities and other teststhat will require the professional expertise of the teacher to assessperformance levels. There are at least six evaluation proceduresthat teachers may apply to assess student progress toward the learn-ing outcomes in this curriculum guide.

A bank of evaluation resource materials, including curriculum _

referenced tests and procedures for evaluating manipulative skills,will be developed and made available on a provincial basis to assistthe classroom teacher and to serve as external benchmarks. At thesame time, within the six categories below, it is expected thatteachers will develop and share other materials that may be appliedto the instructional process.

- Comprehensive written examination (on the cognitive level forall aspects of subject matter) _

= Practical demonstration (on manipulative skills)= Oral examination (on verbal descriptions of processes)- Team or group examination. (on activities that involve twoor more students)

= Observation- Questionnaire/opinionnaire instrument (on reactions from

cooperative education experiences)

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CURRICULUM FORMAT

The following sections of this curriculum guide consist of:

- Aims and purposes for students enrolled in a Career PreparationProgram for Hospitality/Tourism Industry,

- Course/unit general aims which indicate the general knowledge/skill required toachieve a satisfactory level of performance,

- Goal statements and learning oLLcomes for each module withstudent outcomes for the expected levels of achievement,

- Student activities designed to support the learning outcomesof each module, and

- Bibliography and resources that may be used to assist the studentachieve the learning outcomes.

The learning outcomes specify the minimum levels that are essentialfor the satisfactory completion of each module. This information iscompiled under particular topics but the sequence of teaching anyaspect of the program is the responsibility of the teacher. Professionalexpertise should be applied to plan instruction and to expand and enhancestudent performance without undue reliance on tests to measure cognitiveknowledge. In the process of evaluation the teacher should consider allaspects which contribute to the effective mastery of skills for eachoccupation. Evaluation should include assessment of skills, knowledge,talents, personal and interpersonal behaviour related to a vocation.The development of attitudes toward the work ethic should_be consideredin the provision of experiences leading to successful employment.

Essential components to support the learning experiences outlines incourses will be cooperative career preparation studies. Teachers shoulddevelop procedures with business personnel in the community to ensurethat cooperative activities at school and in the community are providedfor all aspects of the career preparation program. Organized learningexperiences away from the school building should be related to particulargoals and learning outcomes stated in the following sections of thiscurriculum guide.

PROGRAM:

COURSE/UNIT:

MODULES:

What activitie

will support the

desired

performance?

General Aims and Purpose

General Aim General Aim General Aim

Goal Statements

LearOng Student

Outcomes Activities

I

Goal Statements

Learning Student

Outcomes Activities

Directly related

to learning

outcome

statements

Referenced

TestS

Referenced

Tests

Criterion

Referenced

Tests

General Aim

Goal Statements

Learning Student

Outcomes Activities

Criterion

Referenced

Tests

Criterion

Referenced

Tests

i ) , r..,

t 1C lit

CAREER F0135.. _RATION; P4OGRA .

CAKEFt PREPARATION PFine=isALCAREER PREPARATION -PROGRA.-,7CAREER PRFPARATIONPPROG,13_-CAREER PREPARATION ,PFinriRA._,t7AFIFER PREPARATION .PROGRAe,C.ARFER-: PR -PARATIONPROGRA.

AREER' PREPAR _-TIO_ pROGRAdviCAREER PRFpARATIQN,. PriOG I:17A_

CAREER PREPARATION Pittnci.RA_CAREER PREPARATION PRnriRA.LCAREER.. PREPARATION PROGRA....CAREER PREPARATION PROGRA_C __REM PREPARATION, PRnriRA._CARFFR 'pRFPARATION PROGRA_

-29-

PAGE

SECTION TWO - C P 11 - HOSPITALITY/TOURISM INDUSTRY. . . . 35

UNIT 1.0 COOPERATIVE CAREER PREPARATION(SCHOOL BASED) 36

MODULE 1.01 - CAREER DEVELOPMENT 37

MODULE 1.02 - WORK ETHIC AND WORK OBSERVATION. . 40

MODULE 1.03 - BUSINESS AND LABOUR 42

MODULE 1.04 - LEGISLATION, STATUTES, SOCIALINSURANCE, EMPLOYEE RIGHTS ANDWORKING CONDITIONS 45

MODULE 1.05 - JOB SEARCH SKILLS AND INTERVIEWS 47

MODULE 1.06 - FIELD TRIPS AND RESOURCE SPEAKERS. . 49

UNIT 2.0 HUMAN RELATIONS 50

MODULE 2.01 - DEVELOPMENT CONCEPTS OF CHILDHOOD. 50

MODULE 2.02 - PERSONALITY DIFFERENCES 51

MODULE 2.03 - PROBLEM SOLVING 52

MODULE 2.04 - COMMUNICATION SKILLS 53

MODULE 2.05 - MOTIVATION 55

MODULE 2.06 - PRACTICAL APPLICATION OFCOMMUNICATION SKILLS 57

UNIT 3.0 INDUSTRY ORGANIZATION - HOSPITALITY/TOURISM 58

MODULE 3.01 - HOSPITALITY/TOURISM (WORLD, CANADA,BRITISH COLUMBIA) 58

MODULE 3.02 - CHARACTERISTICS OF THE INDUSTRY. . 60

MODULE 3.03 - PROVINCIAL/REGIONAL/LOCALACTIVITIES AND OBJECTIVES 61

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PAGE

UNIT 4.0 COMPONENTS OF HCSPITALITY/TOURISM INDUSTRY . 62

MODULE 4.01 - THE ACCOMMODATION SECTOR 62

MODULE 4.02 - THE FOOD SERVICE SECTOR 65

MODULE 4.03 - THE TRAVEL AND TRANSPORTATION SECTOR 67

MODULE 4.04 - THE RECREATION AND ENTERTAINMENTSECTOR 69

UNIT 5.0 GOVERNMENT AND INDUSTRY INTERRELATIONSHIPS 70

MODULE 5.01 - SERVICES OF GOVERNMENT AGENCIES . 70

MODULE 5.02 - TRADE ASSOCIATIONS 71

UNIT 6.0 PEOPLE RELATIONSHIPS AND CAREEROPPORTUNITIES 72

MODULE 6.01 - CAREER OPPORTUNITIES AND PATHS. . . 72

MODULE 6.02 - MANAGEMENT RESPONSIBILITIES TOEMPLOYEES AND GUESTS 74

MODULE 6.03 - EMPLOYEE RESPONSIBILITIES TOMANAGEMENT AND OTHER EMPLOYEES. . . . 75

MODULE 6.04 - TOURISM BRITISH COLUMBIAHOSPITALITY COURSE 77

UNIT 7.0 SAFETY AND SANITATION 78

MODULE 7.01

MODULE 7.02

- HEALTH REGULATIONS, PERSONAL HYGIENEAND FOOD POISONING 78

- SAFE WORK HABITS_-_USE_ANDMAINTENANCE OF HAND TOOLS ANDPOWER EQUIPMENT 80

MODULE 7.03 - FIREFIGHTING EQUIPMENT ANDFIRST AID 82

- 31 -

PAGE

UNIT 8.0 ELEMENTARY KITCHEN MANAGEMENT 83

MODULE 8.01 = BASIC KITCHEN AND MENU TERMINOLOGY 83

MODULE 8.02 - RECEIVING AND STORING - BASIC. . . 84

MODULE 8.03 - APPLICATION OF KITCHEN MATHEMATICSTO WEIGHTS AND MEASURES, ANDPORTION CONTROL 85

MODULE 8.04 = READING AND CONVERTING RECIPES . 86

UNIT 9.0 NUTRITION 87

MODULE 9.01 == BASIC NUTRITION AND WELL BALANCED --

MEALS 87

UNIT 10.0 FRUIT AND VEGETABLES 88

MODULE 10.01 - IDENTIFY AND SELECT FRUIT ANDVEGETABLES

MODULE 10.02 - HANDLING, PEELING AND

MODULE 10.03 - BASIC COOKING METHODS

88

CUTTING 89

90

MODULE 10.04 - PASTA AND RICE 91

UNIT 11.0 STOCKS, SOUPS AND SAUCES -92

MODULE 11.01 - IDENTIFY BASIC STOCKS 92

MODULE 11.02 - IDENTIFY THICKENING AGENTS. . . 93

MODULE 11.03 - IDENTIFY CLASSIFICATIONS OF SOUPSAND GARNISHES ' 94

MODULE 11.04 - IDENTIFY MOTHER SAUCES 95

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PAGE

UNIT 12.0 MEATS AND POULTRY 96

MODULE 12.01 = MEAT AND POULTRY GRADES 96

MODULE 12.02 = IDENTIFY MEAT CUTS 97

MODULE 12.03 - IDENTIFY TYPES OF POULTRY . 98

MODULE 12.04 - BASIC COOKING METHODS - MEAT ANDPOULTRY 99

UNIT 13.0 SEAFOOD 100

MODULE 13.01 - IDENTIFY TYPES OF SEAFOOD . . 100

MODULE 13.02 - IDENTIFY BASIC CUTS AND PORTIONS. 101

MODULE 13.03 - PREPARE AND COOK BASIC SEAFOOD. . 102

UNIT 14.0 COLD KITCHEN 103

MODULE 14.01 - SANDWICH FILLINGS 103

MODULE 14.02 - SANDWICH PREPARATION ANDGARNISHES 104

MODULE 14.03 - TYPES OF SALADS AND DRESSINGS . 105

MODULE 14.04.- PREPARATION OF SALADS ANDDRESSINGS 106

UNIT 15.0 BAKING AND DESSERTS 107

MODULE 15.01 - SELECT AND IDENTIFY INGREDIENTS 107

MODULE 15.02 - BASIC PIES 109

MODULE 15.03 - BASIC PUDDINGS AND SAUCES . . . 110

MODULE 15.04 - QUICKBREADS - PREPARE AND BAKE. . 111

MODULE 15.05 - PREPARE AND BAKE COOKIES 112

- 33 -

PAGE

UNIT 16.0 INTRODUCTION TO BREAKFAST COOKERY . . . . 113

MODULE 16.01 - EGG COOKERY 113

MODULE 16.02 - BREAKFAST MEATS 114

MODULE 16.03 - POTATO DISHES FOR BREAKFASTCOOKERY 115

MODULE 16.04 - BATTERS 116

MODULE 16.05 - HOT AND COLD BEVERAGES 117

MODULE 16.06 - HOT AND COLD CEREALS- 118

MODULE 16.07 -TYPES OF TOAST- 119

UNIT 17.0 INTRODUCTION OF DAIRY PRODUCTS 120

MODULE 17.01 - TYPES OF MILK AND MILK COOKERY. . 120

MODULE 17.02 - TYPES OF COMMON CHEESE 121

MODULE 17.03 - COOKING METHODS OF CHEESE PRODUCTS 122

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C P 11 - HOSPITALITY/TOURISM INDUSTRY

General Aims and Purpose

The primary aim of the Hospitality/Tourism Industry program in grade 11is to provide learning experiences that will prepare students for eitherdirect entry to employment or to qualify for advanced standing in arelated program at college or a Provincial institute. Part of theprogram includes an integral component of cooperative career preparationstudies which are designed to orient students to the requirementsof employment through work study experiences. This component can beorganized by the specialist teacher to use various resource personswho can provide the expertise necessary to help students understandaspects of career preparation studies.

Students should acquire knowledge of:

career opportunities and educational requirements in thehospitality industry;

skills and talents needed in the hospitality industry;

recreation and entertainment services in local andregional areas;

tourist activities in local vicinity;

e. skills needed for preparing the basic food in quantity(meats, seafood, poultry, vegetables, soups, sauces andbaking);

employment opportunities and the necessary marketable skillsin hospitality industry (work experience);

concepts related to job satisfaction and work ethics forsuccessfn.' employment;

the practice of hygienne and safe, orderly work habits;

continuing education opportunities at various post-secondaryinstitutions;

basic tools and techniques in the hospitality industry.

-36-

UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED)

Career planning and preparation involves a combination of educational

experiences that will enhance the individual's personal development

and provide practical experiences leading to a vocational field of

interest. Cooperative educational experiences are designed to provide

opportunities for students to become involved in career related

experiences through community participation. In grade 11 the students

should have opportunities to:

a. learn about career development within the course requirement

b. observe employees at work in the community,c. participate in discussions with resource persons from the

community,d. acquire knowledge of proven procedures for job searching

and interviewing, ande. become aware of educational requirements for particular

careers.

These educational experiences are intended to be an integral part of

the learning experiences within the career preparation program.

Students will gain further experiences in cooperative education in

grade 12 through actual work experience in the community.

Genera -1 --Aims

The student should:

a. gain practical assistance in making the transition from

school to a career field of interest,b. develop skills and abilities that are needed for employment

in a career field of the student's choice,c. acquire confidence to enter the world of work with an increased

measure of competence,d. develop respect for other people and the work that they do,

e. develop a systematic approach to solving problems,

f. participate in discussions related to career choice and

life syle to increase the student's awareness of the importance

to health, happiness and economic security.

-37-

MODULE 1.01. CAREER DEVELOPMENT

Goal Statements

The learning experiences in this module are designed to:

a. increase student awareness of the job opportunities inthe community;

b. enable each student to gain insight into the aptitudesand skills required for various occupations;

c. assist the student to develop a relationship between immediateexperiences and decisions that influence their evolving careerdevelopment;

d, help the student to understand factors that influence thechoice of a vocation or profession;

e. provide experiences in decision-making skills;f. help_the student to understand communication processes;g. enable each student to learn and practice good work habits

for employment situations;h. assist each student to develop suitable, realistic and

personally desirable career goals;i. increase the student awareness of the need for lifestyle

planning (job, vocation, leisure);and

j. enable the student to enter the world of work with increasedmeasure of competence.

Learning_Outcomes_

The student should be able to:

1.01.01

analyze lifestyle

Student Activities

1.01.02

identify reasons that lead peopleto work and the relationship tolifestyles

-discuss relationshipof job, vocationleisure

-discuss skill identificationand career/lifestyleplanning

-consider why people work-discuss. work ethic, socialvalues, economic independenr.e

-38-

1.01.03

analyze and list tentative vocationalobjectives

1.01.04

evaluate and describe the process of'goal setting'

1.01.05

analyze factors to consider in careerselection

1.01.06

describe relationship between whatis learned in school and the problemsand activities outside school

1.01.07

demonstrate positive attitudestoward punctuality, honesty, courtesy,responsibility and cooperation

1.01.08

identify factors that influenceopportunities for vertical andhorizontal mobility in a selectedcareer field

4 .9

-compare vocational familygrouping of occupations

-examine methods of settinggoals=develop personal lists ofmethods to set and achievegoals

=discuss reasons for peopleto work

- examine job cluster charts- discuss educational require=ments of jobs=identify factors to considerin career decisions

- discuss career 'payoffs'- consider corporate vs.consumer attitudes

- select a specific occupationand analyze the relationshipof school experiences toemployment demands- compare specific trainingas related to career goals

- review company losses due totheft, absenteeism, shoplifting

- discuss employee responsibilitiesand personal relations

-analyze qualifications forjob entry-use examples from industry

-39 -

1.01.09

participate and use communicationskills in group interactionsituations

-cooperate with other studentsin class work

-40-

MODULE 1.02 WORK ETHIC AND WORK OBSERVATION

Goal Statements

The learning activities in this module are designed to:

a.

b.

c.

d.

e.

f.

9.

review the concept of 'work ethic' in relation to the economy,provide every student with various methods of conducting awork observation (shadowing) session,increase the ability of each student to interview and gatherinformation from people,help the student to recognize the various types of remuneration,develop attitudes toward motivational factors,help each student to recognize the importance of appearance andpersonal ethics to employment success, anddevelop an awareness of appropriate standards for variousoccupations.

Learning Outcomes Student Activities

The student should be able to:

1.02.01

describe positive work habits andattitudes

1.02.02

prepare a brief oral report on aselected career that outlinesadvantages and disadvantages foremployment in the field

1.02.03

list the safety factors that arecritical to a particular job

- class discussions=analyze prepared examples=discuss job/career satisfaction-select positive habits andattitudes from a mixed listof positive and negative ones

- review social and economicaspects of various occupations=examine present and futuredemands for employment inparticular jobs

=consider training nceds- discuss "external" dangers,e.g. law enforcement duties

=research importance of"safety attitude"

- categorize "risk" factors

-41 -

IA2-44

define and give examples of fourmethods of remuneration

1-02A5

identify the importance ofappropriate dress necessary foran occupation

=discussion of wage, salary,commission, fee=discuss rationale for typesof payment systems

-use of resource speakers- discuss unemploymentinsurance, group insurance,medical insurance, profitsharing, holiday pay, W C B

- group discussions

-42-

MODULE 1.03 BUSINESS AND LABOUR

Goal Statements

The learning experiences in this module are designed to:

a. help the student to relate individual jobs to variousorganizational structures,

b. help each student to understand the function and responsibilityof management,

c. assist each student to recognize the role of the labourorganizations in business enterprises,

d. analyze the respective roles of labour and managementpersonnel,

e. review the process of contract negotiations,f. increase student awareness of the contribution of labour

to economic growth and development in the country,provide information that outlines the contribution of thelabour mcvement to the social and economic growth of thecountry, and

h. examine the development of the major unions.

Learning_Outcomes Student Activities

The student should be able to:

1.03.01

prepare a chart to outline atypical company organization

1;03,02

list the essential positions in abasic plan of a company organization

compare the essential differencesbetween management roles andworkers

-discuss the importance ofvarious roles in a company

-make a flow chart-discuss "entrepeneurship"-discuss career paths andmotivational factors forpeople-review organizational planfor small and large companies,identify "essential" positions

-simulation exercise

-43-

1.03.04

list the attributes of a managerand a leader

1;03;05

analyze methods used toaccomplish company goals

1.03.06

list the basic steps that areusually followed for contractnegotiations

1-03_07

describe some current developmentsin the labour movement

1A3aa

make a flow chart on the labourorganizational structure

1-03_09

debate an issue concerning anyof these topics:

a. unionismb. capitalismc. equal rightsd. sexual equalitye. employee benefits

1.03.-10

outline the labour market in acareer field and projectconditions that would causechanges

1.03.11

list the procedures to be followedin a grievance procedure

-class discussion

-simulation exercises- prepared handouts-discuss social and consumergoals and needs

=group discussions=use guest speaker-role play exercises

- discuss handouts and films

- group discussions andactivities

- discuss with resource speakers

- discuss job stability- project employment needsand the role of labour

-use resource people fromlabour organizations

0

-44-

1.03.12

define common terminology,i.e. shop steward, local,grievance, process

- review prepared materials- read case studies

5 5

-45-

MODULE 1.04 LEGISLATION, STATUTES, SOCIAL INSURANCE, EMPLOYEERIGHTS, AND WORKING CONDITIONS

Goal _Statements

The learning experiences in this module are designed to:

a. develop an awareness of the legislative process and laws thatprotect employee rights,

b. help each student to become familiar with the sources of

information relative to employee rights and responsibilities,

c. increase student awareness of the legal system forestablishing an orderly society,

d. help the student to become familiar with common requirementsof an employee, and

e. enable each student to become aware of employee/employerrights under legislation.

Learning Outcomes Student Activities

The student should be able to:

1.04.01

research and synopsize informationpertaining to rights of theemployee:

a. H-umenRiohtsCodeb. Labour Code of B.C.c. Workers' Compensation Actd. Employment Standards Act

1.04.02

describe why laws exist

1.04.03

list examples of legal protectionfor employees within Workers'Compensation Act regulations

- prepare examples and discussin Class, share views_-use resource people indiscussionsconference call to appropriategovernment department

- discuss examples of 'equalityin law'

- relate importance ofWorkers' Compensation Actregulations to workersconsider limitations of'First Aid' and importanceof adequate training beforetreat' j injured persons

3t

-46 -

1.04.04

recognize approved meanings forcommon legal forms

1.04.05

list examples of proper care ofcompany equipment and materials

1_04.06

list reasons for employeepunctuality

1-04.-07

define 'overtime' in two differentoccupations

1.04.08

complete various types ofapplication forms, income taxforms, time cards, etc.

analyze desirable and non-desirableconsiderations that relate to aspecific geographic location foremployment

1A4-10

select and describe the mostappropriate procedures fordealinr with three assignedemerg situations

- meet with community peoplefrom police, legal andmunicipal levels

- differentiate betweenroutine maintenance andcareless breakage

- discuss differentoccupational requirements

- discuss labour laws-relate concept of overtimeto salary

- consider employer expectations

-practice completion of basicforms that employees use- calculate salary by day, week,month and year

- discuss particular jobs inurban, rural and remote areas

- review individual responsibilityfor helping people in distress-discuss emergency routines

- 47

MODULE 1.05 JOB SEARCH SKILLS AND INTERVIEWS

Goal Statement&

The learning experiences in this module are designed to:

a. help each student to adopt a disciplined and methodical approachto the job search process,

b. provide examples of proven processes in preparing resumes andqualifications,

c. introduce the student to some non-traditional job search skills,d. assist each student to prepare for job interviews,e. assist each student to practice methods of conducting job

interviews, andf. review and clarify various methods of arranging and

participating in an interview for employment.

Learning Outcomes Student Activities

The student should be able to:

1.05.01

identify the 'hidden' job market

1.05.02

complete two resume outlines forsimulated situations

1.05.03

draft a covering lEtter forresum6

1.05.04

examine procedures used to screenapplicants for employment

1.05.05

follow detailed instructions tocomplete two application forms

=survey ways that people findjobs

use various formats,chronological, functional,qualifications-organize information in anapproved format and style

- write letters and compare withothers in class

- discuss various companypersonnel procedures

- use and complete sampleapplication forms

Jv

- 4t3 -

1-05_06

outline basic steps to follow forinitial contact with an employer

1-05-07

apply successful job searchtechniques

1.05.08

list employment opportunities froma search of:

a. newspaper classified sectionsb. personal contactsc. informational interviews

(friends)d. Canada Employment Centres

1.05.09

participate in a role-playingsituation of contacting anemployer about a job opening

1.05.10

practice interviewing skills

1.05.11

prepare a job prospect card

- prepare a letter thatrequests an applicationform

- discuss pros and cons ofcontacts by phone, letteror interview

- use resource personnel fromEmployment and ImmigrationCanada

- list all agencies_andorganizations that may becontacted for jobs

- discuss terms and occupationaltitles for various occupations

- interpret information fromprinted employment want ads

=role play according toprepared script=tape record and critiqueconverE,tions-video tape record from ascript

- tape a simulated interviewsituation with other students-demonstrate appropriatemanners and etiquette- writing letterS of thankswhere appropriate

- review examples and completea sample

-49-

MODULE 1.06 FIELD TRIPS AND RESOURCE SPEAKERS

Goal Statements

The learning experiences in this module are designed to:

a. provide the opportunity for occupational observation explorationby utilizing the resources of the community, andinvolve the community in the educational career development ofthe student.

Learning Outcomes Student Activities

The student should be able to:

1_06-01

write a synopsis of a film orarticle on a career field of thestudent's choice

1-06_02

contact and arrange for a guestspeaker to visit the class fora discussion

1_06.03

interview three employers torecord opinions and requirementsthat are deemed to be importantto effective employment

1.06.04

prepare an outline of specificitems on working conditions thatshould be observed during a fieldtrip to a business firm

-view films or articles anddiscuss in class

- discuss procedures and actas host/hostess

- conduct interviews and makeoral report to class

-complete written evaluationoutline

-50-

UNIT 2.0 HUMAN RELATIONS

General Aims

The student ShOuld:

a. develop a variety of personal and interpersonal skills;b. learn communication skills used in one-to-one helping

situations;c. develop an understanding of individual differences,; andd. gain respect for self and others by recognizing values,

emotion, perception and motivation.

MODULE 2.01 DEVELOPMENT CONCEPTS OF ADULTHOOD

Goal_ Statements

The learning experiences in this module are designed to:

a. acquaint each student with the growth concepts of adulthood,h. introduce the student to career patterns of males and

females in the adult life cycle, andc. help each student to recognize the needs of adults regarding

possible occupational change and continuing education.

Learning Outcomes Student Activities

The student should be able to:

2.0101

state the importance of:relationshipswith others

2_.01A2_

describe the roles of adults in oursociety

2-01-03

list factors that affect careerplanning during adulthood

- review the value of relation=ships one might develop inparticipating in the businesscommunity

- discuss changing patterns ofstereotyping

- study_and discuss biological,sociological and emotionalfactors that affect careerplanning

MODULE 2.02 PERSONALITY DIFFERENCES

Goal Statements

The learning experiences in this module are designed to:a. introduce the concept of psychological theory,b. enable each student to become familiar with the categories

or types of individual differences,c. involve each student in situations which involve acceptance

of individual differences, andd. enable each student to appreciate personality dynamics.

Learning_Outcomes_

The student should be able

2_02_01

describe the concept of psychologicaltheory

2.02.Q2

compare the effects of differentcultures on the individual

Student Activities

2.02.03

describe the meaning and causesof prejudice

2.02.04

Dutline how people are stereo-typed and what effect stereo-;typing has on communication

?.02.05

)utline some of the dynamic factors)f their own personality

=discuss

-interview a person of adifferent culture

- state and discuss ten foreignvalues that might differ fromyour own

- list types of prejudice-evaluate personal prejudices- role play a particularsituation

-invite a handicapped guestspeaker and/or a minoritygroup speaker

- trait listing exercises-chart class trait distribution- define the personalitieswithin a small group- role-play a situationdevelop leadership skills

lc; n

-52-

MODULE 2.03 PROBLEM SOLVING

Goal Statements

The learning experiences in this module are designed to:

a. promote discussion on why values and standards are changing, andb, enable each student to employ problem solving and decision

making techniques.

Learning Outcomes Student Activities

The student should be able to:

2.03.01

distinguish between fact, opinion,influence and judgement

2.03.02

participate in a systematicapproach -to decision makingand problem solving

- examine newspaper sections,advertisements, television,news and interview shows

- debate controversial issue-make comparative studies-reverse role situations

-group consensus activities-employ pro,..Thm solvingtechnique 1-..1 ;pcificcases

-53-

MODULE 2.04 COMMUNICATION SKILLS

Goal Statements

The learning experiences in this module are designed to:

a. increase student awareness of how perception influencesbehaviour;

b. orient each student to the effects of perception oncommunication;

c. help the student to understand the difference betweenactive and passive listening;

d. enable each student to pinpoint the type of listeningwhich is appropriate to different occasions;

e. develop student awareness of non-verbal communicationbehaviours; and

f. assist the student to develop attending skills, andutilize non-verbal cues.

Learning Outcomes Student Activities

The student should be able to:

2.04.01

identify the senses and factorswhich contribute to perception

2.04.02

practice human relation skillswith the knowledge that perceptiurinfluences communication

2.04.03

practice active listening skills

-participate in experientialactivities to consider thesenses and factors whichcontribute to sensoryperception

- one- to -on:.: and group

dlcutsion

-;-provlOp. listen:ng:experience::whit demand ;:::;11 practice=Ute wJia, groups,

-54-

2.04.04

discern the type of listeningto use in various cases

2.04.05

identify categories of non-verbal behaviours

2.04.06

practice non-verbal communicationSkills in a group setting

- discuss and practice typesof listening

- list some of the many non-verbal communicationbehaviours observed in andoutside of class for one day=discuss_significance_ofnon-verbal behaviours

-group discussions=role play situations

-55-

MODULE 2.05 MOTIVATION

Goal Statements

The learning experiences in this module are designed to:

a. increase student understanding of emotion and how itaffects behaviour;

b. outline strategies for coping;c. enable each student to recognize the relationship

between emotion and psychosomatic illnesses; andd. help each student to recognize the influence of

motivation on behaviour.

Learning Outcomes

The student should be able to:

2-05-01

outline the role of emotion inhuman behaviour

Student Activities

2_.05_02

discuss the physical and mentaleffects of emotion

2.-05-03

practice coping strategiesregarding fear and anger

2.05.04-

draw up a list of human needs

- participate in role-playing situations

- discuss absenteeism inrelation to emotion

-say student name aloud withdifferent emotion and tone;discuss reactions/feelings

-discuss coping strategies-apply to personal cases

-rank needs in order ofimportance

-debate ranking-identify their position onthe scale of needs

-56-

2.05.05

describe the interaction ofbiological and social factorson motivation

2.05.06

distinguish between sharedand individual motives

-discussion

-construct comparative chartof class members, notingshared and individualmotives

-57-

MODULE 2.06 PRACTICAL APPLICATION OF COMMUNICATION SKILLS

Goal Statements

The learning experiences in this module are designed to:

a. increase interpersonal effectiveness of each student bymore accurately perceiving the behaviour of others, and

b. help each student to develop responding skills.

LEarning_Outcomes_

The student should be able to:

2_;_06_;01_

convey the difference betweenpositive and negative feedback

2.06_._02

recognize defense mechanism inself and others

2.06.03

perceive overt and covertfeelings from_written and spokencommunications

2.06.04

use a combination of empathy,respect and sincerity in communi=cation situations

Student Ac t i_v_i ti es

-discuss and demonstratedifferences-apply role play '2chniques

-discuss types of defenseand escape mechanisms andnervous habits

-discuss use of an effectivevocabularyapply vocabulary tocommunications

-discuss responding skills=conduct a peer counsellingsession

-58-

UNIT 3.0 INDUSTRY ORGANIZATION - HOSPITALITY/TOURISM

General Aims

The students should:

a. develop increased understanding of the hospitality/tourismindustry in the world, Canada and British Columbia;

b. develop increased awareness of the importance of thehospitality/tourism industry to local, provincial andnational economics;

c. develop increased awareness of the types of institutionsand activities that comprise the hospitality/tourismindustry; and

1. acquire knowledge of planning, organizing, coordinating,directing and decision-making functions of hospitality/tourism management.

MODULE 3.01 HOSPITALITY/TOURISM (WORLD, CANADA, BRITISH COLUMBIA)

Goal Statements

The learning experiences in this module are designed to:

a develop an awareness of the importance of the hospitality/tourism industry;

b. review present and future trends for the hospitality/tourism industry;

c. help each student to analyze a hospitality/tourism facilityas a model of the free enterprise system;

d. help each student to analyze the financial benefits to theeconomy from hospitality/tourism expenditures; and

e. increase student understanding of the history and developmentof the hospitality/tourism industry.

Learning Outcomes Student Activities

The student should be able

3_01-01

prepare a brief analysis to describethe importance of the hospitality/tourism industry

- discuss economics, worldtrade balance and employmentrelated to hospitality/tourism industry

59-

3.01.02

identify segments of the industryand services provided

-review assigned materialsand discuss in class

- DU -

MODULE 3.02 CHARACTERISTICS OF THE INDUSTRY

Goal Statements

The learning experiences in this module are designed to:

a. develop increased awareness of the variety of institutionsand activities that comprise the tourist industry;

b. develop awareness of the causes and solutions to maintainefficient operations in the hospitality industry; and

c. gain knowledge of and skill in the use of terms essential

to the conduct of business in the hospita"ty/tourismindustry (e.g. travel, hotel, meals).

Learning Outcomes Student Activities

The student should be able to:

-3_02.01

list some operations and activitiesthat comprise the tourist industry

3,02_02

outline key factors to considerfor an efficient operation in thehospitality industry

3.02-03

outline the system of franchisingand how it affects the lodging andfood service industry

compile a list of basic terms thatare common to the hospitality/tourism industry

review literature on thetourist industry

-invite resource speakers

-resource speaker from alarge hotel/motelcompare rate structures

-61

MODULE 3.03 PROVINCIAL/REGIONAL/LOCAL ACTIVITIES AND OBJECTIVES

Goal Statements

The learning experiences in this module are designed to:

a. develop student awareness of the importance of tourism7.rt'Aties in the local area;

h. modide an overview of local tourist activities and,ilities; and

r develop student awareness of the impact of tourism locally,nd worldwide.

Learning Outcomes Student Activities

The student should Lc ,Ole to:

3:03.01

outline economic factors in relationto tourism

3_03_02

describe the importance of touristpromotion as it a,'fects provincial,regional and local interests

3;03;03

list five reasons that a touristmight consider important for visitingan area

- invite a resource person fromChamber of Commerce

- discuss in class- review assigned information

- discuss individual needs oftourists

- vE -

UNIT 4.0 COMPONENTS OF HOSPITALITY/TOURISM INDUSTRY

Geheral Aim

The students should become faMiliar with the variety and types oftourist facilities and activities (destination types, package tours,special interest types).

MODULE 4.01 THE ACCOMMODATION SECTOR

Goal Statements

The learning experiences in this module are designed to:

a. help each student to recognize the differences between varioustypes Of accommodation facilities;

b; assist the student to examine the organizational frameworkOf accommodation facilities;review the various types of accommodation facilities thatoperate in the local vicinity;

6; introduce the student to basic duties required for properhousekeeping routines;

e. Introduce the student to procedures for establishing amaintylance schdule; and

f. develop a working knowledge of procedures for properlyaccommodating guests.

Learning Outcomes Student Activities

The student should be able to:

4.01.01

list the important developmentsin the lodging industry sincethe beginning of the 20th century

-readings from library- collect pictures, makescrapbook

- develop a manual relatingto the lospitality -lodging industry

-oral pre-,entation by classgroupsvisits to loral businessesto gather imurmation

63

4.01.02

describe three major influences uponthe lodging industry in the last threedecades

4;01-03

list five major hotel /motel- chainsin the United States and Canadaand some characteristics that aresimilar

4-01-04

describe three differences betweenhotels and motels

4.01.05

list five food service jobsavailable in the lodging industry

4.01.06

describe five housekeeping ormainten lice jobs in thelodging industry

- discuss major changes intravel and recreation

- discuss franchising- review transportation modesand the effect on lodgingindustry

-discuss ownership, transport-ation, package arrangements,etc.

- interview two people andobtain their opinion onservices-use a travel agent tomeet with class (orinterview by telephone)-refer to Smell-BookAccommodatimcategories

- compare duties betweenhotels and a large restaurant

- discuss experiences -favourable and unfavourable;analyze reasons-compile resource list ofinformation

- write job descriptions-invite resource person tomeet and discuss items withclass

- consider duties of house=keeper, inspector, maid,linen room attendant,houseman, seamstress,carpenter, mechanicdiscuss importance ofcleanliness in physicalplant

-64-

4.01.07

define the role of the night clerkand how it differs from the roomclerk

4.01.08

select three positions in frontoffice or service departmentsand outline the duties that areperformed

4.01.09

describe major functions of threepositions in the accountingdepartment of a business

4_01_10

state the major differences betweenthe American and European plans

- role play late arrivals

- interview people and sharereports in class discussions

- consider primary duties thatare performed by people inthe front office as guestsreserve, arrive, stay andleave

- role play particularoccupation

- review job roles of auditor/account:,nt, night auditor,general cashier, restaurantmanager, restaurant cashier,gift shop operator

-obtain accounting forms andhave business educationexplain the use

- discuss need for math,accuracy and neatness

- discuss origins of lodgingplans

-65-

MODULE 4.02 THE FOOD SERVICE SECTOR

Goal Statements

The le:o-.ning experiences in this module are designed to:

a. help each student to recognize the differences between varioustypes of restaurant operations;

b. enable student to review the organizational framework of arestaurant operation;.and

c. review various types of restaurant operations that operatein the vicinity.

Learning Outcomes Student Activities

The student should be able

4.02_01

construct an organizational chartshowing the line and staffrelationship of each positionwithin a food service operation

4.02.02

list five titles of advanced careerpositions in the food serviceoperation and describe tworesponsibilities of each position

7t;

-in group activities, developa chart to illustrate theorganization of a typicalcatering department-discuss the importance ofthe catering departmentas a function within thehotel operation

-visit local food serviceoutlets

-discuss responsibilities for:a. obtaining quotations

for supplies,b. purchasing,c. planning for needs in

the cateringdepartment

d. storing and securingsupplies

-invite a food service managerto meet with the class

=66=

4.02.03

name five _entry level jobs andgive two duties of each infood service operation

4.02.04

outline three duties of the foodService manager

-discuss entry level jobopportunities forsecondary school studentswho may start in a foodservice operation

-discuss need for forecasting-review need for food testing- consider the importance ofthe food service manager tothe success of a businessoperation

- compare prices at foodservice operations for foodand beverages

- relate food service managerduties to portion and yieldsanalysis in financialplanning

-67 -

MODULE 4;03 THE TRAVEL AND TRANSPORTATION SECTOR

Cloal_Statements-

The learning experiences in this module are designed to:

a. develop an awareneF(' of the interrelationship betweentypes of transporto needs and purpose of travel;

b. introduce the student to the present and future trends in thetransportation sector of the industry;

c. help each student to review the organizational framework ofstandard transportation operations; and

d. help each student to acquire knowledge of the complex functionsand organization of airlines, ground transportation companies,tour operations, travel agencies and transportation serviceorganizations.

Learning Outcomes Student Activities

The student should be able to:

4.03.01

describe five major factors whichhave impact upon the tourism/travelindustries

4.03.02

recognize meanings of basic termsused in transportation activities

4.03,03

describe five careers in the airtransportation business

- discuss economic factors,fuel shortages, technologicalchanges, employment/unemployment, competition,labour strife

- select a_business andanalyze factors that haveinfluenced the operationover ten years

-use matching tests forrelating abbreviations,acronyms, or specialized terms-develop vocabulary listson transportation terms

-contact people in the airtransportation field andinterview them - report toclass

-68-

4,03_04

define five railroad jobs/cateertand differentiate on the basit ofeducational preparation

4.03.05

describe five jobs/careers in bustransportation

4.03.06

identify three major factors thataffect decisions of people in theirtravel plans

-contact people in the railroadindustry and interview them;report to class

-contact persons in the bustransportation field andinterview; them; report to

class

- compare modes of travel- analyze costs of travel-consider purposes for travel- group discussions andreports to class

70

-69-

MODULE 4.04 THE RECREATION AND ENTERTAINMENT SECTOR

Goal Statements

The learning experiences in this module are designec to:

a. develop an awareness of the interrelationship between thetraveller and recreation and entertainment needs;

b. help the student to review the organizational frameworkof recreation and entertainment;

c. acquaint the student with the variety of recreation andentertainment facilities available in local areas; and

d. increase student awareness of the changing nature of therecreation and entertainment activities.

Learning Outcomes Student Activities

The student should be able to:

4.04.01

list ten recreational activities

4.0z

iden.Ify thr'ee community events

4.04.03

recommend particular activitiesfor the following types of client:

a. commercial travellerb. family with .childrenC. tour group (special interest)

4.04.04

prepare an agenda for a specifiedevent (student selected)

-review local interests

-check newspapers, advertisingof previous activities

-examine processes fororganizing activities

-70-

UNIT 5.0 GOVERNMENT AN') INDUSTRY INTERRELATIONSHIPS

General Aim

The student should develop increased_understanding of therespective roles of government and the tourist industry.

MODULE 5.01 SERVICES OF GOVERNMENT AGENCIES

GaalStatements

The learning experiences in this module are designed to:

a. review the number and variety of government agenciesparticipating in the tourist industry (local and provincialgovernment); and

b. outline procedures that will enable each student to gainaccess to available information.

Learning Outcomes Student Activitiet

The student should be able to:

5.01.01

identify three ways in which local,provincial and federal governmentsencourage tourism as an industry

5.01.02

describe the research techniquesused by the lodging_ industry and/or government services

- compile ..source material,newspaper clippings andreports-discuss cooperative plansto promote tourism as anindustry

-discuss marketing research- construct a questionnaireas a class project- review typical questionnaires- list particular groups aslikely subjects for asurvey

- use a resource person asa source of information

- 71 -

MODULE 5.02 TRADE ASSOCIATIONS

Goal Statements

The learning experiences in this module are designed to:

a. consider the functions and operations of owner-operatororganizations; and

b. review the purposes and advantages of tradeassociations.

Learning Outcomes Student Activities

The student should be able to:

5.02.01

name three trade associations andstate their purposes for existencein the hospitality/tourismindustry

5.02.02

list five types of information theindustry might want to obtainthrough research

- review need for legislation,public education, advertising,financing-visit motels and listorganizational affiliationsand reasons -

-discuss endorsement policies- invite a resource person fromthe local Chamber of Commerce-obtain literature from tradeorganizations

- analyze reasons for businessincrease/decline, competition,area trends, prices, servicesprovided, profits

-72-

UNIT 6.0 PEOPLE RELATIONSHIPS AND CAREER OPPORTUNITIES

General_AAms

The student should:

a. increase awareness of the vital importance of good interpersonalrelationships; and

b. develop individual career goals in relation to the hospitality/tourism industry.

MODULE 6.01 CAREER OPPORTUNITIES AND PATHS

Goal Statements

The learning experiences in this module are designed to:

a. help each student to recognize the interpersonalfactors of the industry;

b. relate the importance of the hospitality/tourism industryto_individual career goals; and

c. help each student to identify career opportunities.

Learning Outcomes Student Activities

The student should be able to:

6.01.01

select a career vocation anddescribe the educationalrequirements for the position

select a hospitality/tbdritifi careerand construct a career ladder_ fromentry level to the chosen position

- review opportunities fortraining with teacher/counsellor- investigate entry levelopportunities foremployment

- investigate employmentneeds for graduates ofa diploma program

-review duties of maid,bartender, waiter/waitress,porter, clerk, checkroom,etc.-obtain booklets on jobopportunities-tape interviews and sharein class

73 -

6.01.03

select five positions of middlemanagement level and describethe duties performed in theindustry

6.01.04

compare the salaries and positionsachieved by an employee in theindustry

- review roles of auditor,chef, catering manager,purchasing agent, deskclerk, hotel clerk, travelclerk, ,ales representative

- compare- combined duties:that prevail in a sm-11;erbusiness

-list the positions in ahotel/mote. (1r e andsmall)

- obtain data from sourcesas Employment and ImmigrationCanada and newspapers

- discuss need for qualifiedpersonnel

=74=

MODULE 6;02 MANAGEMENT RESPONSIBILITIES TO EMPLOYEES AND GUESTS

Goal Statements

The learning experiences in this module arE designed to:

a. review the legislative acts which affect the hospitality/tourism industry; and

b. review the types of licenses in the hospitality/tourismindustry.

Learning Outcomes Student Activities

The student should be able to:

6_02-01

state three benefits that the customer,the employee, and the industry receivethrough good customer relations

6.02.02

describe three obligations themanagement of a hotel has to theircustomers

describe in general the laws whichaffect the hospitality/tourismindustry

-discuss importance of repeatbusiness, good communicationsand goodwill, low employeeturnover, happier workingconditions

-consider comfort, safety,Cleanliness, employeetraining

-invite:a !7,otel manager tomeet clasS and_ditcuttcustomer relationS

- discuss legislation inrelation to liaHlity,liens, safety,isanitation,finances, eildOhOlicbeverage service _

-invite a guest speaker frombusiness

- review the following:a; Health Act -

b. Hum- ,--:ts Actc. Empl-oyment Standards Actd. HotelA<bepers ACt_e. tiquorCantrol and

ticensing.Actf. Fire-Services Actg. Workers'-- Compensation Act

75

MODULE 6.03 EMPLOYEE RESPONSIBILITIES TO MANAGEMENT AND OTHEREMPLOYEES

Goal Statement

The learning experiences in this module are designed to help eachStudent to gain experience relating to employment responsibilities

in the hoSpitality/tourism industry.

Learning Outcomes Student Activi

The student shOuld be able to:

6..03.01

describe at least ten detirableattributes of an emp:Oyee in thehospitality/tourism industry

6_03_;_aa

list ten traits of a good hotelemployee

=discuss the importance ofpersonal development inrelation to success in thehospitality/tourismindustry-compile lists of personalattributes in categories ofessential, important,desirable, and useful

=review and discuss competence,speech, personality,attitude, .ilowledge,sincerity, loyalitY, tact,courtesy, appearance;ambition, punctuality,honesty, intelligence,self=confidence, enthusiasm,tolerance=discuss good relations andprofits=analyze personal traitsuseful to al employer=role play from assignedsituations=analyze exaggerated situations-relate personal experiences=debate the statement "Thecustomer is always right."

- 76-

6.1.: 1_03

list three attributes of asuccessful employee in ahospitality/tourism business

6.03.04

list the legislation that protectshospitality industry employees fromUnfair labour practices by theemployer

6;03;05

describe in general the laws Whchaffect employees in thehospitality/tourism industry

- discuss personal appearance,characteristics, abilities;interpersonal styles

- review types of personalitytests that may be used,obtain samples

= review copies of:__a. Yo-rkers'IomixensatIon

ACtb. La16 -6Ur CotleofB,C.C. -Flumah rT'l-hts Act

d. Employmet StandardsAct

- us.," labour representativesas resource people to meetwith class

of:ent Standards Act

0. ers Compensation

C. HlimanRights Act- discuss legislation

=77=

MODULE 6;04 TOURISM BRITISH COLUMBIA HOSPITALITY COURSE

Goal Statements

The learning experiences in this module are designed to:

a. heighten student awareness of the potential of tourism inBritish Columbia;

b: reinforce materials covered in Units 3.0, 4.0, 5.0, 6.0; andc. provide accreditation to students in the form of a certificate

provided by the Ministry of Tourism.

_Lear Outcomes Student Activities

The student should be able to:

6-O O1

successfully complete a one-day(eight hour) seminar leading ÷oa certificate in hospitalityprovided by the Ministry ofTourism

-given by:Tourism British Columbia1117 Wharf StreetVictoria, B.C.V8W 2Z2

Telephone: 387-1711

-78-

UNIT 7.0 SAFETY AND SANITATION

General Aims_

The student should develop and apply positive attitude towards theapplication of standard kitchen practise, proper care of tools,

and observance of safety and sanitation rules and regulations.

MOUL, 7.01 HEALTH REGULATIONS, PERSONAL HYGIENE ANDFOOD POISONING

Goal Statements

The learning experiences in this module are ck!signed to:

a. increase awareness of sanitation and hygiene,b. develop a basic understanding of sanitation and hygiene,

c. arable each student to develop awareness and appreciation

of the Health Act and regulations,d. develop awareness of all bacterial '',1cterial food

poisonings, ande. help each student to understand ..2d prevention of

food poisoning.

Learning Outcomes Stu6ent Activities

The student should be able to:

7.01.01

differentiate between desirableand undesirable personal hygienepractices using provided casestudies

7.01.02

use proper chemicals in sanitizingdishes and equipment

7.01.03

determine minimum and maximumtemperatures to ensure sanitatioi

8qJ

-study resource materialsand discussions-complete assignments

-79-

7.01.04

use proper detergents, solvents.add_chemicals to clean and/orsanitize

7.01.05

identify and explain effectivemethods of controlling rodenttor insects

7.01.06

list procedures used to enforcelocal and provincial governmentrules and regulations

7.01.07

demonstrate sanitElry handlingof food to prevent contamination

7.01.0a

name six ways that food cancontaminated

apply and obtain a FoodHandler't License

- give direction- using the Managers _

Manual asia_guide, writethe Health Departmenttest

- study - resource materials

and discussion

-80-

MODULE 7.02 SAFE WORK HABITS - USE AND MAINTENANCE OF HAND TOOLS

AND POWER EQUIPMENT

Goal :.;.atements

The learning experiences in this module are designed to:

a. develop awareness of hand tools and power equipment safety

procedures,b. develop increased understanding of the procedures for kitchen

safety,c. assist each student to develop skill in the proper procedures

of handling equipment and tools, andd. dv,elop an awareness of maintenance of equipment and tools.

Learning Outcomes Student Activities

The student should be able to:

1._02A1

list safety practices to_beapplied in food preparationoperations

7_02.02

describe safety procedsfor power tools and hand tonls

7A2.03

identify the equipment in kitchenand demonstrate proper use andcare

7.02.04

explain factors that lead tou.:safe conditions

7_02_05

antily safe procedqres to allaCcivities in food preparation

-study resource materialSand discssions

-conduct assigrnents todemonstrate proper useof equipment and handtools

-complete assigned tasks

7.02.06

select the proper tools orequipment to carry outspecific food serviceassignments

- 81 -

.9

;.; 82 =

MODULE 7;03 FIREFIGHTING EQUIPMENT AND FIRST AID

Goal Statements

The learning experiences in this module are designed to:

a; help each student to acquire knowledge and awareness offire procedures and equipment; e.nd

b. help each student to acquire basic knowledge of handlingcuts, burns, strains and falls.

Learning Outcomes Student nctivities

The student should be able to:

analyze types of fires andrecommend methods and actionsfor extinguishing fires

demonstrate and use appropriatefire prevention measures

state procedures for treatingcuts, burns, strains and falls

7_02_04

identify steps to follow inrequesting outside assistancefor any emergency

-study and use resourcematerial and discussion-discuss types of fireextinguishers

-use fire departmentpersonnel for resourcespeakers

-83-

UNIT 8.0 ELEMENTARY KITCHEN ORGANIZATION

General Aim

The student should develop a basic orientation to elementarykitchen organization and structure.

MODULE 8.01 BASIC KITCHEN AND MENU TERMINOLOGY

Goal Statement

The learning experiences in this module designed to increasestudent awareness of basic kitchen termirAogy and menus.

Learning Outcomes '%udent Activities

The student should be able to:

6,01.01

outline correct meanings of basicterms u_A in foor preparation

outline and explain basicprocedures to follow in kitchenmanagement

-study an organizational chart

-use resource materialand class discussion

-84=

MODULE 8.02 RECE.VING AND STORING - BASIC

Goal Statement

The learning experiences in this module are designed to develop

stL.Tent awareness of receiving and storing procedures.

Learning OutcomesStudent Activities

The student should be able to

8.02.01

Chetk incoming ordelaccuracy and condition ofsupplies as received

8.02.02

store items in designated areasaccording to approved procedures

-apply basic storage andreceiving procedures

-85-

MODULE 8.03 APPLICATION OF KITCHEN MATHEMATICS TO WEIGHTSAND MEASURES, AND PORTION CONTROL

Goal Statements

The learning experiences in this module are designed to:

a. provide opportunities for each student to apply requiredskills in mathematics, weight!, and measures; and

b. help each student become fali:ar with the imw-tance ofportion control.

Learning Outcomes Student Activities

The student should be able to:

8.03.01

demonstrate basic mathematicalskills required by food serviceemployees

8.03.02

conduct accurate measuringtechniques for the preparationof foods according todirections in basic recipes

8.03.03

demonstrate correct measurementsof liquid and dry ingredients

- use of percent in relationto food costs

- conduct practical workassignments

-conduct practical workassignments

MODULE 8.04 READING AND CONVERTING OF RECIPES

Goal Statements

The learning experiences in this module are designed to:

help each student to develop an understanding of readingrecipes, and

b. increase skills in the use of basic formulae for convertingrecipes.

Learning Outcomes Student Activities

The student should be able to:

8.04.01

distinguish terms and abbreviationsused in recipes provided

8.04.02

demonstrate the ability to usea standard recipe as assigned bythe teacher

8.04.03

interpret recipe terms anddirections according to standardsfrom class discussions

11.0_4:04

apply correct formulae toconvert recipes

-discussion and group activity

-group discussion

-conduct practical workassignments

- 87 -

UNIT 9.0 NUTRITION

General Aim

The student should develop increased awareness of the basic principlesof nutrition and the importance of well balanced diets.

MODULE 9.01 BASIC NUTRITION AND WELL BALANCED MEALS

Goal Statements

The learning experiences in this module are designed to develop studentawareness of:

a. basic nutrition concepts and theories,b. essential food nutrients and their importance, andc. concepts for maintaining a balanced diet for good health.

Learning Outcomes

The student should be able to:

9.01.01

Student Activities

apply the standards of Canadian Food -study resource materialsGuide in the selection of food and discussion

9_01_02

describe basic aspects of theCanadian Food Guide and thenutrients that are essentialto good health

9.01.03

plan a basic well balanced meal -study resource materials anddiscussion

-study resource materials anddiscussion

=88-

UNIT 10.0 FRUIT AND VEGETABLES

General-Aim

The student will develop increased ability to identify basic principlesinvolved in the preparation of raw and cooked fruit and vegetables.

MODULE 10.01 IDENTIFY AND SELECT FRUIT AND VEGETABLES

Goal Statement

The learning experiences in this module are designed to provide _opportunities for each student to identify and apply the principlesinvolved in the preparation of raw and cooked fruit and vegetables.

Learning Outcomes

The student should be able to:

10.01.01

identify fruits and vegetables

Student Activities

10.01.02

list the seasonal fruits and -observe and discuss

vegetables.

- observe and discuss- classify vegetables

10.01.03

select fruit and vegetables forassigned purposes

-89-

MODULE 10.02 HANDLING, PEELING AND CUTTING

Goal_ Statements

The learning experiences in this module are designed to help eachstudent to develop skills for:

a. peeling and cutting of fruits and vegetables; andb. storing and handling of fruits and vegetables.

Learning Outcomes _Student Activities

The student should be able to:

10.02.01

identify basic methods of peelingand cutting fruits and vegetables

10.02.02

demonstrate the basic skillsinvolved in the peeling andcutting of fruit and vegetables

10.02.03

outline bash; procedures that mustbe applied in storing and handlingfruits and vegetables

- study resource materialsand discussion

- discuss basic reasons forapproved procedures andpractical exercises

- conduct assigned tasks anddevelop practical skills

MODULE 10.03 BASIC COOKING METHODS

Goal_ Statement

The learning experiences in this module are designed to develop

student awareness of the effects of preparation procedures and

cooking time of fruitt and vegetables to retain nutrients, flavoUr,

texture and colour.

Learning OutcoMet Student Activities

The student should be able to:

cookvegetables by methodt of:a. boil

b. blanchc. steamd. sautee. deep fryf. roastg. bake

10.03.02

follow directions for preparingquality vegetable dishes,according to basic recipesprovided

10.03.03

use basic recipes fcr preparingfruit products

-group discussion and practicalexercises

conduct assigned exercises

-complete assigned exercises

- 91 -

MODULE 10.04 PASTA AND RICE

Goal Statement

The learning experiences in this module are designed to orient eachstudent to basic procedures for the preparation of various forms ofbasic pasta and rice.

Learning Outcomes Student Activities

The student should be able to:

10.04.01

identify pasta and rice varieties

10.04.02

prepare and cook pasta and rice -complete assigned tasks

- 92 -

UNIT 11.0 STOCKS, SOUPS AND SAUCES

General Aim

The student should acquire knowledge and become familiar with basic

principles for preparation of stocks, soup and sauces.

MODULE 11.01 IDENTIFY BASIC STOCKS

Goal Statement

The learning experiences in this module are designed to help each

student to recognize the ingredients and methods used in preparation

and cooking of stocks.

Learning Outcomes Student Activities

The student should be able to:

11.01.01

list the ingredients necessary toproduce basic stocks

11.01.02

outline and explain how stocksare produced

-list the necessaryingredients

-study resource material

-93-

MODULE 11.02 IDENTIFY THICKENING AGENTS

Goal Statement

The learning experiences in this module are designed to provideopportunities for each student to develop skills in preparingthickening agents.

Learning Outcomes Student Activities

The student should be able to:

11.02.01

identify basic thickening agents -Roux (brown, white and blond), Beurremanie, laison, starches

11.02.02

evaluate the quality of theirprepared product according toestablished criteria

-complete assignments

-.94-

MODULE 11.03 IDENTIFY CLASSIFICATIONS OF SOUPS AND GARNISHES

Goal Statement

The learning experiences in this module are designed to increasethe ability of each student to recognize the basic types of soupsand garnishes.

Learning Outcomes Student Activities

The student should be able to:

11.03.01

list ingredients necessary to producebasic soups (classifications: clear,puree, chowder, cream)

11.03.02

identify suitable simple garnishesto serve with these soups

- study assigned resourcematerials that describehow basic soups are prepared-discuss steps in preparationof these soups

- discuss appropriategarnishes for soups

-95-

MODULE 11.04 IDENTIFY MOTHER SAUCES

Goal_Statement

The learning experiences in this module are designed to enable thestudent to identify Mother sauces.

Learning Outcomes Student Activities

The student should be able to:

11_04-01

identify Mother sauces:a. Bechamelb. Espagnolec. Tomatod. Veloutee. Hollandaise

11.04.02

evaluate the quality of theirprepared product according toestablished criteria

-study assigned resourcematerials that describehow sauces are prepared-discuss steps in preparationof these sauces

-96-

UNIT 12.0 MEATS AND POULTRY

General_ Aim

The student should acquire basic knowledge relating to methods usedin preparing and cooking meats and poultry.

MODULE 12.01 MEAT AND POULTRY GRADES

Goal-Statement

The learning experiences in this module are designed to help eachstudent to develop a special knowledge of the grades of poultry andof meats.

Learning Outcomes Student Activities

The student should be able to:

12.01.01

outline different grading systemsof meats and poultry

-study resource materialsand discussion

-97-

MODULE 12.02 IDENTIFY MEAT CUTS

Goal Statements

The learning experiences in this module are designed to help eachstudent to develop an awareness of the primal and secondary cutsof beef, pork and lamb.

Learning Outcomes

The student should be able to:

12_02.0L

recognize the various types ofmeats

12.02.02

identify and describe the primalparts of meat

Student Activities

-study resource materials anddiscuss

-field trips to local meatprocessors

=98=

MODULE 12.03 IDENTIFY TYPES OF POULTRY

Goal-Statement

The learning experiences in this module are designed to help eachstudent to develop an awareness and understanding of differenttypes of poultry.

Learning Outcomes Student ?ctivities

The student should be able to:

12.03.01

distinguish classification of poultry

12.03.02

identify poultry for basic methodsof cooking

12.03.03

identify basic concepts of the Canadiangrading system

- study resource materials

-complete assignments

- study resource materials

1 up

-99-

MODULE 12.04 BASIC COOKING METHODS - MEAT AND POULTRY

Goal _Statement

The learning experiences in this module are designed to help eachstudent to acquire knowledge of the basic cooking methods of meatand poultry;

Learning Outcomes Student Activities

The student should be able to:

12.04.01

identify and apply principles crT dryand moist meat cooking to preparationof various cuts of meat and poultry

12.04.02

utilize appropriate methods ofpreparing specific cuts of meatto maintain flavour and ensuretenderness

12.04.03

follow directions from basic recipesand - assist in the preparation of avariety of quality entrees

-group demonstration

-complete assigned tasks

- 100-

UNIT 13.0 SEAFOOD

General At

The student should develop the ability to identify_types of fiSh andshellfish; and practice cooking simple seafood dishes.

MODULE 13.01 IDENTIFY TYPES OF SEAFOOD

Goal Statement

The learning experiences in this modue are designed to help eachstudent to develop increased awareness of the different types offish and shellfish.

Learning Outcomes

The student should

13_01_.01

Student Activities

able to:

label varieties of seafood with100% accuracy from illustrationsor actual samples

11.01A2

identify and classify fish andshellfish as fresh or salt waterand/or hard or soft shell

- observation and class discusslon- study resource materials

MODULE 13.02

- 101 -

IDENTIFY BASIC CUTS AND PORTIONS

Goal Statement

The_learning experiences in this module are designed to help eachstudent to recognize the different cuts and portions of seafoods

that can be purchased;

Learning Outcomes

The student should be able to:

13.02.01

identify fish as:a. roundb. evisceratedc. pan readyd. steakse. fillets

Student Activities

13.G2.02

-study resource materials

identify shellfish as: -study resource materials

a. in the shellb. shuckedc. peeledd. deveined

-102-

MODULE 13.03 PREPARE AND COOK BASIC SEAFOOD

Goal Statement

The learning experiences in this module are designed to enable each

student to utilize basic principles for the preparation of simple

seafood dishes.

Learning Outcome§ Student Activities

The student should be able to:

13_03_01

state basic rules for cooking fish

_3,03_02

identify the characteristics ofwell cooked fish

13_03_03

ranfry, deep fry; and grill basicseafood as directed

13_03_04

_evaluate finished productsaccording to establishedcriteria

-study resource materials

=conduct assigned tasks

-class and group discussion

103-

UNIT 14.0 COLD KITCHEN

General Aim

The student should develop increased awareness of procedures andstandards that apply to preparation of cold kitchen items.

MODULE 14.01 SANDWICH FILLINGS

Goal Statement

The learning experiences in this module are designed to help eachstudent to develop skills required to set up and organize a sandwicharea with minimum supervision.

Learning Outcomes

The student should be able to

14.01.01

prepare fillings for cold sandwichesaccording to directions:

a. mixed fillings - meat,seafood and egg

b. sliced meat fillings

14.01.02

evaluate prepared product according -class and group discussionto established criteria

Student Activities

-complete assigned tasks

-104

MODULE 14.02 SANDWICH PREPARATION AND GARNISHES

Goal Statement

The learning experiences in this module are designed to provide

opportunities for each student to plan, prepare, garnish and wrap

a variety of cold sandwiches.

_Learning Outcomes'

The student should be able to:

14.02.01

identify steps used in preparation

of sandwiches

14.02.02

utilize basic sandwich techniquesto prepare a variety of sandwiches

14.02.03

select and prepare suitablegarnish

14.02.04

demonstrate correct storage andwrapping techniques for sandwiches

Student Activities

14.02.05

evaluate prepared product accordingto established criteria

-complete assigned tasks

-class and group discussions

105.=

MODULE 14.03 TYPES OF SALADS AND DRESSINGS

Goal Statements

The learning experiences in this module are designed to:

a. help each student to recognize the basic salads served, andthe salad dressings served with them; and

b. increase student awareness of these products.

Learning Outcomes Student AttiVities

The student should be able to:

14;03.01

list salad dressings most approp-riately used with specific salads

14.03.02

identify salad dressings used asan accompaniment and ingredient

14.03.03

list examples of ingredients usedin basic salads:

a. tossed greenb. coleslawC. potatod. jelliede. fruit

14.03.04

apply the criteria for evaluatingbasic salads

- class discussions

- study resource materials

- complete assigned tasks

- 106-

MODULE 14.04 PREPARATION OF SALADS AND DRESSINGS

Goal Statements

The learning experiences in this module are designed to:

a. increase student awareness of types of salads, and

b. provide opportunities for each student to develop skill

in preparation of salad dishes and dressings.

Learning Outcomes Student Activities

The student should be able to:

14.04.01

select greens and fruits whichare used to serve varietyin texture and flavour

14.04.02

demonstrate appropriate methods ofpreparing vegetables and ingredientsfor salads

14.04.03

prepare a variety of saladsaccording to instructions

14.04.04

display skills in salad making thatcan be applied to either quantity

or individual use

14.04.05

state the steps required in preparing a

mayonnaise and vinaigrette dressing

14.04.06

prepare these dresslngs

14.04.07

evaluate salads and dressingsaccording to established criteri,.

Note: Prepare products asdirected

-107=

UNIT 15.0 BAKING AND DESSERTS

General Aim

The student should develop increased skills and knowledge of basic bakingproducts and their preparation.

MODULE 15.01 SELECT AND IDENTIFY INGREDIENTS

Goal Statement

The learning experiences in this module are designed to help eachstudent to develop increased knowledge of ingredients used in bakedproducts.

Learning Outcomes Student_Activities

The student should be able t

15.01.01

explain functions_Of basicingredients used in baked products

15.01.02

differentiate between flours andknow uses for each type

15.01.03

identify various typesof sugars and their uses

15.01.04

identify different fats andexplain where each is used

15.01.05

identify leavening agents andexplain their function

Note: study resource materialsand complete assignments

15.01.06

identify basic spices; flavouringsas needed for products

15.01.07

identify dairy products as neededfor products

15.01.08

assemble incredients for baking anddessert products correctly as needed

110

109--

MODULE 15.02 BASIC PIES

Goal Statement

The learning experiences in this module are designed to help eachstudent to produce quality double crust pies using prepared fillings.

Learning Outcomes Student Activit)es

The student should be able to:

15.02.01

prepare high quality pastry withhand mix techniques

15.02.02

portion pastry using a scale

15.02.03

shape portion before rolling; dusttable effectively

15_02_04

assemble pie using proper sealingtechniques and egg washes

15.02 -,J05

bake pie using correct temperaturesfor oven

15.02.06

evaluate a finished productbased on assigned criteria

Note: Complete assignmentsas directed

-portion according to instructions

- 110 -

MODULE 15.03 BASIC PUDDINGS AND SAUCES

Goal Statement

The learning experiences in this module are designed to help eachstudent to understand the principles and processes for using thickeningagents in preparing simple desserts.

Learning Outcomes Student Activities

The student should be able to:

15.03.01

prepare basic cornstarch puddings__and simple variations, e.g. tapiocapudding

15.03.02

prepare basic custard pudding_and_use in simple desserts such as ricepudding and bread and butter pudding

15.03.03

prepare basic cornstarch thickeneddessert sauces

15.03.04

prepare puddings using commerical. mixes

15.03.05

evaluate quality of finishedproducts using assigned criteria

Note: Complete assignments

12,

MODULE 15.04 QUICK BREADS - PREPARE AND BAKE

Goal Statement

The learning experiences in this module are designed to enable eachstudent to identify recipes using muffin and biscuit methods and toprepare quality products with both methods.

Learning Outcomes Student Activities

The student should be able to:

15_.04-01

prepare at least five types of quickbreads

15_04-D2

follow directions for preparingquality quick bread products

15.04-03

evaluate individual products accordingto the criteria provided

-complete assigned tasks

-class and group discussions

- 112-

MODULE 15.05 PREPARE AND BAKE COOKIES

Goal Statement

The learning experiences in this module are designed to enableeach student to prepare stiff doughs for use in various types andforms of cookies.

Learning Outcomes Student Activities

The student should be able to:

15_05_01

demonstrate abilitycookie recipes

15_05,02

evaluate products according to

use basic

approved criteria

-produce a variety of cookies

- 113--

UNIT 16.0 INTRODUCTION TO BREAKFAST COOKERY

General Aim

The student should develop basic understanding of both thepreparation of products and methods used in breakfast cookery.

MODULE 16.01 EGG COOKERY

Goal Statements

The learning experiences in this module are designed to:

a.

b.

enable each student to prepare basic breakfast_egg dishes andhelp each student to develop a basic understanding ofprinciples of egg cookery.

Learning_Outcomes_

The student should be able to:

16 ;01 O1-

preparemethods

Student_Actimities

eggs using the followingwith correct temperatures:

panfry - scrambled eggs- :sunny side up- turned over- basted- omelette- french toast

b. boil - hard cooked- soft cooked- shirred

c. poach

d. awareness of processed eggs

16.01.02

evaluate an egn product usingappearance and timing criteria

-prepare products andutensils in suitable manner

- plan sequence for cookingbreakfast items

- arrange food products onplate for service

- garnishing

- class and group discussion

- 114-

MODULE 16.02 BREAKFAST MEATS

Goal Statement

The learning experiences in this module are designed to enable eachstudent to prepare basic breakfast meats.

Learning Outcomes Student Activities

The student should be able

16.02.01

prepare the following meatsusing specified techniques:

a. sausages - grill; panfryand bake

b. bacon - grill, panfry andbake

c. ham - panfry and grilld. processed breakfast meats

16-02_02

evaluate product using criteriaof appearance and degree of doneness

- prepare products and utensilsin suitable manner, e.g.slice bacon

- plan sequence for cookingbreakfast items- arrange food products onplate for service

-class and group discussions

1 .25

115-

MODULE 16.03 POTATO DISHES FOR BREAKFAST COOKERY

Goal Statement

The learning experiences in this module are designed to enable_eachstudent to prepare basic potato dishes as required for breakfastcookery.

Learning Outcomes Student Activities

The student should be able to:

16.03.01

prepare fried potatoes either sliced,chopped, diced, or shredded usingthe pan or grill

16.03.02

evaluate and serve a qualityproduct

Note: Prepare products asassigned.

- 116-

MODULE 1E.04 BATTERS

GoalStatement

The learning experiences in this module are designed to enable eachstudent to prepare basic pour batter breakfast products.

Learning Outcomes

The student should be able to:

16.04.01

list temperatures and requiredtiming for cooking breakfastproducts

16.04.02

prepare basic hot cakes usingthe grill

Student Activities

16.04.03

prepare waffles

16.04.04

evaluate products using establishedcriteria

=assemble, measure and preparebatter for products=prepare grill and/or waffleiron, for these products-arrange for service-arrange condiments

=117-

MODULE 16.05 HOT AN1 COLD BEVERAGES

Goal Statement

The learning experiences in this module are designed to provideopportunities for each student to set up and prepare tea/coffee,juices and hot chocolate for service.

Learning Outcomes Student Activities

The student should be able to:

16.05A1

prepare beverages, as directed,for small and large quantitiesof coffee, tea, juices and hotchocolate

-complete assigned tasks

- 118-

MODULE 16.06 HOT AND COLD CEREALS

Goal Statements

The learning experiences in this module are designed to:

a. help each student to serve hot and cold cereals in appropriate

manner; andb. introduce concepts relating to the nutritional role of cereals

in basic breakfast meal plan.

Learning Outcomes Student Activities

The student should be able to:

16.06.01

prepare basic hot cereal products:

a. porridgeb. cream of wheat

16.06.02

evaluate finished product

-prepare and hold productsfor service

119-

MODULE 16.07 TYPES OF TOAST

Goal Statement

The learning experiences in this module are designed to enable eachstudent to prepare basic toast products as required for breakfastmenu.

Learning Outcomes Student Activities_

The student should be able to:

16.07.01

prepare and serve:

a. plain buttered toastb. cinnamon toast

16.07.02

evaluate and serve a quality product

-assemble, measure and prepareingredients and equipment forcinnamon toast

=120-

UNIT 17.0 INTRODUCTION TO DAIRY PRODUCTS

General Aim

The learning experience in this module is to increase the ability of

each student to recognize the different types of milk and common cheese.

MODULE 17.01 TYPES OF MILK AND MILK COOKERY

Goal Statement

The learning experiences in this module are designed to develop

student skill in the use of milk based products.

Learning Outcombs Student Activities

The student should be able to:

17.01.01

identify types of milk and their -study resource materials

uses:a. freshb. cannedc. powder

17.01.02

identify commonly used milk based

Products

17.01.03

demonstra,e stages of heatingtemperature for milk

13

121-

MODULE 17.02 TYPES OF .COMMON CHEESE

Goal Statements

The learning experiences in this module are designed to:

a; assist the student to become aware of the histony andproduction of cheese, and

b. develop skill in the correct usage of cheese OrodUctS.

Learain gOutc mes Student Activities

The student should be able to:

17.02.01

identify types of common cheese products: -study resource materialsa. freshb. curedc. process

17.02;02_

select the types of cheeses in foodpreparation

- 122-

MODULE 17.33 COOKING METHODS OF COMMON CHEESE PRODUCTS

Goal Statement

The learning experiences in this module are designed to provideopportunities for each student to develop skill in the cookeryof common cheese.

Learning Outcomes Student Activities.

The student should be able to:

17_03A1

demonstrate skill in the preparationof cheese for cooking

17.03,02

apply skill in temperature controlof cheese cookery

-discuss and apply toreceipes with cheeseproducts-study resource materials

Section Three

CP 12.w Hospitality.ft. Tourist Services

CAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREERCAREER

PREPARA PROGRA...PREPARATION PROGRA___PREPARATION PROGRAPaEPARATION PROGRA...PREPARATION PROGRA__PREPARATION PROGRA...PREPARATION PROGRAPREPARATION PROGRA.__PREPARATION PROGRA.PREPARATION PROGRAPREPARATIONIPROGRAPRERARATION PROGRA__PREPARATION PROGRA.PREPARATION pROGRAPREPARATION PROGRA._.

- 124:-

C P 12 - TOURIST SERVICES

The Hospitality/Tourism industry involves the Stimulation of travel toour province and the resultant feeding, accommodating, transporting andentertaining of our visitors.

This grade_12 program emphasizes the face to face contact with visitors. It involves skills and services in the following area:

= Travel Counselling= Waiter/Waitress trainingAccommodatingMarketing

A work experience unit is included so the StUdents will have the oppor-tunity to reinforce the skills learned in the Classroom and becomebetter prepared to take their place in a demanding and competitiveinduStry.

The infOrMation in this guide is compiled under particular topics butthe sequence of teaching any aspect of the program is the responsibilityof the teacher.

= 125

SECTION THREE - C P 12 - TOURIST SERVICES

UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)

PAGE

132

133

MODULE 1.01 - PREPLACEMENT ROUTINES 133

MODULE 1.02 - PLACEMENT (EXTERNAL TO SCHOOL) 135

MODULE 1.03 - PCSTPLACEMENT ROUTINE 136

MODULE 1.04 - STUDENT REPORTING PROCESS 137

MODULE 1.05 - LETTER OF THANKS TO EMPLOYER 138

UNIT 2.0 EMPLOYEE RESPONSIBILITIES 139

MODULE .01 - PERSONAL HYGIENE 139

MODULE 2.02 - PERFORMANCE OF DUTIES 141

MODULE 2.03 - COOPERATION WITH OTHER EMPLOYEES 142

MODULE 2.04 - CREATE A GOOD IMPRESSION - GREET GUESTS 143

MODULE 2.05 - RESPOND TO SPECIAL NEEDS OF GUESTS 144

MODULE 2.06 - INTERPRE1ATION OF MENU TERMINOLOGY 146

MODULE 2.07 - PROFESSIONAL ATTITUDE 147

UNIT 3.0 SANITATION AND SAFETY PROCEDURES 148

MODULE 3.01 - SANITARY HANDLING OF FOOD AND UTENSILS . . 148

MODULE 3.02 - SANITARY CLEANING PROCEDURES 150

MODULE 3.03 - MAINTAIN A SAFE WORKING ENVIRONMENT . 152

MODULE 3.04 - BASIC FIRST AID PROCEDURES 153

MODULE 3.05 - FIRE SAFETY PROCEDURES 154

- 126

PAGE

UNIT 4.0 SERVICE 156

MODULE 4.01 - IDENTIFY BASIC TABLEWARE AND EQUIPMENT . . 156

MODULE 4.02 - SET UP EQUIPMENT FOR DAILY OPERATION . . . 157

MODULE 4.03 - IDENTIFY AND MAINTAIN STATION 158

MODULE 4.04 - SET TABLES FOR SERVICE 159

MODULE 4.05 - CARRYING CHINA, CUTLERY AND GLASSWAREAND LOADING TRAYS 160

MODULE 4.06 - SET UP AND MAINTAIN BUFFETS 161

MOUDLE 4.07 - IDENTIFY AND SERVE CONDIMENTS ANDACCOMPANIMENTS 162

MODULE 4.08 - PREPARE AND SERVE HOT/COLD BEVERAGES . . . . 163

MODULE 4.09 - IDENTIFY AND PERFORM CLOSING DUTIES =CLEAR AND RESET 164

165

MODULE 5.01 - IDENTIFY AND COMPLY WITH HOUSE POLICY . 165

UNIT 5.0 BUSINESS OPERATION

MODULE 5.02

MODULE 5.03

- COMPLIANCE WITH PROVINCIAL LIQUORREGULATIONS 166

- IDENTIFY CONTROL PROCEDURES FORGUEST CHECKS 167

MODULE 5.04 -

MODULE 5.05

IDENTIFY AND PERFORM CLOSING MONETARYPROCEDURES 16S

- RESPONSIBILITY OF EMPLOYER 169

- 127 -

UNIT 6.0 FRONT OFFICE PROCEDURE

MODULE 6..01 - OVERVIEW OF FRONT OFFICE

MODULE 6.02 - THE RELATIONSHIP BETWEEN THE FRONT

PAGE

170

170

OFFICE AND OTHER DEPARTMENTS 172

MODULE 6.03 - FRONT OFFICE EQUIPMENT 173

MODULE 6.04 - IDENTIFY AND COMPLY WITH HOUSE POLICY . 174

MODULE 6.05 - COMMUNICATING EFFECTIVELY 175

MODULE 6.06 - USE OF THE TELEPHONE 176

MODULE 6.07 - FUNCTIONS OF THE PBX SWITCHBOARD 177

MODULE 6.08 - HANDLE REQUESTS FOR WAKE-UP CALLS 178

MODULE 6.09 - DESCRIBE THE IMPLICATIONS OF THE HOTELKEEPERS ACT AND CRIMINAL CODE WITH RESPECTTO ACCOMMODATION 179

MODULE 6.10 - DEAL WITH REQUESTS FOR INFORMATION 181

UNIT 7.0 RESERVATION, REGISTRATION AND ROOMING PROCEDURES 182

MODULE 7.01 - IDENTIFY RESERVATION SYSTEMS 182

MODULE 7.02 - HANDLE RESERVATION REQUESTS 183

MODULE 7.03 - GROUP BOOKING PROCEDURES 184

MODULE 7.04 - DAY-OF-ARRIVAL PROCEDURES 185

MODULE 7.05 - GREET THE GUEST(S) i86

MODULE 7.06 - SELLING GUEST ROOMS AND HOTEL SERVICES . 187

MODULE 7.07 - ASSIGNING ROOMS AND REGISTERING GUESTS . 188

MODULE 7.08 - ROOMING PROCEDURES 189

MODULE 7.09 - SPECIAL SITUATIONS 190

MODULE 7.10 - HANDLING COMPLAINTS 192

- 128 -

PAGE

UNIT 8.0 ACCOUNTING PROCEDURES 193

MODULE 8.01 - FRONT OFFICE ACCOUNTING PROCEDURES 193

MODULE 8.02 - GUEST ACCOUNT 194

MODULE 8.03 - POSTING ITEMS TO ACCOUNT 195

MODULE 8.04 - CASHIER DUTIES 196

MODULE 8.05 - "COUNTS" AND REPORTS 197

MODULE 8.06 - NIGHT AUDIT PROCEDURES 198

UNIT 9.0 SAFETY AND SECURITY 199

MODULE 9.01 - CONCEPT OF SECURITY 199

MODULE 9.02 - HANDLE MAIL AND KEYS 200

MODULE 9.03 - HANDLING REQUEST FOR INFORMATIONCONCERNING GUESTS 201

MODULE 9.04 - HANDLING CHECKED BAGGAGE AND VALUABLESLEFT FOR SAFEKEEPING 202

MODULE 9.05 - EMERGENCY PROCEDURES 203

UNIT 10.0 HOUSEKEEPING - PROFESSIONAL RESPONSIBILITIES . . . 204

MODULE 10.01 - OVERVIEW OF THE HOUSEKEEPING FIELD . . . 204

MODULE 10.02 - PERSONAL HYGIENE 205

MODULE 10.03 - HOUSE POLICY 206

MODULE 10.04 - EMPLOYER AND SUPERVISOR RESPONSIBILITIES . 207

MODULE 10.05 - TEAMWORK 208

MODULE 10.06 - APPLY SAFE/SANITARY WORKING HABITS . . 209

MODULE 10.07 - FIRE SAFETY PROCEDURES 210

MODULE 10.08 - MAINTAIN PROFESSIONAL ATTITUDE 211

MODULE 10.09 - LEGAL RESPONSIBILITIES FOR SECURITYOF GUESTS' PROPERTY 212

13D

129

PAGE

UNIT 11.0 HOUSEKEEPING 213

MODULE 11.01 - PREPARE FOR CLEANING 213

MODULE 11.02 - LINEN AND SUPPLIES 214

MODULE 11.03 - STOCK CART TO HOUSE STANDARD 215

MODULE 11.04 - OPERATION AND MAINTENANCE OF CLEANINGEQUIPMENT 216

UNIT 12.0 PREPARE GUEST ROOM 217

MODULE 12.01 CLEANING ROUTINE 217

MODULE 12.02 INTERPRETING ROOM REPORTS 218

MODULE 12.03 REPORTING UNSAFE CONDITIONS . O 219

MODULE 12.04 ASSESS WORK TO BE DONE 220

MODULE 12.05 STRIPPING THE ROOM 221

MODULE 12.06 MAKING BEDS 222

MODULE 12.07 CLEAN KITCHEN AND BATHROOM 223

MODULE 12.08 CLEANING WINDOWS, MIRRORS AND WALLS . 224

MODULE 12.09 STOCK ROOM WITH GUEST SERVICE SUPPLIES . . 225

MODULE 12.10 - INSPECT WORKING CONDITION OF GUEST ROOM . . 226

MODULE 12.11 - DUST AND VACUUM 227

MODULE 12.12 - RECORD AND REPORT CLEANED ROOMS 228

UNIT 13.0 IDENTIFY OTHER DUTIES 229

MODULE 13.01 - IDENTIFY OTHER DUTIES 229

UNIT 14.0 SANITATION PROCEDURES 230

MODULE 14.01 - SANITATION PROCEDURES 230

UNIT 15.0 SAFETY ORIENTED FIRST AID 231

MODULE 15.01 - SAFETY ORIENTED FIRST AID 231

140

=130-

JNIT 16.0 TRAVEL COUNSELLOR

JNIT 17.0 TRAVEL COUNSELLOR

JNIT 18.0 TRAVEL COUNSELLORTOURIST DIRECTORY

PAGE

- RECEIVE VISITORS 232

- INTERPRET MAPS 232

- INTERPRET BRITISH COLUMBIA232

JNIT 19.0 TRAVEL COUNSELLOR -PUBLICATIONS

JNIT 20.0 TRAVEL COUNSELLOR

JNIT 21.0 TRAVEL COUNSELLOR -

JNIT 22.0 TRAVEL COUNSELLOR -RECEPTION CENTRE

JNIT 23.0 MARKETING

MODULE 23.01 = MARKETING CONCEPT

MODULE 23.02 - EVOLUTION OF MARKETING

MODULE 23.03 - STYLES OF MARKETING

MODULE 23.04 - CUSTOMER SATISFACTION

MODULE 23.05 = MARKETING ETHICS

JNIT 24.D MARKETING RESEARCH

MODULE 24.01 - MARKETING RESEARCH

MODULE 24.02 - RESEARCH OBJECTIVES

MODULE 24.03 - PRIMARY RESEARCH

MODULE 24.04 - SECONDARY RESEARCH

MDDULE 24.05 - EVALUATE RESEARCH METHODS

USE OTHER RESOURCE232

- RETRIEVE INFORMATION 232

GIVE CLEAR DIRECTIONS 232

SET UP AND MAINTAIN A

MODULE 24.06 - MARKETING INFORMATION SYSTEMS

232

233

233

234

235

236

237

238

238

239

240

241

242

243

- 131 -

PAGE

UNIT 25.0 MARKET PROFILE 244

MODULE 25.01 - CHARACTERISTICS OF MARKET PROFILES 244

MODULE 25.02 - DEVELOP MARKET PROFILES 245

MODULE 25.03 - MARKETING STRATEGIES 246

UNIT 26.0 MARKETING MIX 247

MODULE 26.01 = ACHIEVING MARKETING OBJECTIVES 247

MODULE 26.02 - PRODUCT CONSIDERATIONS 248

MODULE 26.03 - PROMOTION CONSIDERATIONS 249

MODULE 26.04 - PRICE CONSIDERATIONS 250

MODULE 26.05 - PLACE CONSIDERATIONS 251

UNIT 27.0 EXTERNAL MARKETING ENVIRONMENT 252

MODULE 27.01 - ANALYZE THE COMPETITION 252

MODULE 27.02 - POLITICAL FACTORS 253

MODULE 27.03 - SOCIO-ECONOMIC FACTORS 254

MODULE 27.04 - INTERNATIONAL INFLUENCES 255

UNIT 28.0 MARKETING PLAN 256

MODULE 28.01 - RATIONALE FOR A MARKETING PLAN 256

MODULE 28.02 - COMPONENTS OF A MARKETING PLAN 257

MODULE 28.03 - MARKETING PLAN 25"

259SECTION FOUR - RESOURCE MATERIALS

PUBLIC RELATIONS 260

FOOD SERVICE 261

HOUSEKEEPING 262

FRONT OFFICE 264

GENERAL HOSPITALITY/TOURISM

MARKETING

1

265

267

- 132 -

C P 12 - TOURIST SERVICES

General_Aims_and_Purpose

The primary aim of the Hospitality/Tourism Industry, TouristServices program in grade 12 is to provide learning experiencesthat will help students develop marketable skills or qualify foradvanced standing in a related program at a college or provincialinstitute. At the grade 12 level; an integral part of the learningexperience involves practical experience in a working situationexternal to the school; This cooperative career preparationcomponent involves at least 100 hours of activities that arecommunity based to provide actual work experience organized throughthe cooperation of employers and union organizations;

Students should acquire a comprehensive knowledge of:

a. practices for clean, safe and orderly work habits within thehospitality industry;

b. theory involved in the day to day operations within the tourismindustry;

c. practical skills in the hospitality industry;

d. employment opportunities and the necessary marketable skills inthe hospitality industry (work experience);

e. procedures and opportunities available for continuingeducation; and

. expectations of employers for a positive attitude towards thework ethic and positive relations in working with others.

- 133-

UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)

General Aims

The student should:

a. develbp_ihtreaSed understanding of the employment opportunitieSin_the local community, the province and the country;

b. gain practical experiehCe relating to employmentresponsibilities; _ _

c. benefit from the _knowledge and experience of resource personsfrom business and induStry.

Community representatives should participate in organizedactivities connected with the program.

MODULE 1.01 PREPLACEMENT ROUTINE

Goal Statements

The learning experiences, in this module are designed to:

a. provide_the opportunity for the student to review appropriateregulations of WorkerS' Compensation Board;

b. review all necessary procedures for student transportation toand from a placement work site;

C. increase student responsibility to school_and employer; andd. acquaint the student with ducumentatioh, forms, contract, and

the reports of employer, teacher, and Student.

Learning OutcomeS Student Activities

The student should be able to:

1.01.01

dress appropriately for the typeof employment experience

1.01.02

describe the transportation _

necessary to reach the job site

- discuss appropriate dressfor different occupations

- consider public or privatemeans

- 134 -

1.01.3

list the important factors relatedto expected behaviour

- review introductoryprocess to contactemployer

- discuss manners, speech,things to observe

- discuss significance ofreports

- read examples of reportsthat will be written bythe employer and theteacher

- 135-

MODULE 1.02 PLACEMENT (EXTERNAL TO SCHOOL)

GoalStatements-.

The learning experiences in this module are designed to:

a. provide the student with situations that will relate schoolexperiences with actual working_ conditions;

b. provide students with actual job experience in a workingenvironment;

c. increase student awareness and underStanding of employeeresponsibilities;

d. have the student practise increased retpontibilitiy-Within aWork environment;

O. faCilitate effective transition of StUdentt betWeen tchobl andemployment;

f. assist the student to see value_in edUcation_and_traiiiing; andg. create a student awareness of the opportunities for further

training.

Learning Outcomes Student Activities

The student should be able to:

1.02.01

function effectively in a jobsituation

1.02.02

Work cooperatively with otherStudents or employees

- follow directions mutuallyagreed to by employer andteacher

- ask questions related tocareer_goals

- maintain good relationsWith others

- acquire trainingexperiences in thecommunity

136-

MODULE 1.03 POSTPLACEMENT ROUTINE

Goal_Statements

The learning experiences in this module are designed to:

a; assist the student to make a job analysis of an occupationrelated to the placement; andreview employment and career possibilities related to actualjob experience.

Learning Outcomes Student Activities

The student should be able to:

1.03;01

prepare a job analysis of anoccupation where work experiencewas obtained

1.03.02

list safety factors for a chosenoccupation

- review format of sampleanalyses

- review safety aspectsrelated to self and others

14

- 137 -

MODULE 1.04 STUDENT REPORTING PROCESS

Goal Statements

The learning experiences in this module are designed to:

a. provide the student with the knowledge of how to reportexperiences,

b. examine_roles of employee duties in an occupation and relate toparticular school experiences, and

c. have the student prepare a formal list of contacts andpractical job experiences.

Learning Outcomes Student Activities

The student should be able to:

1.04.01

complete a report of the jobplacement and discuss in detailthe positive (and negative)aspects of the experience

1. 040Z

explain the advantages anddisadvantages of an occupation

L04-03_

list criteria for effective jobperformance

1.04.04

discuss unsatisfactory jobperformance

- review content of reportsand prepare details on thework experience

- prepare an oral report tothe class on theexperience at a job site

- discussions in class

- discussions in class

- discussions in class

- 138-

MODULE 1.05 LETTER OF THANKS TO EMPLOYER

Goal___ Statement

The learning experiences in this module are designed to provide thestudent with a format to prepare a letter of thanks to employerswho provided work experience.

Learning Outcomes Student Activities

The student should be able to:

1.05.01

organize and write a letter ofthankS to the business firm wherejob experience was obtained

= prepare a draft forconsideration of theteacher

- type or write_a neatletter using correctgranimar

- mail or deliver tobusiness within one weekof return to school

LID

139-

UNIT 2.0 EMPLOYEE RESPONSIBILITIES

Gerieral_AiM

The student should develop an understanding of the importance ofthe responsibilities of an employee.

MODULE 2.01 PERSONAL HYGIENE

Goal- Statement:

The learning experiences in this module are designed to help eachstudent to develop awareness Of the responsibility of employees tomaintain good habits of personal hygiene.

Learning Outcomes Student Activities

The student should be able to:

2_;_01.-01

state the rules of personalhygiene

15u

- discuss the followingguidelines:

a. be visibly clean(face, nails,teeth, uniform)

b. have no noticeablebody odour

c. wash hands aftersneezing, coughing,wiping_up_spills,using toilet

d. do not scratch, putfingers in hair,mouth, nose

e. report anygastrointestinal orother infectiousillness tosupervisor

f: avoid "grooming"(brushing hair,etc.) in foodpreparation or

service areasg. appear alert and

well rested

- 140-

2A1A2

apply the rules of personalhygiene

comply withapplicable sectionsof the Realth Actand Regulations

i. use appropriatemake up andjewellery

- exhibit good personalhygiene to fellow studentsand supervisor

- 141 -

MODULE 2.02 PERFORMANCE OF DUTIES

Goal Statement

The learning experiences in this module are designed to help eachstudent develop awareness of ind-:vidual responsibility for theoverall operation.

Learning Outcomes Student Activities

The student should be able to:

Z.02;01

state overall general principlesof organization

apply responsible behaviour inrelation to specific job tasks

- observe "chain of command"

- observe and act on anynecessary tasks

- discuss the need fOrresponsible_ behaviour anddiscuss actions

- 142-

MODULE 2.03 COOPERATION WITH OTHER EMPLOYEES

Goal Statement

The learning experiences in this module are designed to develop theability of each student to cooperate with fellow workers.

Learning Outcomes Student Activities

The student should be able to:

2.03.01

state factors involved inmaintaining cooperation withfellow workers at all levels ofoperation in a working situation

2.03.02

state factors involved incooperating in the kitchenoperations

- exhibit the following:a. cheerfulnessb. considerationc. patienced. courtesye. friendlinessf. take your turn

ordering_g. control_temperh. work calmly_i. respect fellow

workers

- list, describe and apply:a. house_policy

regarding kitchenprocedures

b. appropriateordering procedures

c. house abbreviationsd. clear printing and

speaking for orderse. house food

Substitutionpolicies

f. replace , -ired

equipment in properplace

- 143 -

MODULE 2.04 CREATE A GOOD IMPRESSION - GREET GUESTS

Goal Statement

The learning experiences in thit module are deti-Oned to developstudent awareness of the need for interpersonal skills relating toguests.

Learning Outcomes Student Activities

The student should be able to:

2.04.01

identify the proper_ procedures forwelcoming guests prior to service

- acknoWledge guestspresente with a smile ornot

- use appropriate greeting- if unable to begin serviceimmediately, inform guestscourteously

- show interest in theguests by looking at themdirectly and smiling

- appear relaxed andconfident

- avoid discrimination- put: guest at ease byexplaining procedures anddesign of restaurant whereit seems_necessary

- view available filMS:"HOW to Look When itCounts""Courtesy - Food Serviceis People Service""Courtety - The InsideStory"

= 144=

MODULE 2.05 RESPOND TO SPECIAL NEEDS OF GUESTS

Goal Statement

The learning experiences in this module are designed to developstudent awareness of appropriate ways to apply interpersonal skillsin dealing with th- special needs of guests.

Learning Outcomes Student Activities

The student should be able to:

20501

state procedures for handling thespecial needs of guests, i.e.

a-

b. childrenc. elderlyd. singlee. dietary limitationsf, obnoxiousg. special groups

- apply the following:a. read menu and

prices as neededb. assist with

parcels, coats,chairs

c. exercise patienced. accommodate special

dietaryrequirements wherepossible

e. provide suitableseating arrange-ments

f. o.fer "extras" suchas high chairs;child's portion;extra serviettes

g. assist the blind byallowing them totake your arm

h. offer pen and paperto those unable tospeak, for_writingtheir order

i. handle specialneeds withoutdrawing

j. accommodate specialgroup requirements

-145-

2.05.02

follow approved procedures inrelaying customer complaints tomanagement personnel

2.05.03

demonstrate _ability to handlesituations described in 2.05.01 byrole playing or other means

- clarify steps to_f011ow inaccepting and relayingcustomer complaintS

- demonstrate this abilityto the satisfaction of theinstructor

- 146-

MODULE 2.06 INTERPRETATION OF MENU TERMINOLOGY

Goal Statement

The learning experiences in this module are designed to enable eachstudent to comprehend necessary menu terminology and to Satitfactorily interpret a menu for guests.

Learning OutcoMes Student Activities

The student should be able to:

2_.06;01

take a list of "basic" menuterminology and write or give averbal description of each term

2-;_06;02

define each term conciselyparaphrasing the descrip-tion given in the waiter/waitress manual

2A6A3

answer "guest" questions about anyitem on a given menu

- study assigned materialS

- concisely answer- enquire_from appropriate

source -if item isunfamiliar_or may_containelements about which -guestis- concerned (regardingallergies or personalditliket) _

- participate in_a roleplaying situation

- 147 -

MODULE 2.07 PROFESSIONAL ATTITUDE

Goal Statement

The learning experiences in this module are designed to help eachstudent develop awareness of the characterittics of a profetsionalattitude toward dutiet.

Learning Outcomes Student Activitiet

The student should be able to:

2.07.01

identify and state characteris-tics Which are important tomaintaining professional attitude

- apply the f011bWing:a. punctualityb. pride in appearancec. cooperationd. courtesye. honestyf. loyalty to_employerg. dependabilityh. initiativei. pride in quality of

Workj. accuracy in taking,

placing, servingorders

k. ability to followinstructions

1. judgement_in _

unusual situationsm. care_for tableware,

appliances,fUrniture

n. avoid_waste (foodand_time)

o. avoid temptation to"pilfer" food,tableWare, linenetei

p. use timeeffettiVelY duringnon peak periods

- 148 -

UNIT 3.0 SANITATION AND SAFETY PROCEDURES

General Aim

The student should identify and apply effective sanitation and safeworking procedures.

MODULE 3.01 SANITARY HANDLING OF FOOD AND UTENSILS

Goal Statement

The learning experiences in this module are designed to enable eachstudent to identify and practice appropriate sanitary food andutensil handling methodS.

Learning Outcomes Student Activities

The student should be able to:

3.01.01

identify sanitary methods to_be_used when dispensing or portioningfood

3ALL__02

use sanitary methods when handlingsoiled tableware

- apply the following:a. avoid touching food

items with fingersb. use lifters, tongs,

etc. in foodhandling wheneverpossible

c. do not serve anyitem dropped on anunsanitary surface

- discuss and apply thefollowing in class roleplay situation:

a. maintain cleanhands and uniformsafter handling usedtableware

b. remove unusedtableware from a"soiled" table

c. retainsealed/reusable

food items forfuture use

- 149 =

3.01.3

use sanitary methods in handlingclean tableware

- discuss and apply thefollowing procedures inclass role play situation:

a. check for craCkS,chips etc. andreplace asnecessary

b. use_fresh placematsor linen

c. avoid touChing_anypart of Utensilwhich comes incontact withguest's mouth

d. place_dropped itemsin soiled dithreceptacles andreplace with cleanones

- view films - 16 Mm"Dining Room Sanitatioe"Mr. Bus Boy"

- study training package"Basic Skillt in Fbbd andBeverage Service"Microfiche and Workbook -Handling Equipment

150=

MODULE 3.02 SANITARY CLEANING PROCEDURES

Goal Statement

The learning experiences in this module are designed to prepareeach student to use sanitary cleaning procedures.

Learning Outcomes Student Activities

The student should be able to:

3.-0a.01

identify and list preparationservice areas in a food serviceestablishment which requireroutine cleaning

3.02.02

state proper procedures forclean'9 station and appliances

1 61

- study; discuss and applycleaning procedures for:

a. counter/booth tableb. buffetc. side stationd. pastry carts and

coverse. sneeze guardsf. floors (as a result

of spills etc.)g. traysh. standard table_

containers (salt,pepper, sugar etc.)

i. menusj. chairs, bericheSk. appliances (e.g.

toasters,refrigerationunits, microwave,osterizers, coffeeurns, milkdispensers, etc.)

- discuss and maintain thefollowing policies:

a. surfaces must becompletely free offood particles andliquids

b. avoid using soiled

wiping cloths ormixing them -withclean cloths

- 151 -

demonstrate proper cleaning andsanitizing procedures

c. follow house policyfor_cleaningroutine

d. take correctiveaction immediatelywhen poor cleaningtechniques arebeing practiced

e. use appropriateCleaning agents forspecific situations

- apply correct_techniquesin specific situations forother_stUdents to_evaluate(see 3.02.01 and 3.02.02)

- study and discuss trainingpackage -__Basic Skills inFood and Beverage Service

- microfiche andworkbook

= cleaning

- 152-

MODULE 3.03 MAINTAIN A SAFE WORKING ENVIRONMENT

Goal_Statemeat

The learning experiences in this module are designed to develop theability of each student to maintain a safe working environment.

Learning Outcomes Student Activities

The student should be able to:

3.03.01

identify_and list potentialhazards to personal safety

3.03.02

identi_fy_and list potentialhazards to safety in food serviceestablishments

- demonstrate awareness of.hazards such as:

a; wearing inappro-priate apparel

b; traffic problemsc; burnsd; heavy objectse. wet or greasy

floors

- discuss and list potentialhazards such as:

a; inadequately lithalls and stairways

b, supplies stored inhallways

c. malfunctioningappliances; i;e;gas; electrical;and refrigeration

d. frayed carpetse; damaged furnituref. food items; which

according to smell,sight or taste,appear unfit forconsumption

- view film lErim "DiningRoom Safety"

- study appropriate sectionsof Workers_CompensationBoard Manual

16

- 153-

MODULE 3.04 BASIC FIRST AID PROCEDURES

_Goal Statement

The learning experiences in this module are designed to alert eachstudent to basic first aid procedures.

Learning Outcomes Student Activities

The student should be able to:

3.04.01

describe basic components of astandard fir5t aid kit

3.04.02

describe procedures for handling amedical emergency

3.04.03

identify the location telephonenumber(s) for local medicalassistance

- discuss the purpose of:a. antisepticsb. cotton swabsc. gauzed. "Bandaids"e. scissorsf. smelling salt

- discuss and state properprocedures in correctsequence for reacting toan emergency

a. render assistanceb. notify supervisorc. call for medical

assistanced. stay with victime. avoid panic by

acting quickly andunobtrusively

- discuss advantages ofrelevant first aidcertificates

- complete outcome to a 100%accuracy level

- 154 =

MODULE 3.05 FIRE SAFETY PROCEDURES

Goat-Statement

The learning experiences in this module are designed to alert thestudent to approved fire safety procedures.

Learning Outcomes Student Activities

The student should be able to:

3_;_05;_01

list three possible fire hazardareas in a food service operation

3.05.02

idehtify the major classes offires which occur in food serviceoperations and the appropriateextinguisher for each

3.05.03

state the procedures to follow forhadling a fire emergency

- discuss potential hazards:a. blocked fire exitsb. burned out light

bulbs in hallwaysc. faulty service

equipment

- discuss use and operationof the four basic types offire extinguishers-

- review procedures fordealing with ordinarycombustible- fires; greasefires and electricalappliance and equipmentfires

- discuss and state properprocedures in the correctsequence:

a. locate and isolatefire (close windowsand doors)

b. alert supervisorand staffimmediately

c. extinguish ifpossible

d. phone firedepartment

e. avoid panic

- 155 -

3.05.04

conduct a "fire drill" in apractice session

3.05A5

state location of tel?honenumber(s) for local firedepartment

- in a role play situation,correctly followprocedures outlined inoutcome

- be familiar withevacuation plan

- direct "guests" to exits

- study information andcomplete outcome to a 100%accuracy level

- 156-

UNIT 4.0 SERVICE

General -Aims

The student should develop skills in preparing and maintaining foodservice areas.

MODULE 4.01 IDENTIFY BASIC TABLEWARE AND EQUIPMENT

Goal_Statement

The learning ev.verences in this mr.Juleare designed to orient eachstJOilt to basic tableware and equirment.

Lear-jng Outcomes

student should be able to:

Student Activities

4;Q1.01

identify and list proper termsfor:

a. knives - dinner; steak;butter fishteaspoon, soup,dessert, parfaitdinner; fish,salad, cocktailsalad sct; servingspoon; soup ladle;pickle fork,pastry server; pieor cake knife; icescoop, ice creamscoop

b. spoons

. forks -

. serving -

4_;_01.02

identify and list proper termsfor:

a. plates - dinner (oval andround), dessert,bread and butter,sauces, soup plate

b. bow = soup bowl,soupcup, coffee/teacup, cocktailbowl, fruit nappie

c. serving = creamer, teapot,

coffee_carafe,sauce boats,casserole tr;

- review actual sample offlatware and servingutensils

- identify all items

- review and show actualsamples of dishware

- identify all items

- 157-

MODULE 4.02 SET UP EQUIPMENT FOR DAILY OPERATION

Goal Statement

The _learning experiences in this modUle are designed_tO deVelOO thestudent awareness of batic procedures involved in daily set up.

Learning Outcomes Student Activities

The student should be able to:

4.02.01

demonstrate proper use and care ofappliances in the service area

- cleani_cl'?.ck and operatethe following:

a. ice machinesb. coffee urnsc. warmersd. Milk/ice cream

dispenserse. soft drink

dispensersf. all other related

equipment in givenservice areas

- report malfunctions tosupervisor immediately

158-

MODULE 4.03 IDENTIFY AND MAINTAIN STATION

Goal Statement

The _learning experiences in this module are designed_tb developstudent awareness of basic set up and essential maintenance ofStation.

Learning Outcomes Student Activities

The student should be able to:

4.03.01

chetk and replenish tables for"basics"

4_.03.02

maintain stations according toapproved standard

- check for the following:a. each table will

have all "basics". salt; pepper; sugarwill be full and inclean containers

c. ashtrays will beclean

d. napkin dispenserwill be full

e. tablecloth andsilence cloth; ifused; must becorrect size fortable

- maintain clean andproperly set tables instation

- check and replenish tablesfor basics

159-

MODULE 4.04 SET TABLES FOR SERVICE

Goal Statement

The learning experiences in this module are designed to developstudent awareness of basic table setting guidelines.

Learning Outcomes Student Activities

The student should be able to:

4;04_;01

identify and set tables forbreakfast, lunch and dinner

- follow appropriateprocedures:

a. collect itemsrequired forsetting table

b. where a tableclothis used, it shouldbe equal distancefrom the floor andall corners cleanand fre ofWrinkles

c. where mats areused, they will heset one inch frcmtable edge

d. tableware w411 beclean, and handledin a sanitarymanner

e. glasses and chinawill be checked forcracks and chips

- 160 -

MODULE 4.05 CARRYING CHINAWARE, CUTLERY AND GLASSWARE ANDLOADING TRAYS

Goal Statement

The learning experiences in this module are designed to develop thestudent's skill in the carrying proceduret.

Learning Outcomes Student Activities

The student should be able to:

4.05,01

state correct procedures forloading and carrying trays, e.g.arm trays, bar trays, banquettrays

state correct procedures forcarrying plates, cups and saucers,glasses

- follow approved proceduresas:

a. use sanitaryutensil handling

b. load tray in abalancedarrangement

c. lift withoutstraining back

d. carry tray parallelto floor

e. do not drop tray orcontents

f. do not chip glassesin loading process

practice approvedprocedures, e.g. carrythree plates or glasses inone hand without droppingitems or spilling contents

- 161-

MODULE 4.06 SET UP AND MAINTAIN BUFFETS

Goal Statement

,The learning experiences in this module are designed to develop theabiity of each student to set and maintain a buffet table.

Learning Outcomes Student Activities

The student should be able to:

4.06.01

identify the proper procedures inthe layout of buffet table

- set_up and drape tables- assist kitthen staff inplacing foOd items onbuffet table

- clear soiled dishes (Indreplenish during_service

- st!pply serving utensilsand replace as necessary

- 162-

MODULE 4.07 IDENTIFY AND SERVE CONDIMENTS AND ACCOMPANIMENTS

Goal- Statement-

The learning experiences.in this module are designed to develop thestudent's ability to select and provide the correct condiments andaccompaniments;

Learning Outcomes Student Activities

The student sh4Alld be able to:

4;07;01

list basic food items; identifythe proper condiments or foodaccompaniments for each

- practice and discuss thefollowing procedures:

a. serve condiments atappropriate time

b. serve correctcondiment/accompaniment

c. control portionaccording to housepolicy

d. serve with correctutensil and fromappropriatecontainer

- 163-

MODULE 4.08 PREPARE AND SERVE HOT/COLD BEVERAGES

Gbal Statement

The_learning experiences in this module are designed to develop theability Of each student to prepare and serve hot and coldbeverages.

Learning Outcomet

The student should be able to:

4.08.01

identify the three chiefconstituents of tea and coffee_andstate their effect on the qualityof the beverage

state the proper procedures forpreparing standard hot/culdbeverages:

a; teab. coffeec chocolated. iced teae. fountain drinksf. juicesg. types of milk

Stu6ent Activities

- discuss and applyfollowing procedures:_

a. ensure that allbeverages have_appropriate colour,consistency andaroma

b. use water atcorrect temperaturewhen preparing tea

c. prepare coffeeaccording to_directions ofcoffee maker used

d. mix prepackagedbeverages accordingto direction and/orhouse policy

e. avoid usingingredients pasttheir expiry dates

- 164 -

NOV E 4.09 IDENTIFY AND PERFORM CLOSING DUTIES - CLEAR AND RESET

Godl Statement

The learning experiences in this module are designed to help eachstudent adopt approved procedures involved in closing duties.

Learning Outcomes Student Activities

The student should be able

4.09.01

identify and liSt general types ofclosing duties

4.09.02

Clear_and reset table after guestshave left

- discuss and apply thefollowing procedures:

a. store perish3blesb. replenish side

stand suppliesc. clean and wash

tables, etc;d. refill condiments

and cleancontainers asnecessary

e. clean toasters;urns; dispensers_

f. turn off /downelectrical and gasequipment

g. check for burningcigarettes in wasteareas or other firehazards

h. shut offappropriate lights

i. security

175

- 165-

UNIT 5.0 BUSINESS OPERATION

General Aim

The student should develop an awareness of the regulations_ and.[procedures relating to a business operation in the hospitalityindustry.

MODULE 5.01 IDENTIFY AND COMPLY WITH HOUSE POLICY

Goal_Statement

The learning experiences in this modulestudent awareness of house policy.

Learning Outcomes

are designed to develop

Student Activities

The student should be able to:

5_;01;01

outline a sample description ofhouse polio : for:

a; apparelb; groomingc; accidentsd; complaintse; portion controlf. food substitutes

5.01.02

describe and implement house

policy

- discuss the folio.,topics in relatiotapproved policies:

a; apparelb; groomingc; meal allowanced; cash floats etc.e; selling techniquesf; accidentsg; complaintsh; lost and foundi. dry cleaning tabs

for guestsj. sick/holiday timek. breakage allowance1. coffee breaksm. pay periodsn. schedulingo. special dutiesp. off-duty visiting

to a place of workq. portion control;

food suostitutes

- 166-

MODULE 5.02 COMPLIANCE WITH PROVINCIAL LIQUOR REGULATIONS

Goal Statement

The learning experiences in this Module_are eesigned to orient eachstudent to the Provincial Liquor Control and Licensing Act and

regulations.

Learning Outcomes Student Activities

The student should be able to:

5_J)2.01

state liquor regulations as theyapply in the following situations:

a. service _of minors inlicensed7Fstablishments

b. service minors inlicensed eStablithmentt

- study manager's manualwith regard to liquorregulations

- 167-

MODULE 5.03 IDENTIFY CONTROL PROCEDURES FOR GUEST CHECKS

Goal Statement

The learning experiences in this module are designed to developStudent awareness of control procedures for guests checks;

Learning Outcomet Student Activities

The student should be able to:

5.03.01

state reason for using a guestcheck

5.03.02

state procedures for controllingguest checks

- discuss and apply thefollowing procedures:

a. record_guest ordersb. communicate orders

to kitchenc. monitor cash flowd. monitor supplies

(food and beverage)

- discuss and apply thefollowing procedures:

a. sign for check bookwhen stated inhouse policy

b; use checks innumerical order

c; have errors voidedby supervisor

d. sign all checksaccording to housepolicy

e. turn in book and/orall checks at endof shift

= 168-

MODULE 5.04 IDENTIFY AND PERFORM CLOSING MONETARY PROCEDURES

_Goal_StatPmeat

The learning experiences in this mOdUle are :designed to developstudent awareness of doting monetary procedures.

Learning Outcomes Student Activities

The student should be able to:

5.04.01

calculate daily take balance

5.04.02

complete balance sheet

= fill out balance sheets

= cash closing procedures

- 169-

MODULE 5.05 RESPONSIBILITIES OF EMPLOYER

Goal_Stztement

The learning experiences in this module are deSigned to developstudent awareness of responsibilities of employer.

Learning Outcomes Student ActivitieS

The student should be able to:

state general areas ofresponsibility of the employer inany food service establishment

discuss the need fOr anemployer to:

a. notify staff ofhOUSO policies andpolicy change_provide suitableworking:conditionsas per labour andWorkers'Compensation Boardr -ulations

c. r.. pect conditionsof collectiveagreement if one'exists

d. post relevantsections of fire;sanitation; liquorand Workers'Compensation Boardcodes

e. provide correctdocumentation andmonies owing ontermination

f. maintainnen-discriminatoryhiring practices

g. post assignment ofduties

h. establish grievanceprocedures

- 170-

UNIT 6.0 FRONT OFFICE PROCEDURE

General Aim

The student shoulc' develop an understanding of the functions andequipr'ent of the front office;

MODULE 6.01 OVERVIEW OF FRONT OFFICE

Goal_Statement

The learning experiences in this module are designed to help eachstudent to develop an awareness of the role and function of thefront office.

'_earning Outcomes Student Activities

The student should be able

6.01;01

identify the responsibilities ofthe front office to guests, fellowemployees and management

6.01.02

describe hOw_the type Ofoperation, size and locationaffect the organization of thefront Office

6.01.03

summarize the tasks performed byeach of the front officeemployees:

- desk clerks- cashier- information clerk- telephuoe operator- night_auditor- bell hop

- discussion (the "NerveCentre"

- reac_chapters_2_& 3 BasicHOtel/Fr-Ont OfficeProcedures

- list and discuss theelcments of the frontcifice operation, as theyrelate to the type, sizeand location

= define the job descriptionOf each of the frontoffice employees

-171..

ii_;01;04

describe the importance of anefficiently Nn front office

- to create a good firstimpression for the guest

- to keep accurate guestrecords to ensure profits

6A1A5

describe the pe,-.;onal qualitiesand technical skills required offront office personnel

- discuss characteristics ofan efficient front officeoperation

- discuss the personalqualities and technicalskills required of frontoffice personnel

- 172-

MODULE 6.02 THE RELATIONSHIP BETWEEN THE FRONT OFFICE AND OTHERDEPARTMENTS

Gail Statement_

The learning experiences , ,nodule are designed to assist thetudent in describing the 1:,:ctional relationship between front

office and the other' departments.

Learning Outcomes Student Activities

The student should be able to

identify the main functions ofother departments

- housekeeping- food and beverage- maintenance- accounting- sales- security- uniformed services (doorman;bellhop; elevator operators,room service)

_6_;_02;02

identify the informationlinking the front officedepartments

er

- list and discuss thereponsibilities of eachdepartment

- identify and give examplesof specific informationsystems

- 173-

MODULE 6;03 rRONT OFFICE EQUIPMENT

Gnal Statement

The learning experiences in this module are designed to assist thestudent in describing and operating front office equipment.

Learning Outcomes Student Activities

The student should be able to:

6;03;01

list the factors which influencethe design and layout of the deskarea

603.02

identify and explain the :unctionsof front office equipment i.e.

- posting macniiie- cash reg ster- switchboard- date and time stamping'machine

6.03.03

describe the use of the room rack

6.03.04

describe the use of theinformation rack

6.03.05

describe_the use of= mail and key racks= reserve key rack

- discuss the design andlayout of the front deSkarea

- discuss the function offront office equipment asoutlined in Chapter 4 -"Front Office Equipment"

- as above

- as above

- as above

- Concluding Exercise:students arrange the frontdesk within the layout ofa given lobby area

=174=

MODULE 6.04 IDENTIFY AND COMPLY WITH HOUSE POLICY

Goa_l_Statements

The learning experiences in this module are designed to:

a; assist the Efudent in identifying the areas which are usuallycovered by house policy; and

b. assist the student to appreciate the importance of complyingwith house policy.

Learning Outcomes Student Activities

The student should be able to:

6.04.01

identify the following areas whichare normally covered by Musepolicy

- dress and grooming_- smokingMting_on duty- reservaLicr policy- overbooking- no baggage or local gusts- guest illness and accident- care_of guest property- complaints- guest behaviourpets

= V.I.P. or special guests- advance payments- credit procedures= family; corporate or special

ratesparking

- no smoking rooms

- identify_and diScuSS thevarious racets of housepolicy_describe the reasons forestablishing house policy

= view film "handlingcomplaints" (Ministry oTourism)

= 175 -

MODULE 6.05 COMMUNICATING EFFECTIVELY

Goal Statement

The learning experiences in this module are designed to assist thestudent in communicating effectively in situations encountered inthe front office.

Learning Outcomes Student Activities

The student should be able to:

605;11

describe the importance ofeffective communication In guestservicea

descrit,! and use basi communica-tion skills

- perception check- paraphrase- behaviour description- I-statements

in situations involving guests orfellow employees

- discuss the importance ofcommunication as outlinedin Chapter 6 of the text

- read appropriate sectionfrom Front- OfftceHumanRelatioa&

-176-

MODULE 6.06 USE OF THE TELEPHONE

Goal StateMen-L.

The learning experiences in this module are designed to assist thestudent ih using the telephone.

Learning Outcomes Student Activities

The student should be able to:

6.06.01

identify and use good telephonemanner-

- clear; ditihtt voice= message pads and pen handy

prOMpt answering= identifying hotel and self= ending call courteously

6.06.02

transfer a call

6.06.03

take a message

6;06;04

interrupt a call a place a call onhold

= discuss proper telephonemanners__

= read chapter 6; p; 73- view and discuss the

films:- "Telephone Manners"- "How to Lose Your

Best Customer"

- the student will:- transfer a call- take a message__- interrupt a call and

place a call on hold

177 -

MODULE 6.07 FUNCTIONS OF THE PBX SWITCHBOARD

Goal Statement_

The learning experience in this module are designed to acquaint thestudent with the functions of the switchboard operator;

Learning Outcomes Student Activities

The student should be able to:

6.07.01

identify the functions which arenormally performed by theswitchboard_operator

- transferring incoming calls- taking messages andactivating messageindicators-

- recording long distance callcharges

- discuss the functions ofthe P.B.X. switchboard

17:3-

MODULE 6.08 WIND, 'E.-QUESTS FOR WAKE CALLS

Goal Statement

The learning experiences in this module are designed to acquaintthe student with the forms and equipment used to record wake -upCalls and the procedure for makiny these calls.

Learning Outemies Student Activities

The student should be able to:

6.08.01

handle a request for a wake-upCall using the followingprocedure:_

- verifying time and roomnumber with guest

- entering room number underthe_appropriate column oncall sheet

- setting_thP timer .)r the

appropriate time- calling the room

appropriate time- addressing the guest: by nameand giving the time

- identify the procedures tobe followed in handlingwake-up calls

- role play given ahypothetical situation

- practice completingappropriate forms

179 -

w]LiE 6.09 DESCRIBE THE IMPLICATIONS Or THE HOTEL KEEPERS ACTAND CRIMINAL CODE WITH RESPECT ID ACCOMMODATION

Goal Statements

The learning experiences in this module are designed to:

a. acquaint the student with the responsibilities of the innkeeperin relation to the Hotel Keepers Act and the Criminal Code; and

b. assist the student to recognize the protection offered to theinnkeeper by the Hotel Keepers Act and the Criminal Code.

Learning Outcomes Student Activities

The student should be able to:

6.09.01

define "guest" using common lawdefinition

6.09.02

identify the "reasonab,e excuses"for refusing accommodation

- no vacancy- person is drunk anddiOrderly _

- person is unable to payperson is solicitingpatronage

- person is dirty to a degreeWhiCh would offend otherguestsperson is guilty ofoffensive conduct orunpleasant habits

6.09.03

identify the hbtel keeper'sliability for guests' property andsafety

- discT73 the common lawdefinition of "guest"

-

excuses ic' refusingaccommodation

- discuss the hotel keeper'sliability relating toguest property and safety

19.)

- 180-

&__0904

identify the contractual relation-ship between guest and hotel, andhow the hotel keeper is protectedagainst fraud (nonpayment)

6.09.05

identify what responsibility thehotel keeper has for proerty lefton the premises

- examine appropriatesections of the HetelKeepers -Act

- as above

- 181 -

MODULE 6;10 DEAL WITH REQUESTS FOR INFORMATION

Goal Statement

The learning experiences in this module are designed to acquaintthe student with the types of information requested by guests andthe sources for this information.

Learning Outcomes Student Activities

The student should be able to:

list the types of informationrequests which the Front office islikely to receive

- discuss the types ofrequests for information

- prepare fact:sheets fordata pertaining to

= the hotel and itsservir.es

= the city andsurrounding area

= entertainment,sightseeing,recreation

- transportation systems- out-of-town

reservations

=182=

UNIT 7.0 RESERVATION, REGISTRATION AND ROOMING PROCEDURES

Genera_ Aia

The student should:

develop an understanding of the procedures used forreservation, registration and rooming of guests; and

b. practise these procedures at a basic level.

MODULE 7.01 IDENTIFY RESERVATION SYSTEMS

Goal Statement

Assist the student in developing an understanding of the rationalefor a reservation system and the various systems that can be used.

Learning Outcomes Student Activities

The student should be able to:

7.01.01

analyze the basic_rationale forhaVing a reservation system

7.01.02

identify and describe thenecessary functions of anyreservation system

7-.01.03

list the specific tasks involvedin keeping -a reservation systemfunctioning

7.131-04

explain how the system used by asmall operation may differ fromthat of a large chain operation

describe the pros and cons of

overbooking

- discuss the need for areservation system

list and discuss thefunctions of reservationsystem See Ch. 7

- discuss and practicespecific tasks

- compare the differencesbetween the reservationsystems of a large andsmall operation

- discuss overbookingprocedures

- 183-

MODULE 7.02 HANDLE RESERVATION REQUESTS

Goal Statement

The learning experiences in this module are designed to enable thestudent to identify the procedure used to handle a reservationrequest.

Learning Outcomes Student Activities

The student should be able to:

3;02.01

identify the following steps- receiving the request and

determining whataccommodation is required

- ascertaining whether a roomis available

- accepting or regretting inperson; by telephone, bymail or by telegram

- storing and charting thereservation

- informing the guest ofreservation policy (timelimit, advance payment,guaranteed payment)

7.02.02

demonstrate these procedures inhandling a single partyreservation

- discuss chapter 7_, p. 81,"The Reservation Request"

- role play a reservationrequest

- practical evaluation

- 184-

MODULE 7.03 GROUP BOOKING PROCEDURES

Goal Statement

The learning experiences in this_modUle are designed to acquaintthe student with the procedures for handling group bookings.

Learning Outcomet Student Activities

The student should be able to:

7.03.01

describe the special arrangementsmade for group bookings

7.03.02

explain the sequence of groupbooking from firtt contact tocheek -in

7.03.03

list other departments concernedwith group bookings

read and discuss "groupboOking procedures" Ch. 7,pp. 102=105

= role play or practiceusing a_hypotheticalsituation

- discuss and practice by

writing appropriate inter-departmental memoinforming about groupbooking

- 185-

MODULE 7.04 DAY-OF-ARRIVAL PROCEDURES

Goal Statement

The learning experiences in this module are designed to prepare thestudent to carry out day-of-arrival procedures.

Learning Outcomes Student Activities

The student should be able to:

7.04.01

identify the following steps inthe day-of-arrival procedure:

- move all of "todays"reservations -to the desk andarrange in alOhabeticalorder on the reservationsrack

- check for special requestsand assign rooms as roomsbecome vacant _

- make a count of remainingreservations by type of roomrequired

- make a_count of availablerooms from the room rack

- determine what rooms areavailable for last minutereservations or walk-inSupdate the informationthroughout the day

- inform_housekeeping ofspecial requirements:= early registration- cribs

- discuss and practice "day -of- arrival procedures"

196

= 186 =

MODULE 7.05 GREET THE GUEST(S)

Goal Statements

The learning experiences in this module are designed to:

a. assist the student in understanding the need for a pleasantreception; and

b. provide experiences in which the student can practise receivingguests.

Learning Outcomes Student Activities

The student should be able to:

7.05.01

explain why a pleasant receptionis critical to the success of theoperation

T05.02

identify guest expectations

7.0s_aa

identify the components of apleasant reception:

- prompt, courteous andfriendly greeting

- undivided attention- acknowledgement with a wordor a nod when busy withother guests or telephone

- view and discuss the film:"The Front Desk"

- discuss Ch. 8, p. 114

- discuss typical guestexpectations

- in a role play situation,greet guests

= 187-

MODULE 7.06 SELLING GUEST ROOMS AND HOTEL SERVICES

Goal Statements

The learning experiences in this module are designed to:

a. assist the student in understanding how_selling,the hotel andits services can enhance the profitability of the operation andhelp meet the guests' needs; and

b, provide experiences in which the student ;an practice"selling."

Learning Outcomes Student Activities

The student should be able to:

7.06.01

describe the importance to thehOtel of "selling" the hotel andservices to guests

7.06.02

identify what kinds of informationthe front desk clerk shouldprovide

7.06.03

determine guest needt

7.06.04

sell an appropriate room

- discuss the value of"selling" to both theguest and_the_hotel__

- refer to the film "TheFront Desk," as seenbefore

- read and discuss Ch. 8,p. 114 "Selling Skills"

- list and discuss thevarious saleable featuresof a hotel

- "size up" and askquestions to determineguest needs

- suggest an appropriateroom rate, emphasizing thefeatures of the room

=188-

MODULE 7.07 ASSIGNING ROOMS AND REGISTERING GUESTS

Goal Statements

The learning experiences in this module are designed to assist thestudent in identifying and applying procedures for assigning roomsand registering guests.

Learning Outcomes Student Activities

The student should be able to:

7.07.01

assign rooms following these stepsverify pertinent roomdetailsmatch guest's needs with anavailable room

= make necessary changes tothe room rack

7.07.02

identify the information whichmust appear on the registrationcard or form

= name= address- car licence number- number in party- signature

7_;_07_03

apply guest registrationprocedures

7-.07;04_

describe procedures to follow incase of apparent overbooking

1 ( r

- discuss and role-playrooming procedures

- discuss legal requirements- design a registration cardwith appropriateinformation

- register a guest- complete registration form

by entering room number,rate, initials, departuredate and folio number

- request payment or creditinformation as per housepolicy

- discuss and role-play an

overbooking situation

= 189 -

MODULE 7.08 ROOMING PROCEDURES

Goal Statement

The learning experiences in this module are designed to preparestudents to perform rooming procedures according to house policyand guest needs.

Learning Outcomes Student Activities

The student should be able

7.08.01

identify relationship betweenbellhop and front office clerk

7.08.02

perform rooming procedures

- discuss_and refer to p.127 of text

role play roomingprocedures using thefollowing steps:

- identify and completerooming slip

- issue rooming slip andguest key(s) (room andpool)

- issue parking permits- call a bellhop if

guest wishesassistance, or givedirections toelevators; stairs, orguest services

- wish the guest apleasant stay

2uc

190 -

MODULE 7.09 SPECIAL SITUATIONS

Goal Statement

The _learning _experiences in_this_module are designed to assist thestudent in identifying special situations and how they should bedealt with.

Learning Outcomes Student Activities

The student should be able to:

7.09.01

identify the meaning of thefollowing abbreviations,asapplied in special situations

= D.N.S. (did mot_stay)= D.N.A. ( did not arrive)= R.N.A. (registered but not

assignedV.I.P. SPATT DGAspecialattention dignitary)

- S.O. (sleep out)_- D.L. (double locked)- D.N.D. (do not disturb)- 0;0;0; (out of order)- E.P;; A.P. OR M.A.P.

(European, American orModified American Plan)

7A9A2

respond to the following specialsituations

0.0.0. (out of order)no luggage/local guests

- no information- pets- special ratesoverbooking

- walking a guest- pre-registration- guest history files- room change- special room/bed requests- children

- discuss_the application ofthe80 abbreviationt

= discuss and outlineresponses to specialsituations

- 191-

7.(19.03

identify how the front desk clerkcan assist the handicapped guest

- specially equipped or sitedrooms

- directions or assistance toroom

- special services provided

- discuss sand give examplesof) the special needs ofhandicapped guests

20Z

- 192 -

MODULE 7.10 HANDLING COMPLAINTS

Goal Statement

The learning experiences in this module are designed to acquaintthe student with the procedures for handling guest complaints.

Learning Outcomes Student Activities

The student should be able to:

7.10.01

list the steps in handling acomplaint

7.10.02

identify the appropriate actionsto take in the followingsituations

- non-functioning roomequipment

- dissatisfaction with theroom noise

- abusive or loud complainer- serious service problem

- discuss and role-play howto handle complaints

--193 -

UNIT 8.0 ACCOUNTING PROCEDURES

General Aim

The student should develop an understanding of front officeaccounting procedures and experience practical situationspertaining to these procedures.

MODULE8.01 FRONT OFFICE ACCOUNTING PROCEDURES

_GoaT_Statement

The learning experiences in -this module are designed to acquaintthe student with the role of front office accounting.

Learning Outcomes

The student should be able to:

8.OLOi

describe the role of front officeaccounting

8.0102

define each clerk's functions inthe accounting procedure

8.01._03

identify and use the most commonforms

8.01.04

explain different front-officeaccounting systems

- manual method- mechanical posting machines- electronic posting machines

Student Activities

- read and discuss Ch. 9

- as above

- as above- fill out appropriate forms

- practice using systemavailable

2 'J

- 194-

MODULE 8.02 GUEST ACCOUNT

Coal_Statement

The learning experiences in this module are designed to prepare thestudent to open a guest account.

Learning Outcomes Student Activities

The student should be able to:

8.02.01

identify the information requiredwhen opening a guest account

- room number= name (last, initials,

gender)- check -in and check=out dates

- number of guests= rate= address= company name

8.02.02

apply opening procedures of guestaccount

- write or type a folioincluding all informationrequired when opening aguest account

- distribute folio and slipsto active account section,room rack; informationrack and switchboard

- 195-

MODULE 8.03 POSTING ITEMS TO ACCOUNT

Goal Statement -

The learning experiences in this module are desigrwd to acquaintthe student with the procedure involved in posting items to a guestaccount.--

Learning Outcomes Student Activities

The student should be able to:

8;01.01

identify possible charges orcredits

8.03.02

apply _charge or credit voucherprocedures

8.03.03

apply posting procedures

- discuss sources:- restaurant- laundry- telephone- room

read and discuss as perCh. 9, p. 161

- practice postingprocedures using:

- chargescreditstransfer

= correction= account settlement

206

- 196-

MODULE 8.04 CASHIER DUTIES

Goal Statement

The learning experiences in this module are designed to assist theStudent in performing basic cashier duties.

Learning Outcomes Student Activities

The student should be able to:

8.04.01

litt the dutieS of a cashier

8.04.02

describe the procedures fordifferent settlement modes

- cash, Canadian or foreign- cheques- credittards- traveller's cheques- transfers= other

8.04.03

explain opening and closingcashier dutieS

8.04.04

follow check-out procedures

= read and discuss Ch. 10

- as above

- as above

- practise checking outprocedures

2j;

- 197-

MODULE 8.05 "COUNTS" AND REPORTS

Goal Statement

The learning experiences in this module are designed to assist thestudent in identifying and preparing the various counts and reportsthat are required in an operation.

Learning Outcomes Student Activities

The student should be able to:

8.05.01

explain the reason for the variouscounts and reports handled byfront office staff

8_.111-5A2

identify the information which isnormally gathered

- room occupancy- average rate per room

occupied- average rate per roomavailable

- average rate per guest

- read and discuss accordingto Ch. 11, p. 228-

- prepare a report fromgiven raw data

2u

- 198-

MODULE 8.06 NIGHT AUDIT PROCEDURES

Goal -Statement

The learning exper.iences in this module are designed to acquaintthe student with nloht audit procedures.

Learning Outcomes Student Activities

The student should be able to:

8;06.01

describe the role 0: the nightauditor

8.06.02

describe step=by=step night auditfor

- manual system= mechanical posting system- electronic posting system

- read and discuss Ch. 9,p. 178 "The Night Audit"

- complete forms typi.callyhandled by night audit

- 199 -

UNIT 9.0 SAFETY AND SECURITY

General Aim

The Student shOuld underStandi

a. the Concept of security as a responsibility of all personnel;and

b. specific safety and security procedures applicable to variousdepartments.

MODULE 9.01 CONCEPT OF SECURITY

Goal Statement

The learning experiences in this module are designed to:

a. define the concept of security; and

b. acquaint students with the all encompassing nature of security.

Learning OutcomeS Student Activities

The student should be able to:

9.01.01

define the concept of security

9.01.02

explain the need for constantsecurity vigilance by allpersonnel

- discuss

- discuss

21t

- 200 -

MODULE 9.02 HANDLE MAIL AND KEYS

Goal_Statement

The learning experiences in this module are designed to acquaintthe student with the procedures in handling mail and keys with anemphasis on maintaining security.

Learning Outcomes Student Activities

The student should be able to:

9.02;O1

describe the correct mail and keyhandling procedures

- diSCUSS and_rOle playthese procedure:

- letters- telegrams- special delivery- parcels= C.O.D.- messages- materials_for_guesisnot registered

= Walk=in guest

;7.

-201 -

MODULE 9.03 HANDLING REQUESTS FOR INFORMATION CONCERNING GUESTS

-Goal_ Statements

The learning experiences in this module are designed. to:

a. acquaint the student with the need to protect theprivacy/security of the guest; and

b. introduce the student to the correct procedure for handlingrequests for information.

Learning Outcomes Student Activities

The student should be able to:

9.03.01

identify situations in whichinformation may or may not begiven out

- discuss and_role-play_situations_ demonstratingthe tactful _handling of apositiVe and negativerequest

=202=

MODULE 9.04 HANDLING CHECKED BAGGAGE AND VALUABLES LEFT FORSAFEKEEPING

Goal_Statement

The learning experiences in this module are designed to acquaintthc. student with the reasons for, and the procedures involved in,the careful handling of guest property.

Learning Outcomes Student Activities

The student should be able to:

9.04.01

explain the legal regulationsWhith govern safekeeping of guestproperty

9.04.02

list the steps in.providing aSafety deposit box

9.04.03

identify a safety deposit envelopeand a lost and found tag

read and discuss the HotelKeepers Act

- discuss the proceduresinvolved in providing asafety deposit box

- complete_the following:= a safety depositenvelope

= a lost and found tag= a lost and found logentry

- 203 -

MODULE 9.05 EMERGENCY PROCEDURES

Goal-Statement

The learning experiences in this module are designed to acquaintthe student with the emergency situations which may occur in ahotel.

Learning Outcomes Student Activities

9.05.01

list situations classified asemergencies and specify what staffaction is required

9.05.02

explain situations where_f-rontoffice staff may be required tocooperate with law enforcementagencies

- given the followingsituations;_ specify whatstaff action is required:

- suspected fire- bomb threat- suspected theft- guest accident- suspected death ofguest

- damage to hotelproperty_by guests

- fights involvingguests

- discuss sample situations

- 204 -

UNIT 10.0 HOUSEKEEPING - PROFESSIONAL RESPONSIBILITIES

General_Atm

The student should develop an understanding of professionalresponsibilitiet within the houtekeeping field.

MODULE 10.01 OVERVIEW OF THE HOUSEKEEPING FIELD

_Goal Statements

The learning experiences in thit module are detigned to:

a. make each student aware of the various types of touristaccommodation; and

b. help each student to be aware of working conditions in thehousekeeping field.

Learning Outcomes Student Activitiet

The student should be able to:

10;141;01

identify various types of touristaccommodation

10.01.02

outline working conditions in thehousekeeping field, including

- hours of work. schedule= shift work= statutory holidays- performanceresponsibilities/objectivesto insure profit

- list and diteutt severaltypes of touristaccommodation:

hotelsmotelsresortscampgroundsother - _

- discuss local areaexamples of each of theabove

- read and discuss- brochure "A Career_inAccommodation" publishedby the ProvincialHospitality IndustryResource Centre

- Pages 4; 5 in Test FocutRoom _Care for

Hotels-and Motels by8Trace-117-1171-trr

- 205-

MODULE 10.02 PERSONAL HYGIENE

Goal Statements

The learning experiences in this module are designed to:

a. help each student recognize the need for personal hygiene, and

b. help each student apply personal hygiene techniques.

Learning Outcomes Student Activities

The student should be able to

10.02.01

state the importance of personalhygiene in the hospitalityindustry

10.02.02

state the rules of personalhygiene

- list and discuss theimportance of personalhygiene, including:- to create a good first

impression of yourself- to create a good first

impression of thefacility that yourepresent

- list and discuss thefollowing

- daily shower- no body odor- wash hands frequently- wear clean clothesetc.

21G

=206=

MODULE 10.03 HOUSE POLICY

Goal Statement

The _learning experiences in this modUle_are designed to help thestudent to identify items that are usually covered by house policy.

Learning Outcomet Student Activities

The student should be able to:

10.03.01

identify typical items that arecovered by house policy

- read_and discuss pages 1112 of text_

- list and ditcutt theimportance of complying_with hOUse policies suchas:

- dress_code- grooming- complaints- lost and foUnd

articles- coffee/lunch breakt- smoking/drinking onthe_jOb _

- socializing_withfriends while on duty

2 1:

-207-

MODULE 10.04 EMPLOYER AND SUPERVISOR RESPONSIBILITIES

Gbal Statement

The learning experiences in this module_are designed to acquaintthe_ttUdent with the general areas of responsibility of theemployer and/or supervisor.

Learning OutcoMes Student Activities

The student should be able to:

10.04.01

identify importantresponsibilities cf_the employerand/or the supervisor

- list and discuss areas ofresponsibility including:- to post relevantsections of fire,sanitation, liquor andWorkers CompensationBoard codes orregulations andEmployment StandardsAct

- to provide an area foremployees to eat theirmealto. provide the employeewith clear instructionsfor each_day_'s work

- to. provide the employeewith adequate supplies tocomplete -their work

- to provide supervision ofjunior employees

- 208 -

MODULE 10.05 TEAMWORK

Goal Statement

The learning experiences in this module are designed to help thestudent to understand the need for cooperation with co=workers.

Learning Outcomes Student Activities

The student should be able t

10.05.01

state the factors which contributeto an atmosphere of cooperationwith co-workers

10.05.02

identify the factors whichcontribute to cooperation betweenstaff and supervisory personnel

- list and discuss theimportance of thefollowing:

- courtesy- cheerfulness- consideration- patience- tact- friendliness- sharing work load- control temper- work calmly- returning equipmentand refilling supplies

- list and discuss theimportance of:- writing or printinginstructions clearly

- when in doubt, askquestions to clarifyissue

- respect the "chain ofcommand"

-209=

MODULE 10.06 APPLY SAFE/SANITARY WORKING HABITS

Goal Statement

The learning experiences in this module are designed to enable thestudent to identify and list safe and sanitary work habits in anaccommodation establishment.

Learning Outcomes Student Activities

The student should be able :

10.06.01

list potential safety hazards inan establishment

10.06.02

identify personal sanitary workinghabits and safeguards againstpotential hazards

state and write; using achecklist, potentialhazards which may includethe following:

- nonworking equipmentplacing mops; broomsetc. away from hallsand hallways

- spills- ashes- stairs and hallways tobe kept free ofobstructionshazardous electricalcords

list the following;- no smoking while on

dutywear proper clothingwear well maintainedshoeswash handsempty waste basketsbroken glass etc.

220

7210-

MODULE 10.07 FIRE SAFETY PROCEDURES

Goal Statements

The learning experiences in this module are designed to:

a. acquaint the student with possible fire hazards inaccommodation operations;

b. enable_the student_to identify major classes of fires whichoccur in accommodation operations; and

c. acquaint the student with the basic procedures to follow inhandling a fire emergency.

Learning Outcomes Student Activities

The student should be able to:

10.07.01

list and give examples_of sixpossible fire hazards inaccommodation operations

10.07.02

identify the three major classesof fires which occur inaccommodation operations, and theappropriate extinguisher for each

10.07.03

state the basic procedures tofollow for handling a fireemergency

- list and discuss a minimumof six hazards, including:

= blocked fire exits- burnt out_light bulbs- broken wall plates- accumulation of grease- inflammable macerials- faulty guest room

equipment

- discuss and reviewliterature on all classesof firet

- discuss and reviewliterature

- 211 -

MODULE 10.08 MAINTAIN PROFESSIONAL ATTITUDE

Goal Statement

The learning experiences in this module are designed to enable theStudent to maintain a professioal attitude as a room attendant.

Learning Outcomes Student Activities

The student should be able to:

10.0_8.01

identify the characteristics aroom attendant requires tomaintain a professional attitude

- in a group discussion thestudent will list thefollowing:= punctuality- personal appearance- dependability- honesty= pride in quality of work- co-operation with staffand guestscourtesyloyalty to employer

- respect house policies

22z)

-212=

MODULE 10.09 LEGAL RESPONSIBILITIES FOR SECURITY OF GUESTS'PROPERTY

Goal Statement

The learning experiences_in thit module are designed to enable the

student to describe the legal responsibilities for safety andsecurity of guests' property.

Learning Outcomet Sudent Activities

The student should be able to:

10A9AL

list precautions which should betaken. by the room attendant toprotect the guests' safety

10A9.02

identify security measures toprotect the privacy of the guest

- in a group discussion thestudent will list thefollowing:

= check carpets fortears

- wiping up spilleditems

- drying wet_floors= check electrical cords

other

- in a group discussion;state the_following:- report any suspicious

acts- do not open_guests'rooms with the roomattendant's_ key

- report faulty doorlock or safety chains

- lock all windows,balcony_and frenchdoors when room iscompleted

2

- 213--

UNIT 11.0 HOUSEKEEPING

General -Aim

The student should develop an understanding of the_need to_preparethe appropriate cleaners; suppliers and equipment for use in thedaily routine.

MODULE 11.01 PREPARE FOR CLEANING

Goal- Statement

The learning experiences in this module are designed to enable thestudent to select the correct cleaner or equipment for a given job.

Learning Outcomes

The student should be able to:

1-01.0 -1-

identify the correct product foreach of the following jobs:

- glass windows and doors- tile walls and floors- toilet bowls- toilets; shower floors- carpets, upholstered

furniture- telephone mouthpiece, wastebaskets, garbage containers

11;01;02

identify the appropriate equipmentfor each of the following jobs:

- sidewalks, outside stairs,door mats

- large linoleum or tile floor- walls and ceilings

11.01.03

state two features of "tank" and"upright" vacuum cleaners

Student Activities

- discussion, demonstrationand preferable practicecleaning the followingsurfaces:

- glass windows anddoorstile walls and floorstoilet bowlscarpets, upholsteredfurnituretelephone mouthpiece,waste baskets, garbagecontainers

- select and use theappropriate equipment forthe following jobs:

= sidewalks, outsidestairs, door matslarge linoleum or tilefloor

- walls and ceilings

= compare the two types ofvacuum cleaners

- 214-

MODULE 11.02 LINEN AND SUPPLIES

Goal Statement

The _learning experiences in this module are designed to assist thestudent in determining the linen and other service suppliesrequired for a given job.

Learning Outcomes Student Activities

The student should be able to:

11.02.01

identify sizes Of linen requiredfor freth bedding

11.02 -©9

identify additional beddingsupplies commonly required fordaily use

11.02.03

identify other linens required inthe guest room

identify service supplies found inmost establishments

11.02.05

identify optional service suppliesfrequently found in guest rooms

= list and select thevarious types of freshbedding_(sheets, pillowcases etc.)

- list and select otherbedding supplies such as:

= mattress pads= bedspreads- blankets

- list and select otherlinens required for guestrooms such as:

bath towels- hand towels= bath mats- dish cloths mitts etc.

- identify guest servicesuppliet using a groupdiscussion and a checklisti.e. toilet tissue,telephone directory, etc.

- group discussion andthetklitt identifying

supplies i.e. post carat,T.V. guide, etc.

- 215 -

MODULE 11.03 STOCK CART TO HOUSE STANDARD

Goal- Statement

The learning experiences_in thit module are designed to enable thestudent to stock a cart in an appropriate fashion.

Learning Outcomes Student Activities

The student should be able to:

11.03.01

describe the need for stocking acart properly

11.03.02

demonstrate the appropriatepositioning of a vacuum cleaner,laundry bag and garbage containeron an empty cart

11.03.03

stock an empty cart for the dailyrounds

- discussion on the need tostock a room cart

- practice positioning andplacing bulky items on anempty cart

- demonstrate how to stockan empty room cart withsupplies

- 216-

MODULE 11.04 OPERATION AND MAINTENANCE OF CLEANING EQUIPMENT

Goal Statements

The learning experiences in this module are designed to:

a. assist the student to- understand the need for_proper operationand maintenance of all cleaning equipment; and

b. practice these skills at a batic level.

Learning Outcomes Student Activities

The student,should

11;04.01

able to:

state the uses for common vacuumcleaner attachments

1-1;04.-G2

identify precautions necessary_to_the proper operation of electricalequipment

11.04;03

identify other precautions to betaken before using vacuum cleaner

11--04A4

demonstrate the ability to clean,refill and store all equipmentafter use

- list and discuss the usesfOr common vacuum cleanerattachments

- state and demonstrate thenecessary precautions ofthe proper use ofelectrical equipment

- state and check other_precautions taken beforeusing a vacuum cleaneri.e. posture

- demonstrate cleaningvarious pieces ofequipment

-.217-

UNIT 12.0 PREPARE GUEST ROOM

GeneraT_Aim

The student should become familiar with the procedure in preparinga guest room;

MODULE 12.01 CLEANING ROUTINE

Goal_Statememt

The learning experiences in this module are designed to emphasizethe importance of using a cleaning routine.

Learning Outcomes Student Activities

The student should be able to:

12.01.01

state the procedure for. signing inand receiving daily workassignments

12.01.02

use the room report to determineroom occupancy

= discussion of signing inprocedure

- discuss the use and theimportance of a roomreport

- 218 -

MODULE 12.02 INTERPRETING ROOM REPORTS

Goal Statement

The learning experiences in this module are designed to emphasizethe importance of using room reports.

Learning Outcomes Student Activities

The student should be able to:

12;0201

determine room status by using thefollowing abbreviations:

- VAC- c/o- s/o- o/o

12;_0202

state the procedure in making upthe room given the above cases

12_02.03

identify "first priority" roomsbe made up

12.02.04

state the_procedure prior to and - discuss the proceduresduring entry into a guest room

- discuss the givenabbreviationt

- discuss and list thecorrect procedure

- discuss and deterMine.the"first priority" of roomsto be made up

-219=

MODULE 12.03 REPORTING UNSAFE CONDITIONS

Goal Statement

The learning experiences in this module are designed to enable thestudent to determine unusual or unsafe conditions to be reported.

Learning Outcomes Student Activities

The student should be able to:

12;_03_;_01

recognize unsafe conditions tobe reported

12.03.02

recognize unusual circumstances tobe reported

= discussion using amaintenance repair form

- state the procedure to befollowed upon encounteringthese situationsregarding:

= missing articles= serious damage to the

room= signs of violence etc.

- 220 -

MODULE 12.04 ASSESS WORK TO BE DONE

Goal Statement

The learning experiences in this module are designed to assist thestudent in preassessing the required amount of work to be done.

Learning Outcomes Student Activities

The student should be able to:

12.04_01

determine the required amount ofwork to be done

12;04;02

prepare room for cleaning

- discuss and demonstratethe use of a checklist indetermining work to bedone

- design their own cleaningchecklist

- 221 -

MODULE 12.05 STRIPPING THE ROOM

Goal Statement

The learning experiences in this module are designed to aid thestudent in stripping the room prior to cleaning.

Learning Outcomes Student Activities

The student should be able to:

12.05.01

recognize the importance of asequential procedure in making upa room

- discuss the need for asequential operation of aroom make up

- design a fTow chart forstripping a room thatincludes the,followingsteps:

- carry in fresh bedlinens and supplies

- remove garbage andashtrays

- replace clean wastebaskets and ashtrays

- strip beds and countlinens

- strip and countbathroom linens

23;

-222-

MODULE 12.06 MAKING BEDS

Goal _Statements

The learning experiences in this module are designed to:

a. enable the student to identify the procedures used in making avariety of beds, and

b. enable the student to make a bed.

t.earning Outcomes Student: Activities

The student should be able to:

12.06.01

Make a regular (single, doublebed)

12.06.02

state the OrikedOtot_for making__up, storing and folding up a rollaway bed

12.06.03

state the procedure for making up,and storing a baby crib

- demonstrate how to make abed following a properprocedure

= apply_the procedure_for_making up a roll away cot

- design a checklist on howto make up a crib

- 223 -

MODULE 12.07 CLEAN KITCHEN AND BATHROOM

Goal Statement

The learning experiences -in this module are designed to acquaintthe student on how to follow a correct procedure in cleaning akitchen and a bathroom.

Learning Outcomet Student Activities

The student should be able to:

12.07.01

state the correct procedure incleaning a kitchen

12.07.02

state the correct procedure incleaning a bathroom

- discuss, using achecklist, the correctprocedure in cleaningequipment in a kitchenusing the followingexamples:

- refrigeration- stove and oven- faucets and drains,

floors- small appliances- cupboards etc.

- discuss, using a checklistthe correct procedure incleaning a bathroom

- toilet- walls and ceilings- bathtub and showerarea

- mirror- cabinet- basins etc.

2 3 j-.tc

- 224-

MODULE 12.08 CLEANING WINDOWS, MIRRORS AND WALLS

_Goal Stateme_nt

The learning experiences in this module are designed to enable thestudent in acquiring the necessary skills in cleaning windows,mirrors and walls.

Learning Outcomes Student Activities

The student should be able to:

12.08.01

demonstrate the correct procedureto clean glass surfaces

12.08.02

demonstrate the correct procedureto clean walls

- select cleaning materialsand demonstrate cleaningwindows, and mirrors

- select cleaning materialsfrom the room cart anddemonstrate cleaning walls

2,I

- 225 -

MODULE 12.09 STOCK ROOM WITH GUEST SERVICE SUPPLIES

Goal Statement

The_learning experiences in this module are designed to enable thestudent to select and stock the room with guest service supplies;

Learning Outcomes Student Activities

The student should be able to

12.09.01

state supplies which are currentlyin_the room and stock supplieswhich are missiAg

- select and place guestsupplies which are missingin a guest room, using thefollowing list:

- post cards- pen/pencils- telephone directory- Bible- guest magazine- television guide- table tent cards

selling features ofthe house etc.

236

226 -

MODULE 12.10 INSPECT WORKING CONDITION OF GUEST ROOM

-Goal Statement

The learning experiences in this module are designed to enable thestudent to recognize and record any items or equipment in a guestroom requiring maintenance or repair.

Learning Outcomes Student Activities

The student should be able to:

12.10.01

identify _and record particularitems and equipment requiringmaintenance or repair

- discuss; using achecklist, items requiringrepairs or maintenance

- a suggested checklist mayinclude:

- good keys- signs in good repair

(exit)- burned out light bulbs- light switches

- damage to the followingequipment:

- beds- mirrors/windows- furniture- bathroom- kitchen etc.

- 227-

MODULE 12.11 DUST AND VACUUM

_Gbal_Statement

The learning experiences in this_module _are designed to -enable thestudent to acquire skills in dusting and vacuuming equipment andfurniture situated in a guest room.

Learning Outcomes Student Activities

The student should be able to:

12_;11A1

demonstrate the correct procedurein dusting and vacuuming furnitureand equipment

- select special attachmentsand supplies anddemonstrate the correctprocedure to dust andvacuum the followingequipment:- dust - furniture,

telephone- lamps- tables, chairs- dressers,

mirrors- pictures etc.

- vacuum - upholsteredfurniture

- drapes,cushions

- carpets- edges of rooms

and cornersetc.

236

-228-

MODULE 12.12 RECORD AND REPORT CLEANED ROOMS

Goal Statement

The learning experiences in_this module are designed to enable the

student to record and report rooms cleaned within an assigned area.

Learning Outcomes Student Activities

The student should be able to:

_12.12.01

record and report cleaned rooms tothe front desk

- demonstrate how to fillOut a written room reportSheet_at the completion ofa shift

- vacant rooms are confirmedboth_by telephone to thefront desk and on the roomreport sheet

- 229 -

UNIT 13.0 IDENTIFY OTHER DUTIES

_General__Aim

The student should be aware of duties whith may be required inaddition to their regular responsibilitieS.

MODULE 13.01 IDENTIFY OTHER DUTIES

Goal_Statement

The learning experiences in this_module are designed to enable thestudent to perform other non-routine dutiet.

Learning OutCOMOS Student Activities

The student should be able to:

13.01.01

identify duties of a nonroutinenature

= check off -non routine_duties using a check list

- may include a_minimum ofthe f011owing:__

vacuum ceilings inhallmbiS

- wash dOWn walls inhallwayt_

- scrub all bathroomtilet

- vacuum ceiling andwall vents in hallways

- wash chandeliers- turning the mattressetc.

240

-

UNIT 14.0 SANITATION PROCEDURES

General Aim

The student should develop and apply a positive attitude towardssanitation procedures as set out by the Manger's Manual.

MODULE 14.01 SANITATION PROCEDURES

Goal- Statements-

The learning experiences in this module are degigned to enable thestudent to:

a. develop an awareness and appreciation of the regulations as setout in the manager's manual: and

obtain the "Food Handler's Licence."

Learning Outcomes Student Activities

The student should be able to

14;_01;01

list the procedures used toenforce local and provincialgovernment rules and regulations

- apply and obtain a FoodHandler't Litente throughthe 10-cal healthdepartment

- students will Study themanager's manual and writea test monitored by thehealth inspectors

* MANAGER'S MANUAL

- obtained through:

Health Department orDivision of Technicaland Vocational ServicesCurriculum DevelopmentBranch Department of

Education Victoria, B.C.

- 231-

UNIT 15.0 SAFETY ORIENTED FIRST AID

General_Aim

The student should become familiar With the skills required toefficiently administer basic firtt aid.

MODULE 15.01 SAFETY ORIENTED FIRST AID

Goal Statement

The learning experiences in this module are designed to:

a. increase the ttudent't awareness of batit first aid, and

b. enable the student to obtain a St. John's Safety Oriented FirstAid certificate.

Learning Outcomes Student Activities

The student should be able to

15.01.01

successfully complete theS.O.F.A. course offered by St.John't ambulance

- obtain the Safety OrientedFirst Aid coursecertificate by St. John'sambulance

2.

-232=

UNIT 16.0 TRAVEL COUNSELLOR

UNIT 17.0 TRAVEL COUNSELLOR

- RECEIVE VISITORS

- INTERPRET MAPS

UNIT 18.0 TRAVEL COUNSELLOR -

UNIT 19.0 TRAVEL COUNSELLOR

UNIT 20.0 TRAVEL COUNSELLOR -

UNIT 21.0 TRAVEL COUNSELLOR -

UNIT 22.0 TRAVEL COUNSELLOR -

INTERPRET BRITISH COLUMBIA TOURISTDIRECTORY

USE OTHER RESOURCE PUBLICATIONS

RETRIEVE INFORMATION

GIVE CLEAR DIRECTIONS

SET UP AND MAINTAIN A RECEPTIONCENTRE

General Aim

The student should become familiar with the_skills required toeffitiently operate and maintain an information centre and provideeffective travel counselling services to the travelling public.

Goal Statement

The learning experiences -in this module are designed to assist thestudent to acquire specific travel counselling skills and instill apositive attitude toward serving the travelling public.

Learning Outcomes

The student should be able to:

successfully complete_a 5 day (30hour) course in- travel counsellingtechniques leading to a _

certificate provided by theMinistry of Tourism

Student Activities

- given by:

Tourism British Columbia1117 Wharf StreetVictoria, B.C.V8W 2Z2

Telephone: 387-1711

- 233 -

UNIT 23.0 MARKETING

General Aim

The student should become familiar with:

a. the concept of marketingb. marketing researchc. a market profiled. the concept of marketing mixe. the external marketing environmentf. a marketing plan

MODULE 23.01 MARKETING CONCEPT

Goal Statements

The learning experiences in this module are designed to:

a. introduce each student to the concept of marketing and the needto espouse a consumer orientation,

b. develop an awareness of the importance and role of marketing tothe industry; and

c. assist students in arriving at a comprehensive definition ofmarketing.

Learning Outcomes Student Activities

The student should be able to:

23.01.01

Define the concept of marketing - discuss the marketingconcept

244

-234=

MODULE 23.02 EVOLUTION OF MARKETING

Goal Statement

The learning experiences in this module are designed to help eachstudent to recognize the historical development of marketing.

Learning Outcomes Student Activities

The student should be able to:

23.02.01

Trace the evolution of marketingthrough:

a. background context(depression)

b. Production erac. Sales erad. Marketing era

- discussion of topics andreview of appropriateliterature

- 235 -

MODULE 23.03 STYLES OF MARKETING

Goad _Statement

The learning experiences in this module are designed to increasestudent awareness of the range of marketing styles.

Learning Outcomes Student Activities

The student should be able to:

23.03.01

identify the range of marketingstyles which exist on a continuumfrom minimal to aggressive

- discussion, review ofappropriate literatureand/or examination of casestudies

-236-

MODULE 23.04 CUSTOMER SATISFACTION

Goal Statement

The learning experiences in this module are designed to increasestudent awareness of the need to satisfy customers.

Learning Outcomes Student Activities

The student should be able to:

23;04A1

recognize the need to satisfycustomers

23.04.02

describe the total marketingconcept used to facilitatecustomer satisfaction

- discuss approaches toachieve customersatisfaction

- review appropriate media(Provincial HospitalityIndustry Resource Centre)

- discuss- suggested use of a casestudy to exemplify

- 237 -

MODULE 23.05 MARKETING ETHICS

Goal Statement

The learning experiences in this module are designed to clarify theneed for marketing ethics and delineate common ethical problems.

Learning Outcomes Student Activities

The student should be able to:

23.03.01

list some common ethical problems;i.e. - false advertising

- price fixing- deceptive packaging

state the need for marketingethics

- discuss common ethicalproblems

- review appropriateliterature/magazines

- review appropriate media

- discuss the need forethics

- students construct asample code of ethics

24 6

-238-

UNIT 24.0 MARKETING RESEARCH

General Aim

The student should become familiar with:

a. primary and secondary research methodS; and

b. the value of continuing marketing information systems.

MODULE 24.01 MARKETING RESEARCH

Goal Statment

The_learning_experiences_in thiS ModUle are detigned to enableStudents to define marketing research.

Learning Outcomes Student Activities

The student should be able to:

24.01.01

define marketing research - discuss_and reviewappropriate literature

-239=

MODULE 24.02 RESEARCH OBJECTIVES

Goal_Statement

The learning experiences in this module are designed to_assist eachstudent to achieve an understanding of the importance of marketingresearch objectives.

Learning Outcomes Student Activities

The student should be able to:

24.02.01

explain the need for objectivesbefore constructing a marketingresearch project

24.02.02

recognize the interrelationshipbetween objectives and methodsselected

- discuss the importance ofstarting with objectivesbefore_constructing a _

marketing research project

- discussion_ of attainingresearch objectives

25u

- 240 -

MODULE 24.03 PRIMARY RESEARCH

Goal Statements

The learning experiences in this module are detigned to:

a, introduce the student to the role of marketing research; and

b. introduce the student to the types of data most valuable in thehospitality industry.

Learning Outcomes Student Activities

The student should be able to:

24A3;01

identify primary research methodsi.e. personal interview, telephoneinterview, survey questionnaire

- discuss researchtechniques

- design a surveyquestionnaire

- suggestion: conduct asurvey

251

-241-

MODULE 24.04 SECONDARY RESEARCH

Goal Statement

The _learning experiences in this module are designed to help eachStudent to recognize secondary research sources.

Learning Outcomes Student Activities

The student should be able to:

24.04.01

identify secondary sources i.e.Statistics Canadai FederalBusiness Development Bank, PrivateResearch Company Studies, Chamberof Commerce

- discussion and review ofappropriate literature

- examine and interpretspecific secondary sourcematerial

- 242 -

MODULE 24.05 EVALUATE RESEARCH METHODS

Goal Statement

The learning experiences in this module are designed to enable the

student to evaluate primary and secondary research methods.

Learning Outcomes Student Activities

The student should be able to:

24.05.01

evaluate primary research methods

24_.11502

evaluate secondary researchmethods

= discuss and review theappropriate literature

discuss and review theappropriate literature

-243-

MODULE 24.06 MARKETING INFORMATION SYSTEMS

Goal Statement

The learning experiences in this module are designed to enable thestudent to recognize the importance of developing a currentmarketing information system.

Learning Obtcomes Student Activities

The student should be able to:

2406.01

define "Marketing InformationSystems"

24_.06A2

identify the need for aninformation system to monitor themarket place

= discuss and reviewappropriate definitionS

examine a marketinformation system

- 244-

UNIT 25.0 MARKET PROFILE

Generel_Aim

The student should be able to define and describe the components of

a market profile: who, where, how, why, when, etc.

MODULE 25.01 CHARACTERISTICS OF MARKET PROFILES

Goal Statement

The learning experiences in this module_are designed to enable the

student to define the characteristict of a consumer profile.

Learning Outcomes Student Activities

The student should be able to:

25.01._01_

define the characteristics usedfor constructing a market profile

i.e. demographicspsychographicsothers

25.01.02

identify the need and value of amarket profile

- discuss and examine theliterature

- discuss the significanceof a market profile

-245-

MODULE 25.02 DEVELOP MARKET PROFILES

Goal Statement

The learning experiences in this module are designed to enable thestudent to develop a marketing profile associated to target groups.

Learning OutcomeS Student Activities

The student should be able to:

25.02.01

obtain_ necessary information frommarketing research for thedevelopment of a marketing profile

25.02.02

Select a sample target group i.e.:Restaurant, Hotel, motel etc.

- discuss approaches used togather information

- alternative - exampleexisting consumer profile

- discuss appropriate targetgroups of differentoperations

- explain the criteria usedto determine the targetgroup

246=

MODULE 25.03 MARKETING STRATEGIES

Goal Statemeri -t

The learning experiences in this module are designed to enable theStudent to explain the three strategies of marketing.

Learning Outcomes Student Activities

The student Should be able to:

25.03.01

define the three primary marketingstrategies:

- differentiatedindifferentiated

- concentrated

25.03.02

evaluate the three primarymarketing strategies

- discuss and reviewappropriate literature

- possible use of casestudies to evaluate,compare and contrast

- group approach; usingthree different strategiesto market a product

2 5 -;

-247-

UNIT 26.0 MARKETING MIX

General Aim

The_student_should become familiar with the components of themarketing mix and their application in the market place.

MODULE 26.01 ACHIEVING MARKETING OBJECTIVES

Goal Statement

Tne learning experiences_in this module are designed to enable the,Itudent to identify the four components of the marketing mix.

Learning Outcomes Student Acivitiet

The student should be able :

2_6A1.__01

identify the four components ofthe marketing mix

- product- promotion- price- place

- discuss_the "fOu-r. 01-" andreview literature

- 248-

MODULE 26.02 PRODUCE CONSIDERATIONS

Goa - -Statement

The learning experiences in this module are designed to enable thestudent to define and illustrate the spectrum of product

considerations.

Learning Outcomes Student Activities

The student should be able to:

26.02;01

define the spectrum of productconsiderations

26.02.02

illustrate the spectrum of productconsiderations i.e.

- packaging- size= warranty- product characteristics

- discuss productContiderations

- demonstrate productconsiderations used bydifferent companies

- possible studentassignment: Select aproduce andcompare /contrast suchcharacteristics aspackaging, si',!e etc.

-249-

MODULE 26.03 PROMOTION CONSIDERATIONS

Goal Statement

The learning experiences in this module are designed to enable thestudent to define and illustrate the spectrum of promotionalconsiderations.

Learning Outcomes Student Activities

The student should be able to:

26;03;01

define the spectrum of promotionalconsiderations

26;03.02

illustratethe spectrum ofpromotional_considerations i.e.

= advertising= public relations= sales promotion= personal selling

- discuss promotionalconsiderations

- demonstrate_promotionalconsiderations used bydifferent companiesstudent assignment - acontiimation of that usedin 26;02.02

250 -

MODULE 26.04 PRICE CONSIDERATIONS

Coal_Statement

The learning experiences in this module are designed to enable thestudent to define and illustrate the spectrum of priceconsiderations.

Learning Outcomes Student Activities

The student should be abl 'o:

26.04.01

e!fine the spectrum of priceconsiderations

26.04.02

illust.-ate the spectrum of priceconsiderations i.e.

- demand pricingcost plus pricing etc.

- discuss priceconsiderations

- demonstrate priceconsiderations used bydifferent companies

- student assignment - acontinuation of that usedin 26.02.02

-251 -

MODULE 26.05 PLACE CONSIDERATIONS

Goal Statement

The_learning experiences_in this module are designed to enable thestudent to define and illustrate the spectrum of place'considerations.

Learning Outcomes Student Activities

The student should be able to:

2fi. 05 01

define the spectrum of placeconsiderations

2&05;02

illustrate the spectrum of placeconsiderations i.e.

- lines of distribution- fr,:nchises- single proprietorships

= discussion cf Ire.re, when

and by_ whom, goods ?.reavailable

- discuss and reviewappropriate literature onsubjects such asfranchises

- review appropriate casestudies if available

- 252-

UNIT 27.0 EXTERNAL MARKETING ENVIRONMENT

General -Aim

The student should become familiar with the_broad range of factors

which constitute the external marketing environment.

MODULE 27.01 ANALYZE THE COMPETITION

Goal Statememt

The iwning experiences in this module are_designed to enable

students to recognize the importance of analy2ing the competition.

Learning Outcomes Student Activities

The student should be able to:

27.01.01

i-ctognize the importance of - discussion and review of

competitive analysis appropriate case studies

27.01.02

define and illustrate the - review appropriate

considerations of competitive literature and analyze a

analytit i.e. given case study

2

- 253 -

MODULE 27.02 POLITICAL FACTORS

Goal- Statement

The learning experiences in this module are designed to enable thestudent to identify the political 'actors and regulations whichaffect a marketing plan.

Learning Outcomes Student Activitiet

The student should be able to:

27.02.01

identify government regulationsWhith affect marketing

27.02.02

identify political factors whichaffect_marketing_i.e. zoning,B.C. Liquor Regulations etc.

- zoning- B.C. Liquor Regulations- others

- discus5 ant: reviev.example:: If governmentregulations

- as above and discuss localexamples

- suggestion: studentinvestigation of acontroversial local issue

264

=254-

MODULE 27.03 SOCIO-ECONOMIC FACTORS

Goal Statement

The learning experiences in this module are designed to enable thestudent to identify socio-economic factors which affect marketing.

Learning Outcomes Student Activities

The student should be able to:

27.03.01

identify__ socio- economic factors

which affeCt marketing 1.8.= family size= income- age= neighbourhood charcieris

tics- community characteristis

- discussion of factorsdetermining socio-economicstatus

- suggestion: studentsidentify areas withinthecommunity Oth differingsocio-economic status

= suggestion: studentsdiscuss areas of thecommu-ity differingsocio=economic status

2 kJ

MODULE 27.04 INTERNATIONAL INFLUENCES

Goal Statement

The learning experiences in this module are designed to enable thestudent to recognize international influences on marketingpractices.

Learning Outcomes Student Activities

The student should be able to:

27A4A1

recognize the significance ofinternational influences

27.04.02

identify international influencesi.e. .= balance of trade

- multinational corporations- inter-governmentalagreements

- government servicesavailable to exporters

discuss the variety ofinternational influences

- review current newspublications as examplesof internationalinfluences

- as above- possible use of resourceperson from government

-; 256 -

UNIT 28.0 MARKETING PLAN

General Aim

The student should become familiar with the components of amarketing plan.

MODULE 28.01 RATIONALE FOR A MARKETING PLAN

Goal Statement

The learning experiences in this module are designed to enable theStudent to describe the rationale for a marketing plan.

Learning Outcomes Student Activities

The student should be able to:

28.01.01

dettribe the rationale for amarketing plan .

- discussion of reasons for

using a marketing plan

- 257 -

MODULE 28.02 COMPONENTS OF A MARKETING PLAN

Goal Statement

The learning experiences in this module are designed to enable thestudent to list and describe the components of a marketing plan.

Learning Outcomes Student Activities

The student should be able to:

28.02.01

list and_detcribe the componentsof a marketing plan i.e._

- situational analysisincluding market product andcompetitor analysis

- short term objectives i.e.to increase room occupancyto a stated figure in oneyear

- long_term objectives i.e. toattablith a second operationin five years

= marketing mix

- discussion and review ofappropriate literature

- examine case studies ofmarketing plans

2

- 258

MODULE 28.03 MARKETING PLAN

Goal Statement

The learning experiences in this_module are designed to enable thestudent to evaluate sample marketing plans.

Learning Outcomes Student Activities

The student should be able to:

28.03.01

read and evaluate sample marketingplans or case studies based oncomponents listed in Module 28.02

- review case studies- suggestion: construct andevaluate a simplemarketing plan

*Hon FourHospitality Totitist Services

Resource 11aterials

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-261 =

PAGE

SECTION FOUR = RESOURCE MATERIALS 260

PUBLIC RELATIONS 260

FOOR SERVICE 261

HOUSEKEEPING 262

FRONT OFFICE 264

GENERAL HOSPITALITY/TOURISM 265

MARKETING 267

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Sathre; Ohlson.1 Whitney; Let's

Tali: Anildraluction_to__Inter-

personal±GonTunicatioft, Glenview,

IL: Scott; Foresman and Co; 1973

Pfeiffer & Jones _(editors),

Structured Experiences in Human

RelationsJralning, Volume I to

III, LaJolla; CA: University

ciates; Inc; 1969-1980

Resource T000k_for Groups in

Guidance, Department of Education,

FIFER'

Forehand, Garlie A,; Sorenson,

Herbert; Horner, Althea j.i Malm

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Goodman; R,F. Jr. The Management 0 0 0 0

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Manager; Dubuque; 10: Wm. C. Brown

Dahl, C. ficioWeau Dictionary, 0000CBI Publishing Co., 1972

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Nir York: John Wiley & Sons, Inc.

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trcker, G, Th( Science

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CBI Publir, CO., 1913

Mair.Lenance

Correspondeni; r.00e Manual. Tf

Educational Institte of the

AOri0.0otel 8n6 Associa-

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P-eddersen, Footkrria 4nd

HOtl Purci,asing Boot; CBI Pub-

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RESOURCE MATERIALS

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R Cdfffoan; D, Market.is_UneJtill

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R Coffman; N2gilr_.-alitLfor Sale:

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CBI hblishing o:; 1981

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Ma-sterih and Maintaini119_Suctos,

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