food and beverage service & accommodation operations food

Food and Beverage Service & Accommodation Operations TRAINER’S GUIDE

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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE

TABLE OF CONTENT

Table of Content 1

Introduction 4

Objective of this Course 4

Course Duration 4

Target Audience 4

Characteristics of Beneficiaries 4

Learning Outcomes 5

Assessment 5

Instructions to Trainers 6

Training Kits 6

Activities 6

How to use the Trainer’s Manual 7

Resources required 7

MODULE 1: THE WORLD OF HOSPITALITY AND TOURISM

1.1 Stepping into the world of Hospitality and Tourism 25

1.2 Uniqueness of the Tourism Industry 26

1.3 Misconceptions of the Industry 27

1.4 Career Paths in the Industry 27

1.5 People in the World of Tourism 27

1.6 Cross Cultural Issues and Awareness 28

Wrap Up 28

1.7 Effective Communication 31

1.8 Components of Effective Communication 32

1.9 Types of Communication 32

1.10 Barriers to Communication 32

1.11 Effective/Active Listening Skills 33

Wrap up 33

1.12 Service Excellence 34

1.13 Types of Guests 35

1.14 Guest Expectations 35

1.15 Service Journey 35

1.16 SPIRIT of Hospitality 36

1.17 Guest Complaints 39

1.18 Handling Complaints 39

1.19 Benefits of complaints 40

1.20 Misconceptions of Complaints 40

Wrap up 40

MODULE 2: PROFESSIONAL HOSPITALITY

2.1 Professional Hospitality 43

2.2 Grooming and Personal Hygiene 43

2.3 Uniforms or Appropriate Dress Code 44

2.4 Principles of Personal Hygiene 44

2.5 Ill Health and Injuries 46

2.6 Work Ethics and Values 46

2.7 Teamwork 47

Wrap up and Answers 48


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MODULE 3: ACCOMMODATION OPERATIONS

3.1.1 The Importance of Housekeeping in Accommodation Operations 51

3.2.1 Housekeeping Procedures and Cleaning Supplies 58

3.2.2 Cleaning Defined 58

3.2.3 Cleaning Principles 59

3.3.1 Establish Relevance of Professional Guest Room Cleaning 64

3.3.2 Rules for Working in Guestroom Areas 64

3.3.3 Preparation before Cleaning 65

3.3.4 Order of Cleaning Guestrooms 65

3.4.1 Recap Previous Lessons and Link forward to the day’s Lesson 72

3.4.2 Attention Getter 72

3.4.3 Establish Relevance of Topic 72

3.4.4 Identifying Public Areas 73

MODULE 4: RESTAURANT OPERATIONS AND OUTLETS

4.1 Restaurant 82

4.2 Themes used in a Restaurant 82

4.3 Activities in a Restaurant 83

4.4 Patronage in Restaurants 83

4.5 Organizational Structure 84

4.6 Food and Beverage Outlet 84

Wrap 85

MODULE 5: RESTAURANT SERVICE EQUIPMENT

5.1 Types of Restaurant Service Equipment 88

5.2 Glassware 88

5.3 Hollow ware 89

5.4 Flat ware 89

5.5 Crockery 89

5.6 Silver ware 89

5.7 Table Linen 90

5.8 Restaurant Equipment 90

5.9 Restaurant Furniture 90

MODULE 6: MENUS

6.1 Menu 93

6.2 Menu as a Selling Tool 93

6.3 Forms of Menu 94

6.4 Types of Menu 94

6.5 Sections of Menu 95

6.6 Description of Menu 95

6.7 Presentation of Food to Guests 95

6.8 Non-Alcoholic Beverages 96

6.9 Service of Non-Alcoholic Beverages 96

6.10 Service of Alcoholic Beverages 98

MODULE 7: FOOD AND BEVERAGE SERVICE

7.1 Forms of Food and Beverage Service 101

7.2 Preparation for Service 101

7.3 Mis-en place 102

7.4 Cleaning and Polishing 102

7.5 Setting up Tables 102

7.6 Back up Preparatory Task 103

7.7 Sequence of Serving Food and Beverages 103

7.8 Taking Bookings 103


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7.9 Guest Reception 104

7.10 Taking Food and Beverage Orders 104

7.11 Communicating Food and Beverage Orders to the Kitchen and Bar 104

7.12 Serving of Food and Beverage 105

7.13 Loading, Uploading and Carrying Trays in various Positions 105

7.14 Carrying Plates 105

7.15 Clearing During Service 106

7.16 Disposal of Dirty/Used Plates 106

7.17 Crumbing Down 106

7.18 Changing and Replacing 107

7.19 Presenting the Bill 107

7.20 Collecting Payment 107

7.21 Escorting Guests (Saying Goodbye) 107


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Introduction

Welcome to the Food & Beverage Service and Accommodation Operations course. The

purpose of this guide is to provide you, the trainer, with guidelines on the presentation and

learner support requirements for the course. It will enable you to plan, prepare, conduct and

evaluate this course.

Objective of this Course

By the end of the training the learners will be able to demonstrate improved knowledge and

skills required for working in the hospitality industry.

Course Duration

The duration of this course is subject to the discretion and availability of the hospitality

facility.

Target Audience

The following participants should attend this course:

• Guestroom and public area attendants

• General Cleaners

• Waiters/Waitresses

• New entrants to the hospitality industry with a passion for the industry

Characteristics of the Beneficiaries

Unskilled and semi-skilled informal workers of hotels and other accommodation

establishments.

Persons with little knowledge on hospitality industry, food and beverage service, and

guestroom attending skills.

50% men / 50% women.

Age 18 – 25

No formal education to basic education

Literate


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Learning Outcomes

At the end of this course, the learner should:

• Be adequately prepared to work in the world of tourism and hospitality

• Be equipped with skills to deliver professional service as waiters, guestroom and

public areas attendants in 3-5 star hotels.

• Exhibit professional skills in accommodation operations and food and beverage

service operations.

Assessment

Formative Assessment

Learners may be formatively assessed throughout the course. This will take place in the

form of quizzes, practical exercises and/or application.

Summative Assessment

A final summative assessment may be given to learners at the end of the course and will be

based on the learning outcomes for the course.

This assessment is (indicate what format this assessment takes, for example, a paper-based

assessment, practical, simulation) to be completed at the end of the course; for practical

assessments, the practical components of the course must be combined into an integrated

assessment to ensure that learners can demonstrate an entire process.


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Instructions to Trainers

Training kits

To effectively train in this course, you will have to invest time and effort into putting a

training kit together. Ideas for the content of the kit are provided in the “Resources” column

of the detailed guide for each module.

The materials and resources will enhance your training. Your kit should contain resources

such as:

• Paper-based: books, photos, magazines, posters, notices, signs, advertisements,

brochures, maps, etc.

• Equipment-based resources: utensils, cleaning equipment, knives, etc.

• Samples and examples: materials used in industry, items learners may have not seen

before – e.g. certain types of crockery

Preparing for your classes, go through the resources required and collect or prepare these

well in advance, especially where you will need industry samples and examples, flashcards,

new articles and so on. If possible, share the work involved with colleagues to reduce the

workload on one person and to make the resources available to other classes as well.

Activities

This trainer guide provides for many and varied activities. These activities are not all

included in the Learner Guide. Depending on your time and resource, you must identify

what activities you can deliver based on time and facilities. Try to do as many activities as

possible to facilitate Active Learning opportunities for your learners.

Activities are provided in the following categories:

• Out of class research – such as sourcing information from industry. Learners will do

this out of class time and you will facilitate feedback on their findings and draw

conclusions

• Practical activities: these include role-plays, tastings, identification tests, flashcard

games, simulations, guest speakers, audio-visual sessions, demonstrations and practice

time

• Discussion-based: Learners will have time to discuss various topics either as a large

group or in smaller groups. Facilitate feedback from these discussions.


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How to use the Trainer’s Manual

Icons

For quick reference, the following icons are used in the Learner’s Guide:

Activity

Questions to ask participants

Tips

Use resources

Ice breaker

Resources required

In order to teach this course, please ensure that you have the following resources. The

specific resources needed for each topic are listed in the lesson plans and boxes.

Resources Quantity

Trainer Guide 1 (1 for each trainer)

Trainer’s kit (see below) 1

Flip chart sheets 1

Attendance register 1

Registration form 1 per learner

Post-training evaluation form 1 per learner

Stationery (pen, notepad, folder) 1 for each participant

Whiteboard markers 1 multicolour pack (red, blue, black, green)

Permanent markers 1 multicolour pack

Meta–cards 200 pieces

Name tags 24 pieces (as required)

Learners’ kits 1 per participant


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Contents of trainer’s kit Quantity

Computer/Laptop 1

Flip File 1

Pictures related to food & beverage service 1 set

Sticker of different multicolour (red, green,

yellow, blue)

1 set

Scenarios (complaints) 1 set

Cleaning materials and utensils (mop,

squeezer, broom, duster, gloves)

1 set

Restaurant linen 1set

Restaurant cutleries, crockery and glassware 1set

Different bar equipment 1set

Sample of menu 1

Different varieties of tea bag/soft drinks As required

Ashtrays 8

Cloth table napkins 5


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Ghana Training Models and curriculum

HITT Model and Curriculum: On-the-job training

Course

Name

Food and Beverage Service and Accommodation Operations.

Goal

By the end of the training the learners will have enhanced their

basic skills to function more professionally as waiters/waitresses,

room and public area attendants in restaurants and hotels.

Objectives

Demonstrate improved knowledge and skills for work in the

hospitality industry.

Provide consistently high standards of cleaning in guestrooms and

public areas.

Demonstrate improved professional skills and knowledge in food and

beverage.

Training

model

Group training at 3 – 5 star rated hotel facilities using high impact learning

methods and tools which include demonstrations, role plays, simulations

and flip files.

Course

Content

The entire course will be conducted between 24 and 29 days with a

minimum of 3 hours training per day, divided into 3 clusters as follows: 4

– 5 days for generic /core courses, 3 - 5 days for room attending and

public area cleaning and 17 - 19 days for food and beverage service with 3

- 4 hours per day (e.g. a total of 24, 32 and 40 hours respectively) and divided into three compulsory clusters:

Cluster 1: Core hospitality skills Compulsory ( 4 - 5 days)

Module 1: The World of Tourism and Hospitality – (10 - 14 hours)

Module 2: Professional Hospitality – ( 4 – 7 hours)

Cluster 2: Technical skills – Guestroom and Public area cleaning-

Compulsory (3 - 5 days)

Module 3: Room Attending and Public Area Cleaning –10 - 15 hours

Topic 1 – (4 – 6 hours allocated for theory)

Topic 2 – ( 2 - 3 hours allocated for practical training)

Topic 3 – (2 - 3 hours allocated for practical training)

Topic 4 – (2 - 3 hours allocated for practical training)

Cluster 3: Technical skills - Waiting-on (17 - 19 days)

Module 4: Restaurant operations and outlets – (3 – 4 hours)

Module 5: Restaurant Service Equipment Hours – (12 – 13 hours)

Module 6: Menu as a selling tool – (16 - 18 hours)

Module 7: Food and Beverage Service- (20 - 22 hours)

The modules in each cluster should be taken in logical sequence as listed.

The core module should be taken as a prerequisite for the technical

modules.


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Course

Content

Clusters 1, 2 and 3 should be completed within 2 weeks latest should be

2.5 weeks,

Target

Audience

• Cluster 1: All participants ( Waiter/waitress and room attendant

trainees)

• Cluster 2: All participants (Guestroom and public area attendants)

• Cluster 3: All participants ( Waiter/waitress)

Training

method

Training in functional restaurants or hotels

Small groups: Minimum of 6, maximum of 10 people

Training methods: HITT approach Including demonstrations, role plays and

simulations suitable to the trainee’s profile

Training

materials

needed

Trainer materials:

• Flip file – very picture based (drawings), e.g. use photos of best

and worst practice, diagrams and illustrations to explain concepts

• Facilitator guide including training programme/schedule

• Content manual of notes to provide guidance to trainer

• A functional restaurant and or hotel

• Resources – e.g. Flash cards, stories for storytelling.

Learner materials:

• Learner guide

• Samples of Drink menu, food menu; food order form, housekeeping

materials (equipment, linen, guest supplies and cleaning agents)

• Hand-outs

Venue Brief A functional hotel or restaurant with sufficient space and facilities to

accommodate a group of 10 learners.

Group size Cluster 1: no. of trainees per course will be 6 - 10 per training session.

Cluster 2: no. of trainees per course will be 6 - 10 per training session.

Cluster 3: no. of trainees per course will be 6 -10 per training session.

Cluster 1: All participants

Training Facilities: Training

room in the hotel /Restaurant

Group size: 20

Cluster 3: Half of the participants (waiters /

waitresses) Training Facilities:

Restaurant in the facility/ on-the-job

Group size: 10

Cluster 2: Half of the participants

(Room Attendants) Training Facilities: Training

room in the facility/on-the-job Group size: 10


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General

Teaching

Resources

Facilities: Functional hotel and restaurant

Equipment: Food and beverage service equipment and accommodation operations equipment as specified for each topic.

Additional teaching resources: as specified in each topic.

Integration

points

This course provides for integration with the following topics:

Basic Hygiene

Service principles

People in the world of tourism and hospitality

Basic communication skills

Basic Accommodation operations and food and beverage service

terminologies


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HITT Curriculum: Ghana

Course

Name

Food and Beverage Service Operations.

Training

model

Adequate space to serve as training room and a restaurant for practice

sessions.

Timing

Training to be scheduled at the discretion of the hotel

Low season preference suits both trainers and beneficiaries/trainees

During daytime: morning theory and afternoon practice in the

restaurants/vacant hotel rooms

Training times:

Morning and afternoon sessions at the discretion of the facility

Deliver maximum 3 hours a day.

Training

method

HITT learning approach including demonstrations, role plays and

simulations suitable to the trainees profile

Flip file based training method

Locations

Training courses will be organised in your restaurants using available

adequate space as training rooms as well as the restaurants for practice sessions.

Learners will be from the hotel or restaurant’s database.

Venue brief

Seating with tables and chairs.

Electricity

adequate space within the hotel or restaurant to serve as training room

Drinking water

Toilet facilities

Restaurants

Course

Duration

19 days, 3 hours per day: total of 57 hours for the duration.

Target

Audience

Informal workers and some under-skilled permanent workers in

the data base of the hospitality facilities in Accra and in the other selected

geographical regions.

Target: Women and Youth (male and female): on average 10

beneficiaries (targeting more women)

NB: Not very high literacy, not very skilled but with some have good

English language skills and ready to improve skills.

Group size Total number of learners per course per batch will be a minimum of 6 and

a maximum of 10

Goal

By the end of the training courses the learners would have improved

knowledge in their jobs as a waiters/waitresses and be able to provide

more consistent professional service reflecting high standards in food and

beverage operations

Objectives

By the end of the learning programme, the learner will :

Be equipped with enhanced skills to be able to provide professional

service in food and beverage operations.


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Be furnished with continuous upgrade of knowledge and skills in basic

etiquette and manners required for working in a restaurant

Be able to identify and demonstrate usage and care of a wider variety

of restaurant equipment

Update knowledge and skills in using the menu as a good selling

tool in food and beverage service operations.

Course

Content

Food and Beverage service operations:

The entire course content excluding the generic /core modules will be

conducted between 17 – 19 days, with a minimum of 3 hours per

day. The breakdown is as follows

Compulsory Cluster 1

Module 1: the World of Tourism and Hospitality: (10 - 14 hours)

Module 2: Professional Hospitality: (4 - 7 hours)

Compulsory Cluster 2 (Waiter/waitress)

Module 4: Restaurant operations and outlets – (3 - 4 hours)

Module 5: Restaurant Service Equipment – (12 – 13 hours)

Module 6: Menus as sales tools – (16 - 18 Hours)

Module 7: Food and Beverage Service – (20 - 22 hours)

Structure content in such a way that the trainer teaches the core skills first

to form a foundation upon which the technical module in food and beverage operations will be built

Generic/Core service skills

Module 1:The world of Hospitality and Tourism

Introduction to the world of tourism

Effective communication

Service excellence concepts

Handling complaints

Module 2: Professional Hospitality

Grooming and personal hygiene

Work ethics and values

Teamwork

Platform of core service skills supporting a range of technical skills:

Module 4:

Restaurant

Foundation of core skills

Modules 1 (The world of Tourism & Hospitality) and 2 (Professional Hospitality)

Module 5:

Restaurant

Service

Equipment

Module 6: Menu- F&B

Module 7: F&B Service


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Module 4: Restaurant

Define the term restaurant

Explain themes used in a restaurant set up and describe a typical

restaurant layout

Explain why people go to the restaurant

Exhibit basic etiquette and manners required in working in a

restaurant

Draw and explain the organizational structure of a restaurant

Describe various food and beverage outlets

Module 5: Restaurant Service Equipment

Identify the appropriate restaurant service equipment and their

uses.

Describe linen used in restaurant

Describe restaurant furniture

Demonstrate knowledge in the cleaning, care and maintenance of

restaurant service equipment (glassware, silverware, china,

flatware and hollow ware)


restaurant furniture

Module 6: Menu- Food and Beverage

Define menu

Describe the major forms of menu

Identify types of menu

Explain sections of a menu

Describe menu as a selling tool

Define a drink menu

Describe and serve beverages - non-alcoholic and alcoholic

beverages

Module 7:Food and Beverage Service

• Describe forms of food and beverage service

• Prepare for service

Trainers

Need two sources of expertise:

Trainer one: to deliver the core skills of compulsory cluster made up

of modules one and two.

Trainer two: to deliver the technical skills of compulsory cluster two

made up of modules, four, five, and six and seven.

General

Teaching

Resources

Facilities: training room, flip files.

Equipment: Well-equipped training rooms and restaurants for food and

beverage operations training.

Additional teaching resources: Trainer’s guide, trainer manual/

facilitator guide for learners, A4 sheets, markers, colour paper, scissors,

adhesive tape, video clips, etc.

Integration

points

This course provides for integration between the following topics:

Ghanaian culture

Basic Hygiene

Service principles


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Basic food and beverage terminologies

Other

relevant

information

Waiter/waitress training manual and pictures of other local and

international food and beverage outlets

Training

materials

needed

Trainer materials:

• Flip files

• Facilitator guide including training programme and schedules

• Training Content manual (Reader)

• Resources

Learner materials:

• Simple manual – based on pictures, tips, checklists, processes. Not

heavy on theory and words, but more on pictures and diagrams

• Menu cards, information on local and international food and

beverage outlets, restaurant brochures

•


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HITT Curriculum: Ghana

Course

Name Accommodation Operations.

Training

model

Adequate space to serve as training room, guestrooms and public areas

for practice sessions.

Timing

Training to be scheduled at the discretion of the hotel

Low season preference suits both trainers and beneficiaries/trainees

During daytime: morning theory and afternoon practice in the vacant

hotel rooms

Training times:

Morning and Afternoon session. Deliver minimum3 hours a day.

Training

method

HITT learning approach including demonstrations, role plays and

simulations suitable to the trainees profile

Flip file based training method

Locations

Training courses will be organised in selected hotels using available

adequate space as training room as well as the guestrooms and public

areas for practice sessions. Learners will be from the hotel or restaurant’s

database.

Venue brief

Seating with table and chairs.

Electricity

Adequate space within the hotel to serve as training room

Drinking water

Toilet facilities

Vacant and occupied hotel rooms

Housekeeping cleaning supplies, linen and amenities

Course

Duration

3 - 5 days, 3 hours per day: total of 9 – 15 hours

Target

Audience

Informal workers and some under-skilled permanent workers in

the data base of the hospitality facilities in Accra and in the other selected

geographical regions.

Target: Women and Youth (male and female): on average 10

beneficiaries (targeting more women)

NB: Not very high literacy, not very skilled but some have basic English

language skills and ready to improve skills.

Group size Total number of learners per course per batch will be a minimum of 6 and

a maximum of 10.

Goal

By the end of the training course the learner would have updated

knowledge of his/her job as guestroom and public area attendants and be

able to provide more consistent professional service, reflecting high

standards of cleaning and exhibiting customer care service and best

operational practices.

Objectives

At the end of the learning programme, the learner will be able to:

Explain the importance of housekeeping in accommodation operations

Explain the housekeeping organizational structure

Clean guestrooms and public areas to established standards

Demonstrate enhanced knowledge and skills in cleaning methods,

routines and end of day duties.


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Apply environmental hygiene, safety and security principles and

practices in accommodation operations to safeguard all users.

Demonstrate consistent knowledge and skills in performing additional

housekeeping duties

Course

Content

Accommodation Operations

The entire content will be conducted between 3 – 5 days with a minimum

of 3 training hours a day. The breakdown is as follows

Topic 1: The importance of housekeeping in accommodation

operations(4 – 6 hours)

Topic 2: Housekeeping procedures and cleaning supply (2 – 3 hours)

Topic 3: Professional guestroom cleaning (2 – 3 hours)

Topic 4: Public area cleaning (2 – 3 hours)

Compulsory Cluster 1

• Module 1: the World of Tourism and Hospitality: (10 - 14 hours)

• Module 2: Professional Hospitality: (4 - 7 hours)

Compulsory Cluster 2 (Guestroom and Public area attendants)

Module 3: Accommodation operations – (10 - 15 hours)

Topic 1: The importance of housekeeping in accommodation

operations(4 – 6 hours)

Topic 2: Housekeeping procedures and cleaning supply (2 – 3 hours)

Topic 3: Professional guestroom cleaning (2 – 3 hours)

Topic 4: Public area cleaning (2 – 3 hours)

Platform of core service skills supporting a range of technical skills:

Structure content in such a way that the trainer teaches the core waiting-

on skills and facilitates additional modules where delegates can learn about waiting in the service sector:

Generic/Core Knowledge

Module 1:The World of Hospitality and Tourism

Module 2: Professional Hospitality

Accommodation Operation knowledge

o The importance of housekeeping in accommodation operations

Accommodation Operation skills

o Housekeeping procedures and cleaning supply

o Professional guestroom cleaning

o Public area cleaning

Module 3: Accommodation Operations

Foundation of core service skills

Modules 1 (The world of Tourism & Hospitality) and 2 (Professional Hospitality)


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TOPIC 1: The importance of housekeeping in accommodation operations

Explain the importance of housekeeping in accommodation

operations.

Describe the functions of housekeeping operations

Describe housekeeping organization structure, job titles and duties.

Describe housekeeping areas of responsibility.

Describe good personal attributes of housekeeping staff.

TOPIC 2: Housekeeping procedures and cleaning supplies

Demonstrate knowledge of housekeeping cleaning supplies

Demonstrate knowledge of cleaning principles

Demonstrate knowledge of housekeeping cleaning procedures and

routines

Explain the importance of setting and maintaining high standards of

cleanliness.

TOPIC 3: Professional guestroom cleaning

Prepare for cleaning duties

Clean and service guestrooms professionally

Demonstrate knowledge of end-of-day’s duties

Explain rules for guest areas.

TOPIC 4: Public area cleaning

Describe “public areas”

Explain the importance of regular and consistent cleaning and

maintenance of public areas

Clean public areas.

Dispose of rubbish safely.

Trainers

Need two sources of expertise:

Trainer one: to deliver the core skills of compulsory cluster made up

of modules one and two.

Trainer two: to deliver the technical skills of compulsory cluster two

made up of module three, with a breakdown of four (4) topics

General

Teaching

Resources

Facilities: training room, flip files

Equipment: Well-equipped training rooms, guestrooms and public areas for training in accommodation operations.

Additional teaching resources: Trainer’s guide, learner guide, A4

sheets, markers, colour paper, scissors, adhesive tapes.

Integration

points

This course provides for integration between the following topics:

Ghanaian culture

Basic hygiene

Service principles



Basic accommodation terminologies

Other

relevant

information

Accommodation operations training manual and pictures of other local and

international themed guestroom and public areas


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Training

materials

needed

Trainer materials:

• Flip files

• Facilitator guide including training programme and schedules

• Training Content manual (Reader)

• Resources

Learner materials:

• Simple manual – based on pictures, tips, checklists, processes


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TRAINING TIME TABLE: ON-THE-JOB TRAINING

(ALL OCCUPATIONS) – (OPTION ONE)

TIME Monday Tuesday Wednesday Thursday Friday

WEEK 1

14:00–1700

Introduction to

the World of

Hospitality and

Tourism

Effective

Communicatio

n and

Customer

service

Service

Excellence

Concepts/Han

dling

Complaints

Grooming

and

Personal

Hygiene

Work

Ethics/

Teamwork

WEEK 2

14:00–1700

The Role and

Scope of

Housekeeping

and

Accommodatio

n Operations

Housekeeping

Procedures

and Cleaning

Supplies

Professional

Guestroom

Cleaning

Professional

Guestroom

Cleaning

Public Area

Cleaning

WEEK 3

14:00–1700

Restaurant

Operations and

Outlets

Restaurant

Service

Equipment

Restaurant

Linen and

Restaurant

Furniture

Cleaning,

Care and

Maintenanc

e of

Restaurant

Equipment

Menu

WEEK 4

14:00–1700

Menu as a

selling tool

Types and

Service of

Beverages

Types and

Service of

beverages

Forms of

Food and

Beverage

Service

Preparing

for Service

WEEK 5

14:00–1700

Taking

Restaurant

Bookings and

Orders

Food and

Beverage

service to

guests

Food and

Beverage

service to

guests

Food and

Beverage

service to

guests

Presentatio

n of bill

following

payment/

Escorting

the guest


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(ROOM ATTENDANT) (OPTION TWO)


WEEK 1

14:00–1700

Introduction to

the World of

Hospitality and

Tourism

Effective

Communication

and Customer

service

Service

Excellence

Concepts/Hand

ling Complaints

Grooming

and Personal

Hygiene/

Work

Ethics/

Teamwork

WEEK 2

14:00–1700

The Role and

Scope of

Housekeeping

and

Accommodation

Operations

Housekeeping

Procedures and

Cleaning

Supplies

Professional

Guestroom

Cleaning

Professional

Guestroom

Cleaning

Public Area

Cleaning


(WAITER)


WEEK 1

14:00–1700

Introduction to

the World of

Hospitality and

Tourism

Effective

Communication

and Customer

service

Service

Excellence

Concepts /

Handling

Complaints

Grooming

and Personal

Hygiene/

Work Ethics/

Teamwork

WEEK 2

14:00–1700

Restaurant

Operations and

Outlets

Restaurant

Service

Equipment

Restaurant

Linen and

Restaurant

Furniture

Cleaning,

Care and

Maintenance

of

Restaurant

Equipment

Menu

WEEK 3

14:00–1700

Menu as a

selling tool

Types and

Service of

Beverages

Types and

Service of

Beverages

Forms of

Food and

Beverage

Service

Preparing for

Service

WEEK 4

14:00–1700

Taking

Restaurant

Bookings and

Orders

Food and

Beverage

service to

guests

Food and

Beverage

service to

guests

Food and

Beverage

service to

guests

Presentation

of bill

following

payment/

Escorting

the guest


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MODULE 1: THE WORLD OF HOSPITALITY AND TOURISM

Module Overview

Venue Brief Training Room for 10 learners, with 2 extra seats for monitors.

Learning

Objectives

At the completion of this module learners will be able to acquire the

following:

Knowledge: Knowledge of the main components of tourism, people in

tourism and the roles they play, the intercultural nature of the industry

and the career opportunities the industry offers.

Skills: Presenting information about the industry and representing the

industry professionally

Attitude: Demonstrate willingness to embrace and professionally handle

the challenges and demands of the hospitality and tourism industry

Teaching

Resources

specific to this

module

Paper-based resources and Flip File as specified

Content

The module would deliver the following topics:

• The world of tourism and hospitality

• Effective communication

• Service Excellence

• Handling complaints


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Icebreaker

Box 1. Activity Teaching Methods and Specific Resources

Ice break

Introduction game of facilitator and learners:

• Group learners in pairs. Ask them to take

three minutes to interview each other.

• Each interviewer has to find 5 interesting

facts about the partner.

• When learners return to their seats, each

will present 5 interesting facts about their

partners to the rest of the groups.

Compiling expectations Provide learners with meta-cards and ask them

to write on the cards what they want to learn

from this course.

Collect the cards and read out each one,

explaining whether the course will address

learners’ expectations.

Setting norms Discuss

The organisation of the training.

Division of tasks (who is the leader, who is the

reporter, and who is the evaluator for the day).

Rules regarding use of mobile phones, talking in

class, attendance, starting and closing time,

and lunch breaks…


25

Food and Beverage Service & Accommodation Operations ON –THE-JOB’ TRAINING TRAINER’S GUIDE

Topic 1: Introduction to the World of Hospitality and Tourism

Learning

Objectives

At the completion of this topic learners will be able to:

• Describe the world of tourism and hospitality.

• Describe the people in the tourism industry and their roles.

• Explain the career opportunities in the tourism industry.

• Describe the tourism industry as a multicultural base.

• Describe the uniqueness of the tourism industry.

Establish

relevance of

topic

Trainer to establish the relevance of the topic by explaining the need for

learners to know:

• the main components of the industry,

• the career opportunities in the industry

• the uniqueness of the industry.

Content

• The world of tourism and hospitality.

• People in the tourism industry and their roles.

• Career opportunities in the tourism industry.

• Tourism industry as a multicultural base.

Attention getter

Trainer to display pictures of the globe, an airplane, a hotel, a tourist

attraction and a restaurant. Learners in the class are to explain the

relationship between the pictures and what they think each has got to do

with tourism.

1.1 Stepping into the world of Hospitality and Tourism

Box 1: Activity Teaching Methods and Specific

Resources

Suggested

Time

Discuss and explain: Ask

learners to refer to the

picture illustration and to

describe their

understanding of

the picture.

Refer to: PPT Slides 3 and 4

Learners to use these

components to describe a

journey away from their

homes.

Resources:

A picture illustration showing a globe with

the different pictorial components of the

tourism industry surrounding it.

• Pens

• writing pads

• flip chart

• markers

Refer to Flip File page 1

Explain and outline the major components

of the tourism industry to the learners:

• Transportation

• Accommodation

• Food and Beverage

• Tourist attractions

45 minutes


26


Key notes

Define: Tourism – This arises from the movement of people to, and their stay in, various

destinations.

Define: Hospitality –A cordial reception of visitors with goodwill

1.2 Uniqueness of the Tourism industry


Resources

Suggested

Time

Discuss and explain:

Experience sharing among

the learners on working in

the industry

Resources:

Describe the uniqueness of the tourism

and hospitality industry

Refer to the information on characteristics

of the industry and give examples

• Handouts (uniqueness of industry)

• flip chart

• markers

Refer to flip file page 2

30 minutes

Key notes

Characteristics of the Hospitality and Tourism industry

The tourism industry is the world’s largest industry with several different

establishments providing different types of services to tourists all related in this

industry.

• Its products and services are highly perishable

• Tourism products mainly cannot be touched as they are experiences which can only

be recalled.

• It is a service oriented industry which provides service 24 hours a day, 7 days a

week.

• It is a labour intensive industry focused on people from all parts of the world.

• This industry is a constantly changing one with staff ensuring to meet the demands

of the guest.


27


1.3 Misconceptions of the industry


Resources

Suggested

Time

Discuss: Ask learners to

share some misconceptions

they have heard about the

industry.

Resources:

Outline the major misconceptions that

pertain in the industry.

Refer to the information below:

• It is an easy industry to work in

• Work in the industry is menial

• A quick way to make money

through immoral means


20 minutes

1.4 Career paths in the industry


Resources

Suggested

Time

Discuss and explain: Refer

learners to diagrams and

engage them in a discussion

on careers in the

industry(food and

beverage and

accommodation

operations)

Resources:

Explain using a tailor made organizational

chart specific to Food and Beverage and

Accommodations departments, the career

opportunities available in this industry

Handout on career paths


20 minutes

1.5 People in the world of tourism


Resources

Suggested

Time

Discuss and explain: The

people in the world of

tourism and their

expectations and

different

interests.

Resources:

A picture illustration of people in the world

of tourism

• Owners

• Employers

• Government agencies

• Guests

• Co – workers


20 minutes


28


1.6 Cross cultural issues and awareness


Resources

Suggested

Time

Case study :

Story of a guest walking into

a restaurant. As he picks the

menu the waiter sees his

armpit overgrown with hair.

Resources:

Using questions tease out from learners

their understanding of cross cultural

awareness using the story; Refer to and distribute handout on cross

cultural issues as a basis for story telling.


20 minutes

Key notes

Cross cultural issues and awareness 1. Sense of self and space –What constitutes adequate space between individuals such

as distance or closeness?

2. Communication and language – consider verbal and non-verbal exchange, body

language and gestures etc.

3. Dress and appearance – typical or distinctive outward garments, dress requirements

for various events e.g. business or religious etc.

4. Food and feeding habits – selection, presentation, diet or religious needs, use of

cutlery or chopsticks or hands.

5. Time and time consciousness – sense of time exact or relative, precise or casual.

6. Relationship – how are individual or organizational relationships determined (e.g.

age, gender, status, wealth, power)? Family arrangements, use of titles etc.

7. Values and norms – customs, and practices.

8. Beliefs and attitudes – spirituality, faith etc.

9. Work habits and practices – attitude to work and labour, dominant type of work,

rewards and promotions etc.

Wrap up

Ask Learners:

1) List the components of the tourism

industry

2) Define tourism

3) Mention 3 major misconceptions in

the tourism and hospitality industry

4) Outline 2 career opportunities each

in accommodation and food and

beverage.

25 minutes


29


Topic 2: Effective Communication

Venue Brief Training Room for 10 learners, with 2 extra seats for monitors

Learning

Objectives

At the completion of this topic learners will be able to acquire the

following:

Knowledge: Explain the benefits of effective communication, Describe

barriers to communication and explain how to use effective listening and

speaking skills

Skills: active listening, appropriate use and interpretation of non-verbal

communication, use body language to express positive feelings

Attitude: Develop an awareness of effective communication and

demonstrate willingness to enhance communication

Establish

relevance of

topic

Trainer to establish the relevance of effective communication by

explaining

How it helps to better understand a person or situation and

enables us to resolve differences, build trust and respect, and

create environments where creative ideas, problem solving,

affection, and caring can flourish.

How it contributes to meet customer expectations

• The process of exhibiting effective communication using the

“moment of truth”

Content

• Communication

• Types of communication

• Barriers to effective Communication

• Effective listening and speaking

Attention getter

Ask some of the learners to send a message to someone else in the class

or write a short note to someone else in the class or tell someone in the

class what they learnt from Topic 1. After this exercise ask them to

explain what they just did and the essence of the exercise.

Definition of communication

The process of passing on information from one person to the other with understanding and

receiving a feedback, it entails the following elements: sender, message, receiver and

environment.

Effective communication.

Communication is effective when it is sent vividly and convincingly to the receiver who

interprets it correctly. It combines a set of skills including nonverbal communication,

attentive listening, and the capacity to recognize and understand your own emotions and

those of the person you are communicating with, accurately and without any factors

distorting the message.

The process of communication

There are several components of communication which when brought together in logical

sequence makes the communication process complete and enhances understanding.


30


Components of communication

Communication requires a SENDER, a MESSAGE, a RECEIVER and AN ENVIRONMENT.

• THE SENDER has an idea, thought or impression. The idea, thought or impression is

encoded or translated into words or symbols that now becomes the message:

• THE MESSAGE has to be passed on to the receiver;

• RECEIVER picks up the symbols and translates it back into an idea to denote

understanding, and because understanding has been achieved, sends some form of

feedback to the sender. Feedback completes the process of communication because

communication cannot be assumed to have occurred until the receiver demonstrates

understanding of the message.

• THE ENVIRONMENT in which communication occurs must be conducive to the

process or understanding will not be achieved and communication will be impaired.

Consequently, there will be no feedback, and communication will not be complete.

TYPES OF COMMUNICATION

There are 2 main types of communication.

1) Verbal Communication – The use of words and phrases in any language. The

process of actually speaking to pass on information from one person to another.

2) Non-Verbal Communication – No amount of speaking is involved in this type of

communication. It is made up largely of our actions, referred to as BODY LANGUAGE.

Our actions when we look at people (eye contact), our facial expressions, the posture

we assume, the way we shake hands and our overall appearance, are all ways of

communicating without speaking.

BARRIERS TO EFFECTIVE COMMUNICATION

A BARRIER to communication is any situation or anything that distorts communication. In

other words, understanding is not achieved and so there is no feedback or it is not

appropriate. Barriers to communication prevent the process of communication from

achieving the desired result. Examples of barriers to communication are poor listening,

inattention, inappropriate use of language.

Some common barriers to effective communication

• Inability to think adequately before acting

• Lack of understanding

• Not listening properly

• Misinterpretation

• Distortions

• Prejudice

• Inability to express our feelings

• Lack of courage to speak or ask for clarification

• Mind wandering

• Distractions

• Interference

• Tuning out.


31


HOW TO ACHIEVE EFFECTIVE COMMUNICATION DURING CUSTOMER SERVICE.

1. Be aware of your body language. Make a conscious effort to exude positive body

language signs

2. Be an active listener. That way, you are engrossed in the conversation and paying full

attention

3. Ask questions to make understanding easy. Questioning and probing means

constantly asking questions in order to find out hidden or secret information.

4. Use language to persuade. Convince your listeners by what you say and the manner

in which you say it.

ACTIVE LISTENING

Active listening means being wholly involved in the listening process. An active listener

makes a determined effort to be part of the process and does not leave things to happen by

chance.

Adopt the following procedures to develop skills of an active listener;

• Show interest in what is being said

• Determine the purpose of the interaction

• Take mental notes

• Ask clarifying and probing questions to discover what the customer wants

• Show that you are paying attention by nodding, keeping eye contact, or showing

other body language which is appropriate

• Do not be distracted by the words the guest uses.

1.7 Effective Communication


Resources

Suggested

Time


Facilitate a question and

answer session on learners’

existing

knowledge of the

meaning of the

word

‘Communication’

Ask learners what the aim of

communication is and the

various methods of

communication.

Explain what communication

and effective communication

means and why it is not

complete without

understanding and feedback.

Resources:

Explain communication

Boldly written meaning of communication

on a flip pad ( illustration on the

components of effective communication)


20 minutes


32


1.8 Components of Effective Communication


Resources

Suggested

Time


Explain the components of

communication and how

when used correctly

enhances effective

communication.

Consider the following scenarios to help

learners appreciate the components:

• Making a phone call in a noisy

‘trotro’

• Making a phone call in the comfort

of your home


20 minutes

1.9 Types of Communication


Resources

Suggested

Time

Resources:

Ask learners to identify the types of

communication through picture illustrations

and gestures

Ask learners to demonstrate gestures that

guests may make to communicate – e.g.

indicating that they want the bill that they

are in a hurry, that they want a drink.

Other trainees must guess what the

gesture means/ what the guest wants.


20 minutes

1.10 Barriers to Communication


Resources

Suggested

Time


Present and discuss barriers to

communication and how to

overcome them.

Generate discussion as to the kind of

feedback that will be expected as a result

of the barriers to communication.

Barriers to effective communication:

• lack of understanding

• misinterpretation

• Prejudice

• mind wandering


20 minutes


33


1.11 Effective/Active listening skills


Resources

Suggested

Time


Explain the process

used to achieve effective/active

listening skills.

Solicit information from the learners on the

importance of effective listening skills.

Process:

• paying attention to the speaker

• exhibiting that you have understood

the message (by)

• responding to the message.

•


25 minutes

Wrap up

Ask Learners:

• What is communication?

• What are the components of

communication?

• List two (2) barriers of communication

• What is the relevance of active

listening and speaking skills in effective

communication?

• How do active listening skills help in

effective communication?

25 minutes


34


Topic 3: Service Excellence

Learning

Objectives


• Describe types of guests and their needs

• Describe service and the phases of the service journey

• Demonstrate the spirit of hospitality

Establish

relevance of

topic

Trainer to establish the relevance of service excellence by explaining that

when excellent service is delivered the guest/customer, the

establishment, co-workers and the learner all benefit. Further explain

how each of these benefits.

Each guest arrives with different expectations. By providing excellent

service the guest enjoys the experience. The guest is likely to spend

more, come back and /or tell others about the quality of service; you

make it easier for your co-workers to do their work well and you

demonstrate that you are a professional. You will also be rewarded with

compliments.

Content

• Types of guest

• Guest expectations

• Service journey

• SPIRIT of hospitality

Attention getter

Case study – A guest drives into a hotel where he has a booking only to

meet the security man sleeping at post and the porter talking on the

phone. At the reception he is told by the front desk staff the rooms are

fully booked and he has to pass the night at another hotel he has no idea

of. Ask the class to identify the short falls in the delivery of service in this

hotel.

1.12 Service Excellence


Resources

Suggested

Time


Resources:

Discuss what service excellence is, and

how this can be delivered through all the

stages of the guest interaction cycle

15 minutes


35


1.13 Types of Guests


Resources

Suggested

Time


Refer to PPT slide 27

Resources:

Facilitate discussion on why people travel

to other places. The reasons why people

travel explain the types of guests.

• Business – for work

• Leisure - for relaxation and

recreation

• Holiday – on vacation

• Medical – for health reasons


15 minutes

1.14 Guest expectations


Resources

Suggested

Time

Group activity:

Learners to identify the needs of the

various types of guests that they have

listed and explain how each guest can be

satisfied.

Facilitate discussions on guests’ needs and

satisfaction teasing out how varied guests

needs and wants could be met.

Refer to flip file page 13.

35 minutes

1.15 Service Journey


Resources

Suggested

Time

Explain:

Facilitate views from the learners

identifying factors that may be responsible

for their satisfaction or dissatisfaction if

they were customers or guests to a

particular commonly known top class

facility, using the following guidelines:

preparing to go to the place (this is

influenced by expectations of the learner

who is now placing him/herself as a

guest; joining i.e. approaching the facility

with various encounters or experience e.g.

no available parking, or parking area dark;

participating i.e. interacting with

personnel and other experiences

25 minutes


36


encountered within the facility; leaving

i.e. experiences encountered waiting for

the bill, paying and leaving the premises

and reflecting. i.e. thinking about the total

experience).

Your facilitation must aim at teasing out

empathising with guests


1.16 SPIRIT of Hospitality


Resources

Suggested

Time

Explain:

Show learners’ different meaning of the

word spirit, pre-printed on paper.

Learners are to select which of the

meanings would make sense in service

encounters and in the world of hospitality.

Give hand-out on SPIRIT with different

meanings


15 minutes

Service Excellence is about identifying our customers' needs expectations and making efforts

to meet those needs and if possible exceed their expectations.

Understanding the needs of the various types of guests

An aspect of providing excellent service is identifying the different needs of groups of

guests, for example, the business guest versus the holidaymaker. The former needs

business services, the latter leisure services. There are other guests, who may be less

obvious to you, but who have important needs also. These include:

• Elderly - some need more help than others.

• Children - comfort if lost and try to find parents.

• Disabled guests – Render support and assistance.

• Visitors from different cultural backgrounds may need help with interpreting a menu.

• Business guests – fast, efficient service so that they can get back to work

3.1.3: Providing Excellent Service

There are two main types of service - material and personal. We need to look at the

difference between material and personal service and distinguish the importance of each.

3.1.4: What makes up material and personal service?


37


1. Material service is usually something tangible and visible that the guest can easily

identify. It relates to the quality, quantity, price and timing of food, drink, physical comfort,

and information and working methods provided by the hotel. For example:

• A large selection of breads and pastries in The Cake Shop.

• How clean the washroom or surrounding is.

Whether the quantity of food is worth the amount I am paying for it;

2. Personal service, on the other hand, is not tangible and is about creating a sense of

well-being in the guest - making them feel welcome and valued while at the same time

ensuring that their needs are looked after. Personal service is subjective and will mean

different things to different people, depending on how it affects them individually. While you

may not be able to actually see personal service, you will notice it if it is not there. YOU, the

service giver, are the key to providing good personal service. This is true whether the staff

member is a receptionist, a waiter in the restaurant or a room attendant. The key to success

in the hotel and tourism industry is to provide a high standard of both material and personal

service.

Good and Exceptional Service

There is a difference between good and exceptional service. Excellent service is about

giving people a bit more than they expect. YOU, as a staff member, should be able to give

something extra to pleasantly surprise the guest.

Service excellence is all about going the extra (S)mile

S P I R I T

S: Seek what the customer really wants

P: Place the needs of the customer ahead of your own

I: Ignore distractions and focus on what you are doing

R: Reach beyond expectations to pleasantly surprise your customer/guest

I: Invest in yourself

T: Team up with co-workers to deliver the best service possible

Wrap up Questions and

Answers

1. list the different categories of guests

2. Describe how you would identify the

needs of guests?

3. Explain the phases of the service

journey?

4. Demonstrate the SPIRIT of service in

an imaginary job situation?

25 minutes


38


Topic 4: Handling Complaints

Learning

Objectives


• Explain what a complaint is

• Use the HEAT approach in handling complaints

• Explain benefits of complaints

• Describe misconceptions of complaints

Establish

relevance of

topic

Trainer to draw learners attention that complaints are bound to occur so

there is the need to learn how to handle them professionally so that we

still meet or exceed guest expectations despite the complaints

Content

• Handling complaints

• Benefits of complaint

• Misconceptions of complaints

• Using the HEAT approach in handling complaints

Attention getter

Ask learners to share one thing in their room that makes them

uncomfortable. List what they share and develop this to how different

people complain about different things.


39


1.17 Guest Complaints


Resources

Suggested

Time

Group Discussion:

Learners to brainstorm and come out with

answers on why guests complain.

Search for sample guest complaints from

trip advisor and read to the learners.

Learners must identify what the common

complaints are.


20 minutes

1.18 Handling Complaints


Resources

Suggested

Time

Role play:

A guest complains to the room attendant

that his room was not cleaned the day

before. He is so angry he threatens to

check out immediately.

Learners to solve this complaint using the

HEAT method.


20 minutes

Definition:

A complaint is an expression of discontent, regret, resentment, lamentation or fault-finding.

Why guests complain: They complain for these main reasons:

• The quality of the product or service was unacceptable

• The choice on offer was limited

• The guest feels that nobody cared about them

• The guest got frustrated with the way they were treated

• They received the wrong product

HEAT Method for Handling Complaints

The four HEAT steps are:

• Hear them out

• Empathize

• Apologize

• Take responsibility for action


40


Benefits of Complaints include;

• Gives the organization another opportunity to perform better

• Builds guest loyalty

• Improves professional service

Misconceptions of Complaints • The customer is difficult and unreasonable

• Complaints will put the employee into trouble

• Guests who do not want to give “tips” complain

1.19 Benefits of complaints


Resources

Suggested

Time


Explain how the above complaint

will give the room attendant and the

organization an opportunity to improve

service.

20 minutes

1.20 Misconceptions of complaints


Resources

Suggested

Time


Recap the benefits of complaints.

Learners to brainstorm on why workers

normally think complaints are a bad thing

Facilitate a discussion and explain

to trainees why complaints should

be seen as a good thing.


20 minutes

Wrap up

Ask Learners:

1. What is a complaint?

2. Why do guest complain?

3. How can you handle a guest’s

complaint

4. List the advantages of handling

guests’ complaint.

What are the common

misconceptions of complaints in

Ghanaian hospitality industry?

15 minutes


41



42


MODULE 2: PROFESSIONAL HOSPITALITY

Module Overview

Venue Brief Training Room for 10 learners, with 2 extra seats for monitors

Learning

Objectives

At the completion of this module learners will be able to:

• Demonstrate knowledge of personal hygiene

• Practice good work ethics

• Demonstrate teamwork

Relevance of

Topic

To prepare learners to present themselves and to act as professionals

Teaching

Resources

specific to this

module

Paper-based resources and Flip files as specified

Content

The module covers the following content

• Grooming

• Personal hygiene

• Work ethics

• Teamwork


43


Attention getter

Box 1. Activity Teaching Methods and Specific Resources

Ice breaker

Show pictures of unprofessionally dressed staff,

stained bed sheet, dirty restaurant to the

learners. Ask if these are acceptable and if not,

why not? What should be done differently?

2.1 Professional Hospitality


Resources

Suggested

Time

Explain why it is important

to be professionally dressed

To prepare learners to present themselves

and to act as professionals

• You are highly visible

• You represent the company

• Customers’ impressions are

influenced by images/what they see

• Good images gives the customer

confidence that you have the ability

to provide professional service

• Personal pride, and self-confidence

• First impressions are lasting


20 minutes

2.2 Grooming and Personal Hygiene


Resources

Suggested

Time

Story telling: John is

invited for an interview as

chef. He gets to the venue

with un-kept hair and long

beard. What impression is he

going to give the panel?

A good first impression or a

bad one.

Explain first impressions and

its significance in the

industry

Activity: Learners

to brainstorm on

acceptable

standards of grooming as a

room attendant/ waitress:

Grooming (hair, nails, make-

up, clothing)

Resources: Pictures of professionally

dressed staff.


25 minutes

40 minutes


44


Key notes

Grooming

Do you know that how you look is part of a guest’s first impression about your

establishment?

Grooming explained

Grooming is the hygienic appearance of a person in an acceptable dress code (from hair

down to toe).

2.3 Uniforms or appropriate dress code


Resources

Suggested

Time

Presentation and

discussion:

• show pictures

of professional

food and beverage staff

from different types

and levels of

establishments and

what they are wearing

• Learners to describe

the common elements

and impressions

created

Resources: Pictures of professionally and

unprofessionally dressed waiting staff,

pictures of well-groomed waiting or

housekeeping staff.

30 minutes

2.4 Principles of Personal Hygiene


Resources

Suggested

Time

Group Activity:

Distribute flip chart leaflets

to each group to list rules of

personal hygiene with the

view that the posters will be

displayed in staff

area. The best

poster will be

recognized.

Evaluate with reference to

standard rules of personal

hygiene.

Resources: Poster materials

Small prize for the winning poster

Flip chart. Hand outs

Explain the principles and practices of

personal hygiene of a room

attendant/waiter: (hand, hair, teeth, nails,

bathing, deodorant, shaving).

You are highly visible and you represent

your establishment:

• Start work looking clean, neat and

professional

• Remember good impression is important

• Avoid strongly scented deodorant or

perfumes, aftershaves, cosmetics as

they can spoil the aroma of the food.


45 minutes


45


Key notes

Personal Hygiene

This involves keeping your body clean and healthy, while feeling fresh, looking relaxed and

at your best. We are all carriers of disease causing bacteria so to avoid the spread of

bacteria we will do well to follow the following basic rules of hygiene to avoid contaminating

food. It is very important to you as a food and beverage server as you will be coming into

close contact with guests.

Rules of Personal Hygiene:

• Bath twice a day

• Hair should be short and neat

• Wash your hands after using the toilet

• Wash hands after using handkerchief

• Keep your finger nails short and clean

Appropriate Clothing

This will protect you against accidents in your work area and make you look like a

professional

• Never wear outdoor clothes into a food area

• Always put protective clothes on before going to a food production area (protect

yourself and food from contamination)

• Clothes should be appropriate for the task being undertaken

• Light coloured clothes are appropriate so they will show when dirty

• Clothes should be easy to clean

Essential hand Hygiene:

Your hand must be clean always as you may touch food or equipment

i. Wash your hands before starting work

ii. Wash your hands after:

• Visiting the toilet

• Coughing or sneezing into your handkerchief

• Touching your hair or face

• Carrying out cleaning jobs or touching containers of cleaning chemicals

• Eating, drinking or smoking (in an area set aside for these activities)


46


2.5 Ill Health and Injuries


Resources

Suggested

Time

Brainstorm Activity:

Show a picture of staff

suffering from cold. Ask if it

safe for such a

person to work? If

not why?

List the views from

the learners.

Refer to flip File page 4

Resources: Pictures or video, Flip chart,

and marker, Hand outs

List specific practices that must be adhered

to during sickness, illness and injuries.

Ask learners to mention common

sicknesses, illness and injuries in our local

context

Practices:

Cover cuts, scratches and spots with

water proof plaster.

Report to your supervisor if you have

a septic cut, a weeping spot or boil

Report illness

Suggest ways to manage cold

40 minutes

2.6 Work Ethics and Values


Resources

Suggested

Time

Case study: Scenario 1

A restaurant closes at 10

pm, a group of 8 customers

walked in for service at 9:

50 pm and were told that

the restaurant could not

operate beyond 10pm.

Ask learners to bring out

their views as to whether the

staff was right or

wrong.

Brainstorm: Using the

above explanation on ethics

and values ask learners to

rainstorm on

interrelationship between

the two

Resources: Hand outs

Explain ethics: ethics are acceptable

behaviours and practices at a workplace.

Ethics vary from one workplace to the

other.

Values: These are our fundamental

beliefs. They are the principles we use to

define that which is right, good and just.

Values provide guidance as we determine

the right versus the wrong, the good

versus the bad. They are our standards.


20 minutes


47


Key notes

Behaving Ethically at Work

• Do not give your workplace information out

• Be punctual • Do not have romantic relationship with co-workers or guests

• Do not be absent without permission

• Do not steal hotel, guests or co-workers property

2.7 Teamwork


Resources

Suggested

Time

Quick Brainstorm:

In groups of 6, four learners

in each group, describe the

components of a team in a

food and beverage service

and housekeeping

department.

Resources: A4, Flip Chart, Markers

Recap: activity on the SPIRIT of

hospitality. Ask learners to explain the

word team using the acronyms ‘T E A M’

T- Together

E- Everybody

A- Achieves

M- More

Members of the team:

• Waiters

• Room attendants

• House persons

• Receptionist

• Maintenance staff

Illustration:

Illustrate the roles of all the

people/members of a team involved in

ensuring that customers are served a cold

glass of beer in a restaurant.

Refer to flip file page 7-9

70 minutes


48


Key notes

Teamwork

The concept of teamwork is for all staff to work together to achieve a common aim of

satisfying the guests

Benefits of Teamwork

• Problem solving: Teamwork can lead to better decisions, products, or services.

• Each team member has a responsibility to contribute equally and offer their unique

perspective on a problem to arrive at the best possible solution.

• Accomplish tasks faster: A single person undertaking multiple tasks will not be

able to perform at a same pace as a team can. When people work together they can

complete tasks faster by dividing the work to people of different abilities and

knowledge.

• Healthy competition: A healthy competition in groups can be used to motivate

individuals and help the team excel.

• Developing Relationships: A team that continues to work together will eventually

develop an increased level of bonding. This can help people avoid unnecessary

conflicts since they have become well acquainted with each other through team work.

• Everyone has unique qualities: Every team member can offer their unique

knowledge and ability to help improve other team members.

Essential Attributes of team players

Apart from the technical attributes that you require to work as a waiter, you require other

attributes that are essential.

• Demonstrates reliability

• Communicates constructively

• Listens actively

• Functions as an active participant

• Shares openly and willingly

• Cooperates and pitches in to help

• Exhibits flexibility

• Shows commitment to the team

• Works as problem solver

• Treats others in a respectful and supportive manner

Wrap up

and

Answers

Ask Learners:

1. What is grooming?

2. Describe personal hygiene.

3. List two (2) principles of personal hygiene.

4. List three (3) rules to observe in times of

ill-health and injury.

5. Explain ethics and values.

6. What is a team?

7. Define the acronym “TEAM”

8. Why is important to work as a team?

9. List members of a team in a hotel.

15 minutes


49



50


MODULE 3: ACCOMMODATION OPERATIONS

Lesson Plan: Topic 1 – The Importance of Housekeeping in

Accommodation Operations

Venue Brief Training room with seating capacities for 10 learners, with 2 extra for

monitors.

Learning

Objectives


• Explain the importance of housekeeping in accommodation

operations

• Describe the functions of housekeeping operations

• Describe housekeeping organization structure, job titles and duties.

• Describe housekeeping areas of responsibility.

• Describe good personal attributes of housekeeping staff.

Relevance To be well informed about housekeeping and be ready to work in

accommodation operations as a professional. Teaching

Resources

specific to this

module

Paper-based resources and Flip file as specified

Content

This module covers the following content

• Importance of housekeeping in accommodation operations.

• Functions of housekeeping operations.

• Organization structure

• Areas of housekeeping responsibility

• Personal attributes of housekeeping staff.

Attention

Getter

Recap ‘world of tourism and hospitality’ and link forward to the day’s

topic.


51


3.1.1 The Importance of Housekeeping in Accommodation Operations


Resources

Suggested

Time

Story: The story of

Christmas and early

business.

Activity: facilitate a

question and answer

session.

Resources: Flip chart, Hand-outs,

A4, Flip file, permanent markers

Tell a story to bring out the evolution of

the accommodation and the part that

housekeeping plays in it.

Types of Accommodation Operations

• Hotels

• Hostels

• Hospitals


Explain key words in the definition of

housekeeping- ‘clean’, ‘comfortable’, ‘safe’.

• Clean- removal of dirt and all

unwanted substances

• Comfortable- feeling comfortable and

physically relaxed

• Safe- free from danger or risk.

(these are key terms that learners must

understand and be familiar with)

‘What is a common feature that

runs through the types of

accommodation available?”

The correct answer is “people and

various activities”.

Establish that:

• Once there are people performing

various activities in these places,

the need for regular cleaning is

extremely important. The

responsibility for cleaning must also

be clearly defined.

30 minutes

Key notes

Define: Accommodation – means the space and facilities needed for sleeping and or

living. Accommodation is provided by a number of establishments including large hotels,

small ones, hostels and hospitals.

Define: Housekeeping – the provision of a clean comfortable and safe environment for

both guests and staff.


52


3.1.2 Common Misconceptions about Housekeeping


Resources

Suggested

Time

Recap common

misconceptions

about the world of

tourism and

hospitality


Resources: Flip chart and flip file

Learners to give voluntary ‘yes’ and ‘no’

answers to the following questions

• Only the housekeeping

department is responsible for

cleaning.

• Anyone can get a job in housekeeping

even without education

• Housekeeping is for school dropouts

15 minutes

Key notes

Common misconceptions about housekeeping

• Only the housekeeping department is responsible for cleaning. • Anyone can get a job in housekeeping even without education

• Housekeeping is for school dropouts • Housekeeping is a menial job

• You can make quick money by indulging in immoral activities

3.1.3 Housekeeping Organization Structure


Resources

Suggested

Time

General Discussions:

Facilitate an open

discussion through

a question and

answer


Resources: Flip chart, Flip file and

Hand-out

Why is it necessary to organize work in our

homes, in offices and in hotels?

Solicit the following thought patterns from

learners :

• Work is organized for a smooth flow of

activity (everyone knows what to do)

• To show clear lines of

authority(everyone know his/her

immediate supervisor is)

• To show reporting

relationships.(everyone knows who to

report to with grievances, problems,

and any other issues that may affect

him/her).

• Link this to the various job titles and

duties in hotels.

20 minutes


53


Key notes

Housekeeping Organization Structure

• An organization structure is a staffing chart that shows the different job titles in an

organization or department.

• A job title means the position one holds in an establishment or department.

Importance of the organization structure:

• Shows reporting relationships

• Gives clear lines of authority

• Jobs are defined clearly

Job Titles in the Housekeeping Department

• Executive Housekeeper – the head or boss of the department. In charge of managing

the department.

• Assistant Executive housekeeper – assistant to the executive housekeeper. Is in

direct charge of floor supervisors.

• Guestroom Supervisors – also known as housekeeping supervisors. Responsible for

supervising guestroom public area attendants.

• Public area supervisor – is in charge of supervising house-persons.

• Guestroom Attendant – does the actual cleaning and servicing of guestrooms.

• House- person – does the actual cleaning and servicing of public areas.

• Laundry supervisor – in charge of supervising laundry activities

• Laundry Attendant – responsible for sorting, counting, washing, ironing and folding

guest and hotel.

• Linen room attendant – responsible for keeping the linen room tidy, issuing hotel

linen and staff uniforms, stock taking inventory of linen.


54


3.1.4 Housekeeping Areas of Responsibility


Resources

Suggested

Time

Describe housekeeping

areas of responsibility –

mainly

• GUESTROOMS’

• PUBLIC AREAS

• ‘LAUNDRY’ and covers

specific areas such as

(guestrooms, public

washrooms ,staff

changing rooms and

toilets, swimming pool

areas, staircases,

corridors, elevators,

escalators, offices. ).

Resources: Flip file page 7-8, Flip

chart,

Explain how guests use these areas

regularly and describe the main

responsibilities of housekeeping in the

listed areas.

Recap earlier discussion on ‘cleanliness’,

‘comfort’ and safety and link to ‘first

impressions’, ‘comfort’, ‘guest satisfaction’,

and ‘profitability’

Explain: Guests’ expectations and

housekeeping’s responsibilities.

15 minutes

Key notes

Guest Expectations and Housekeeping of Responsibility

Every guest expects to live, eat, sleep, work, relax in a clean environment, and it is up to

the housekeeping department to ensure that cleaning is regular and efficient and everything

else is provided to make the guest comfortable.

(Housekeeping areas of responsibility are key terms which learners must understand and be

familiar with.).


55


3.1.5 Personal attributes of housekeeping employees.


Resources

Suggested

Time

Role play : 2 learners to

play the role of:

1. a guest who

never seems

satisfied with

the cleanliness of his

room and

2. a guestroom attendant

who does not lose her

composure regardless

of the numerous

threats that the guest

makes.

Activity: give each group a

sealed envelope which

contains manila cards with

words that best describe

both good and bad personal

attributes.

Each group is to sort out the

words and compile a

separate list of good and bad

personal attributes

Select 2 learners: one to be

responsible for collecting

the compiled list of good

attributes and the other, the

compiled list of bad

attributes and to read them

to the class

Resources: A4 paper, Sealed

envelopes containing manila cards

inscribed with words that best

describe both good and bad

attributes


• The aim of the role play is to get

learners to empathize with guests and

to observe examples of good personal

attributes such as a pleasant disposition,

tact and diplomacy, courtesy,

politeness.

• Learners to list what attributes (good or

bad) they think the guestroom

attendant exhibited.

• List compiled will be compared to results

of next activity

• Learners to explain why some listed

attributes are described as ‘good’ and

why others are described as ‘bad’

For further assimilation and consolidation

display a list of good personal attributes

and explain each of them

Good personal attributes. – Pleasant

personality, personal hygiene, integrity,

tact and diplomacy, honesty, courtesy,

punctuality, attention to detail, right

attitude, cooperation, and personal fitness,

good interpersonal relations with co-

workers.

30 minutes


56


End of Day’s

Lesson with

Questions &

Answers

Ask if there are any specific topics or terms

that need further clarification.

5 minutes

General overview of the

topic.

Summarize main points of the lesson.

Learners to explain key terms, definitions,

and the role of housekeeping in

accommodation operations.

• Cleanliness

• Comfort

• Safety

• First impressions

• Guest satisfaction

• Profitability

• Aims of hotels, hospitals and hostels

• Housekeeping organization structure

• Job titles

Learners to fill in the gaps of the activity

sheet to show their understanding of some

of the key words listed

15 minutes

Link forward to

next topic

Give a brief introduction of the next lesson

– “housekeeping procedures and cleaning

supplies” and explain how it is linked to

today’s lesson.

• The organization of the

housekeeping department includes

planning how to make cleanliness,

safety and comfort a daily affair for

guest satisfaction.

• This entails knowing the reasons for

cleaning, (hygiene, safety,

maintenance, aesthetic appeal) how

to clean and when to clean.

5 minutes


57


Lesson Plan: Topic 2 – Housekeeping Procedures and Supplies


monitors.

Learning

Objectives


• Demonstrate knowledge of housekeeping cleaning supplies

• Demonstrate knowledge of cleaning principles

• Demonstrate knowledge of housekeeping cleaning procedures and

routines

• Explain the importance of setting and maintaining high standards

of cleanliness.

Teaching

Resources

specific to this

module

Paper-based resources and Flip files as specified

Relevance To use appropriate and safe cleaning supplies and to follow acceptable

procedures to maintain clean and safe environments.

Content

This topic covers the following content

Housekeeping cleaning supplies.

Cleaning principles

Cleaning procedures and routines

Setting and maintaining cleaning standards


58


3.2.1 Housekeeping Procedures and Cleaning Supplies


Resources

Suggested

Time

Discussions: Learners to

voluntarily tell the class

which of the materials they

would use to clean the items

and why: (The tea

cup, The metal

bucket, a

handkerchief stained with

phlegm, using a choice of

the cleaning materials.)

Resources: Flip chart, permanent

markers and Flip file

• Display a selection of commonly used

cleaning tools and cleaning agents

such as, ‘, lime, ash, and pawpaw

leaves, steel scourers (used for

scrubbing the mortar after pounding

fufu ), key soap, and a bowl of water,

a scrubbing brush, some table or rock

salt.

• Display a tea cup, a metal bucket and

a foam sponge. (This must be done

before the lesson begins. The sight of

the displayed items will attract their

attention.

• The benefits of the activity are to get

learners to think through the

importance of knowing the appropriate

choice of cleaning agent and

equipment to use for various cleaning

operations.

• Refer to flip file page 10

45 minutes

3.2.2 Cleaning Defined


Resources

Suggested

Time

Resources: Flip chart/ Flip file

page and Hand-outs

Define cleaning: Cleaning is the removal

of dust, dirt and any unwanted or foreign

matter such as dead flowers, litter, bits of

food. (this is a key definition that learners

need to know and be familiar with)

Refer to the role of housekeeping in

accommodation operations. Emphasize

that cleaning is key to the role of

housekeeping.

Ask learners to mention 3 reasons why

they clean their homes. List these reasons

and link to the facts on reasons for

cleaning.

10 minutes


59


Key notes

Reasons for cleaning:

• Aesthetic appeal(beauty)

• Hygienic(removal of dust, dirt, stains, tarnish, debris

• Maintenance(keeping the item in good working order)

• Safety(free from germs and harmful bacteria)

• Odour control(removal of bad smells)

These are key aspects of housekeeping that the learner needs to know and be familiar with)

• Demonstrate how to clean using a simple procedure as a step towards emphasizing

the reasons for cleaning.

• Use simple steps in cleaning a dusty table,(or any other surface or item in the

training room)

• Link the process you have demonstrated to emphasize the 4 reasons of cleaning as

listed above

3.2.3 Cleaning Principles


Resources

Suggested

Time


Resources: Flip chart/ Flip file

and Hand-outs.

Recap:

Define cleaning: Cleaning is the removal

of dust, dirt and any unwanted or foreign

matter such as dead flowers, litter, bits of

food. (this is a key definition that learners

need to know and be familiar with)

Refer to the role of housekeeping in

accommodation operations. Emphasize

that cleaning is key to the role of

housekeeping.

Ask learners to mention 3 reasons why

they clean their homes. List these reasons

and link to the facts on reasons for

cleaning.

120 minutes

Key notes

Cleaning Principles

• Remove all surface soil and obstructions before cleaning.

• Follow the least obtrusive and non-disturbing methods of cleaning

• Restore all surfaces to as near perfect condition as soon as possible

• Always use the simplest method first and the mildest cleaning agent.

• Beware of safety hazards

• Remove all dust, and dirt, do not transfer to another area.

• Carry out cleaning in the quickest possible time.

Cleaning principles are therefore rules to follow for all cleaning operations.


60


3.2.4 Housekeeping Cleaning Supplies


Resources

Suggested

Time

Demonstration:

• Demonstrate

cleaning

standards for

cleaning a drinking glass.

• Emphasize the correct

handling of drinking

receptacles i.e. holding

the receptacle by the

base and not the rim.

• Fill a basin with

comfortably hot water

• Prepare detergent

solution using 1 small

squirt of dish washing

liquid.

• For safety purposes,

check the rim of the

glass to ensure it is not

chipped. A chipped glass

can cause an injury.

Never place a chipped

glass in a guestroom.

• Scrub the glass

thoroughly using the

foam part of the sponge.

Be sure to scrub off all

stains, the base and

sides of the glass.

• Rinse the glass

thoroughly in a basin

filled with hot water to

remove all traces of

detergent. There mustn’t

be water droplets on the

glass. This is an

indication that the glass

is free from grease

deposits and other forms

of soil

• Leave the glass to drain

for 5 minutes.

• Cover the glass with one

of the glass cloths

completely, so that no

part of the glass is

exposed.

• Hold the glass at the

base and at the rim and

Resources: Flip chart, Hand-out,

Samples of housekeeping cleaning

supplies.

• EQUIPMENT(MANUAL) : (dusters,

mops, sweepers, sundry equipment

containers, buckets ,trolley, dust pan

& brush, brooms, brushes, protective

clothing, waste bins and trash bags.

• EQUIPMENT-(ELECTRICAL) vacuum

cleaner, scrubbing and polishing

machine, washing machines)

• LINEN: Bed, bath, table and

miscellaneous linen.

GUEST AMENITIES: body lotion,

shampoo, bath gel, shower cap, dental

kit, shaving kit, notepads.

• GUEST SUPPLIES : toilet tissue,

laundry bags, facial tissue, laundry

forms, magazines, stationery, soap

tablets, tea facility ‘DND’, PLEASE

MAKE-UP ROOM, PLEASE PICK-UP

LAUNDRY cards, drinking glasses,

bathroom glasses, Bible and Quran .

• LOANED ITEMS: iron and ironing board,

hair dryers, hot water bottles, baby

cot. Explain at this point, procedures

involved in supplying loaned items to

guests.

• CLEANING AGENTS : (water,

abrasives, disinfectants and bleaches,

glass cleaners, deodorizers, toilet

cleansers, polishes, multi-surface

cleaners) Points to consider when using

cleaning agents- use the right chemical

for the right job; always read the label;

follow cleaning specifications; use the

correct quantity; apply in the correct

way; apply safely and with care.

The categories of cleaning supplies are key

terms that learners must understand and

be familiar with


120 minutes


61


twist the cloth in a spiral

motion, wiping along.

• When the glass is free

from moisture use the

second glass cloth to

repeat the same

procedure.

• Raise the glass to a

natural light source to

check its cleanliness and

presentation standard as

listed below

3.2.5 Setting and maintaining standards of cleaning.


Resources

Suggested

Time

Define the word

‘standard”

An established level of

quality for carrying

cleaning

procedures.

• Use examples

of standards in society,

e.g. uniforms for

nurses, and the Ghana

Armed Forces.

• Explain that to set high

standards of cleaning,

a standard “CLEANING

METHOD” has to be

adopted by all cleaners

in order that a”

STANDARD

PRESENTATION” will be

arrived at.

• Explain that when standards are set

and adhered to, the same result is

achieved.

• Compare the used glass to the cleaned

one to demonstrate presentation

standards for drinking glasses which

are:

o Free from water droplets

o Free from any form of

moisture

o Dry

o Free from odour

o Clear

o Free from finger prints and

smudges

o Reflects when held against

light.

• Explain that to control and maintain

standards, inspections must be

conducted.

• Inspections can be done by using

checklists for both guestrooms and

public areas or by using the white rag

to detect dust.

• Explain reasons for inspections:

• To ensure attention to detail

• To avoid guest complaints

• For safety and security


120 minutes


62


End of Day’s

Lesson with

Questions &

Answers

Class representative to organize learners

in groups to tidy up and to clean all used

supplies and store them. This exercise will

demonstrate further and reiterate the

essence of maintaining cleaning supplies.

Have available housekeeping storage

containers in which to store all items used

for demonstration.

30 minutes

General overview of day’s

lesson.

Give out the activity sheet on the

• do’s and don’ts of trolley safety,

• how to load a trolley

• how to care for a vacuum

5 minutes

Link forward to next

day’s lesson

Give a brief summary of the next day’s

lesson: “PROFESSIONAL GUESTROOM

CLEANING”

• Explain that the knowledge and skills

gained in today’s lesson prepares the

learner for actual guestroom and

public area cleaning.

• Create the awareness of the

importance of tidying up at the end of

every cleaning operation.

• Allow learners to lend a hand with

packing and assembling cleaning

supplies for storage.

5 minutes


63


Lesson Plan: Topic 3 – Professional Guestroom Cleaning

Venue Brief Training room with seating for 10 learners arranged around tables with 3

learners at each table.

Learning

Objectives

At the completion of this topic, the learners will be able to:

• Prepare for cleaning duties

• Clean and service guestrooms professionally

• Demonstrate knowledge of end-of-day’s duties

• Explain rules for guest areas.

Teaching

Resources

specific to this

module

Paper based resource and Flip Files as specified

Content

The topic covers the following areas;

• Preparation for cleaning duties

• Professional guestroom cleaning

• End-of-day’s duties

• Rules for guest floors.

Attention

getter

• Divide the class into 4 groups of 3 learners each.

• Each group to select a supervisor.

• Trainees to change into working gear.


64


3.3.1 Establish relevance of Professional Guestroom Cleaning


Resources

Suggested

Time

• Explain: the knowledge

of cleaning procedures,

routines and cleaning

standards is to maintain

a high standard of

cleaning in guestrooms

and public areas.

• The main function of the

guestroom attendant 2

fold: cleaning and

servicing guestrooms.

• Explain the difference

between

cleaning and

servicing

Resources: Guestrooms; cleaning

supplies, room assignment sheet, key

control sheet or log, inspection checklist,

white rag, clip board, pen

30 minutes

3.3.2 Rules for Working in Guestroom Areas


Resources

Suggested

Time

Explain the rules for

working on guest floors

and other guest areas.

• Restricted speech

amongst staff

• Avoid unnecessary

movements like running

• Keep passage ways free

of equipment, trays or

trolleys

• Attend to floor

telephones promptly

• Greet all guests

according to time of day

• Security consciousness

• Keep guestroom doors

wide open while

working.

• Always follow procedure

for entering room even

if room is

seemingly

vacant

Resources: Lost and found form,

security pass, lost and found log

book,

Pens, white polythene bags

Permanent markers.

Powdered detergent (‘omo’, ‘so klin’, ‘ariel’

etc for washing all cleaning cloths and

tools that require washing.

Drying line

Plastic buckets

Housekeeping storage accommodation for

cleaning supplies.


15 minutes


65


3.3.3 Preparation before Cleaning


Resources

Suggested

Time

Explain the use of the room

assignment sheet and the

key control form as

a preparatory step.

Resources: Room assignment sheet, key

control form, cleaning supplies

(hand-out).

• The supervisor is responsible for

collecting cleaning supplies for

his/her group from the storeroom or

a simulated one.

• Learners change into working gear.

• Check personal hygiene and

grooming including sensible shoes.

• Hand over a room assignment sheet

to each group.

• Let a representative from each group

complete key control procedures.

30 minutes

3.3.4 Order for Cleaning Guestrooms


Resources

Suggested

Time

• Describe steps involved

in professional

guestroom and

bathroom

cleaning.

• Choose a vacant room to

demonstrate professional

guestroom procedures

from entry through end

of day’s duties, stressing

presentation standards

and rules for guest

areas.

• Give each group 1

guestroom to clean.

Group supervisor is to

allocate various tasks to

each person in the

group.

• Explain that this is a

timed exercise, all

cleaning methods and

standards will be

observed.

• Ensure that no one is idle

Resources: Trolley or basket of

cleaning supplies.

.

Explain the recommended order for

cleaning guestroom.

• Early make up (EM)

• VIP (before 11.00am)

• ‘c/o status blocked for arrival

• ‘c/o

• Occupied with please make my

room

• Stay over’s

• Rooms with DND cards displayed

early in the morning and removed

• Rooms due for ‘c/o later in the day

180 minutes


66


3.3.5 Entering the Guestroom


Resources

Suggested

Time

• Demonstrate

guestroom entry.

Resources: Loaded trolley/

basket of guestroom supplies.

Room assignment sheet.

• Check room status

• Position the trolley across the front of

the guestroom.

• Knock twice at short intervals using

your knuckles and not your key.

• Announce housekeeping to alert the

guest of which service to expect.

• Pause, knock twice again, and repeat

housekeeping.

• If there is no answer, open the door

cautiously as you announce

housekeeping again.

• If the guest answers: (greet) good

morning, introduce yourself and your

job title) my name is…….. I am your

room attendant, (ask if you can clean)

Can I clean your room now, or should

I come back later?

• If he agrees to allow you to clean,

explain that your hotel uses the ‘open

door policy’ and the door will be left

open while cleaning.

• If he disagrees, ask politely to excuse

yourself and talk to your supervisor.

• If the guest is sleeping, leave quietly,

close the door and make a note on

your room assignment to remind you

to return to clean later.

• If the guest is awake, reading,

working on a computer, watching TV

or some other activity, introduce

yourself as in the process above and

seek permission to clean..

15 minutes


67


3.3.6 Actual Cleaning


Resources

Suggested

Time

Demonstrate

cleaning of a

guestroom.

Refer to flip file page 16-

18

Resources: Guestroom floor: Mop

bucket, Mops, Vacuum cleaner, Broom,

Sweeping brush, Dust pan, brush and

Trash bag.

Process:

• Ventilate room

• Empty ashtrays, remove litter, dispose

of waste, remove used service trays

• Remove dirty linen

• Check maintenance defects

• Make bed

• Polish furniture and fittings

• Clean the bathroom

• Replenish guest supplies

• Clean floor according to kind

• Conduct a self-inspection

• Close the door and lock it.

• Check to ensure it is locked

• Fill your room assignment sheet

• Inspection

• Proceed to next room.

25 minutes

3.3.7 Lost and Found Items


Resources

Suggested

Time

Explain procedure

for lost and found

items.

Resources: Lost and found form

or log, pen.

Lost and Found

• Hand in any items found in check-out

rooms to your supervisor

• Do not leave such items on your

trolley or basket as it may be stolen

• All items will be recorded and

safeguarded for the guest.

• Do not steal lost and found items.

15 minutes


68


3.3.8 Cleaning of the Bathroom


Resources

Suggested

Time

Demonstrate and explain the

“CLEAN TO DIRTY” principle

of bathroom cleaning.

Clean from ‘clean to dirty’

• Clean the washbasin

first

• Clean the bath or

shower next

• Replenish supplies

• Clean the toilet next.

• The floor is cleaned

last and according to

kind.

Resources: A good supply of water.

Fully furnished Bathroom with amenities

and linen (Preferably a used one)

Equipment and cleaning agents

Protective equipment: disposable or

reusable gloves,

Goggles, dust or nose masks.

• Emphasize safety considerations (use

protective clothing, do not work

barefoot, wipe up spills immediately,

do not put your hand into sani-bins

• Demonstrate reducing the surface

tension of water to make for spotlessly

clean bathroom fitments and

equipment

• Demonstrate how to clean the washbasin,

bathtub/ shower, and toilet.

• Refer to flip file page 18

30 minutes

3.3.9 Polishing Furniture and Fittings


Resources

Suggested

Time

Demonstrate techniques in

dusting, polishing, cleaning

glass, and polishing wood.


Resources: Guestroom furniture, fixtures,

fitting and equipment.

Various cleaning cloths: glass cloths, dry

dusters, damp dusters, rags, scrim cloth,

and white rags.

Furniture polish in aerosol or cream form.

Glass or window cleaner.

A good supply of water.

Demonstrate and explain why this

procedure is necessary at that point in the

cleaning process.

Explain that the guestroom attendant must

assume ‘the eyes of the guest’ as a step

towards checking his or her own work.

One can never tell where a guest might

look or touch to discover poor cleaning

standards. One can never tell where a

guest might look or touch to discover poor

cleaning standards

30 minutes


69


3.3.10 Cleaning Floors According to Kind


Resources

Suggested

Time

Demonstrate cleaning of

floor according to kind in

guestroom.

• Explain why floors are cleaned last in

guestrooms cleaning.

This is done to ensure that

no foot-marks are left on the

freshly cleaned floor.

• Demonstrate procedures for floor

cleaning to enhance the appearance of

the room.

Common floor types are:

• Ceramic floor tiles – daily clean

(sweep and mop with all-purpose

liquid detergent)

• Wooden floor – daily clean (sweep and

dry mop: polish once weekly)

• Carpeted floor – vacuum once daily.

• Carpeted floor – vacuum once daily

30 minutes

3.3.11 My Last Look


Resources

Suggested

Time

My Last Look

Explain the importance of

the guestroom attendant’s

‘last look’ which turns out to

be the guest’s first

impression.

Demonstrate how to carry

out the last look (self-

inspection) in clockwise

order.


Things to look out for to ensure

professional cleaning standards

are.

• Evidence of previous guests (hair in

the bath or basin, left- over food in

the refrigerator, room service trays

left on corridors, trash left in waste

bins)

• Odour (a prime indicator that the

room has or has not been cleaned.

Room must have a fresh smell and be

well aired)

• Staff attitude and efficiency (every

worker must be conversant with

product knowledge and maintain a

pleasant attitude)

• Maintenance (every item must be in

working order)

• Lighting(all must have the brightness

required)

• Insects (cockroaches, dead houseflies,

ants, termites).

15 minutes


70


End of Day’s Duties Teaching Methods and Specific

Resources

Suggested

Time

Practice:

Learners to carry out end of

day’s duties. This includes:

cleaning all used supplies,

assembling and

cleaning all cleaning

agents, storage of

cleaning supplies

General overview of the

day’s topic

Practice exercise: Learners

to write the definitions of the

following room status:

vacant clean, vacant dirty,

vacant ready, due-out, DND,

OOO, and sleeper.

LINK FORWARD TO NEXT

DAY’S LESSON

Resources:

Flip chart, permanent markers, all hand-

outs used for the day’s lesson.

Pre-printed exercise sheet.

Flip chart; permanent markers.

Re-assemble learners for a practice

exercise

Summarize main points of lesson:

The importance of adhering to a

system for professional guest room

cleaning is to be able to set and

maintain standards.

Learners to demonstrate their

understanding of room status codes

Give a brief summary of the next day’s

topic “PUBLIC AREA CLEANING

PROCEDURES” and prepare learners for

another practice session

30 minutes

10 minutes

5 minutes


71


Lesson Plan: Topic 4 – Public Area Cleaning Procedure


monitors.

Learning

Objectives

At the completion of this topic, the learners will be able to:

Describe “public areas”

Explain the importance of regular and consistent cleaning and

maintenance of public areas

Clean public areas.

Dispose of rubbish safely.

Relevance Acquire skills, comply with industry standards and clean public areas at

convenient times in the most efficient way.

Teaching

Resources

specific to this

module

Paper based resources and Flip Files as specified.

Content

The topic covers the following areas

Public areas

Public area cleaning

Rubbish disposal

End of day’s duties

Attention

getter

Recap ‘The World of Tourism and Hospitality’ and link forward to the

day’s topic


72


3.4.1 Recap Previous Lessons and Link forward to the day’s lesson


Resources

Suggested

Time

Establish learners

understanding of

professional

guestroom cleaning.

Each learner to re-write

steps to professional

guestroom cleaning as

outlined on the flip chart but

in the correct order.

Resources: Flip file presentation of the

steps in professional guestroom cleaning

outlined in wrong order.

A4 paper

Changing room for learners, housekeeping

cleaning supplies.

Flip file presentation.

15 minutes

3.4.2 Attention Getter


Resources

Suggested

Time

Divide learners into 4

groups

Learners to assemble

supplies as per lesson on

professional guestroom

cleaning.

Learners to change into

cleaning gear.

Resources: Pictures of filthy public

spaces- washrooms, untidy offices, dirty

and unkempt pool washrooms, littered car

parks, potted plants used as garbage

damp, dirty elevators, dirty frontage of

hotels, dirty door mats on a rainy

day.

30 minutes

3.4.3 Establish Relevance of Topic (front of house and back of house)


Resources

Suggested

Time


Describe the 2 main divisions in

hotels- ‘front-of-house’ and ‘back of

house’

Explain the importance of cleaning

public areas

Emphasize that cleaning public areas

is vital to FIRST IMPRESSIONS AND

GUEST SATISFACTION and it is as

equally important as cleaning

guestrooms.

Describe the difference between public

area cleaning and guestroom cleaning.

Emphasize the element of the huge

amount of human traffic in public

areas as against guestrooms.

20 minutes


73


Recap the functions of housekeeping,

the impact of first impressions, and

the fact that first impressions

once portrayed negatively,

cannot be corrected.

3.4.4 Identifying Public Areas


Resources

Suggested

Time

ACTIVITY: Divide class

into 2 groups. Each group

is to conduct a tour of a

specific part the property

and prepare a list of items

(AREA INVENTORY LIST) of

the specific public area.

(Recommended areas – the

conference room, office,

car park or the public

washroom.)

Resources: A4 paper.

Sample area inventory list.

Hand outs.

Explain the use of the area inventory list.

The area inventory is used to establish a

CLEANING FREQUENCY.

30 minutes

3.4.5 Cleaning frequencies for public areas.


Resources

Suggested

Time

ACTIVITY: Divide class into

2 groups. Each group is to

conduct a tour of a specific

part the property and

prepare a list of items (AREA

INVENTORY LIST) of the

specific public area.

(Recommended areas – the

conference room, office, car

park or the public

washroom.)

Resources: Sample public area

cleaning frequency Hand out.

.

15 minutes


74


3.4.6 Controlling Standards in Public Areas.


Resources

Suggested

Time

Recap lesson on

inspections Explain that inspections

are an integral part of any

cleaning program.

Resources: Sample public area cleaning

checklist. Sample public washroom

cleaning and monitoring sheet.

Hand out/ sample white rag.

Methods of controlling standards in public

area cleaning include:

Public area cleaning checklist (a list

that shows all the areas that have to

be cleaned, used as a guide for the

inspector during inspections.)

White rag test. (a clean white rag used

to detect flaws in dry dusting.)

10 minutes

3.4.7 Isolated Public Areas Cleaning Task.


Resources

Suggested

Time

Practice sessions to demonstrate

step by step cleaning techniques for

various public spaces. This will take

the form of isolated cleaning tasks

for all areas listed.

Briefly recap lesson on standard

methods and standard

presentation.

The emphasis must be on using

the correct procedures to achieve

and maintain laid down

standards.

Stress the importance of odour

control in public washrooms as

equally important as that of

guestrooms,

Learners to work in groups of 4

Demonstrate to each group the

daily cleaning procedure

for cleaning each area.

Allocate adequate time

for supervised practice.

Monitor each group’s work as

they clean

Resources: Public spaces in the

hotel- offices, washrooms,

corridors, entrances,

staircases, restaurants,

outdoor catering facilities,

leisure facilities or

photographs of some leisure

facilities.

Cleaning equipment and cleaning

agents, containers for assembling

supplies.

Job cards for each group for a

step by step approach.

.

15 minutes


75


3.4.8 Cleaning an Office.


Resources

Suggested

Time

Ventilate room

Dispose of waste

Damp dust and or polish

furniture and fittings and

windows

Do not tamper with any

papers or documents.

Clean floor according to

kind.

Report all

maintenance

defects

Resources: Sweeping brush, dust pan

and brush, mop, mop bucket, trash bag,

vacuum cleaner, caution sign, damp and

dry dusters.

15 minutes

3.4.9 Cleaning Public Washrooms

Box 9: Activity Teaching Methods and

Specific Resources

Suggested

Time

Put up caution signs

Wear protective clothing

Dispose of waste

Ventilate room

Flush cistern to obtain clean water for

cleaning

Brush down the u bend with strong

movements to reduce the water level

Apply toilet cleanser under the rim of

the bowl.

Cover the toilet

Apply multi surface cleaner or smooth

abrasive into foam sponge

Scrub washbasins, surrounding walls

and beneath the basin and

rinse thoroughly

Polish all glass surfaces

Scrub lid, seat and pedestal

thoroughly.

Scrub bowl, flush to rinse.

Wipe dry

Replenish supplies.

Clean floor according to kind.

Smell the air to ensure that you are

leaving a fresh smell. A bad smell in

washrooms or any other any other

cleaned area is an indication of poor

cleaning standards

Resources: Protective

clothing(gloves), mop, mop

bucket, foam sponge, toilet

brush and holder, toilet

cloths, toilet cleanser, trash

bags.

.

15 minutes


76


3.4.10 Cleaning Corridors.


Resources

Suggested

Time


Put on protective clothing

Divide corridor into two

Begin sweeping one side of the

corridor so that people can use

the other part

Mop the same part and change

sides

Damp dust skirting boards.

Polish any furniture and fittings

along the corridor. Remove any

cobwebs

Ensure that the floor is

dry before leaving the

area.

Resources: Sweeping brush, mop,

mop bucket, dust pan, caution sign,

vacuum cleaner, damp and dry

dusters, dust pan and

brush.

20 minutes

3.4.11 Cleaning Entrances.


Resources

Suggested

Time Required

• Put up caution signs

• Clean floor according

to kind

• Divide the area into

two parts for easy

access for passers-by.

• Mop one part, and then the

other. For carpeted areas,

vacuum using the same

procedure.

• Keep the cord of the vacuum

along the wall and away from

traffic areas and for safety.

• Ensure that the floor is dry

before leaving.

Resources: Caution signs, mop,

mop bucket, dust pan and brush

sweeping brush, trash bag, glass/

window cleaner, damp and dry

dusters.

.

20 minutes


77


3.4.12 Cleaning Glass Windows


Resources

Suggested

Time

• Tie back curtains or blinds out of

the way.

• Protect floor and base of wall

below the window with dust

sheets to prevent wetting

surrounding areas.

• Do not use abrasive Apply class

cleaner into cleaning cloth and not

onto glass surface

• Use a spiral motion to polish glass

till clear.

• Overlap each area cleaned.

• For extremely dirty windows, use

multi surface cleaner solution and

a squeegee.

• Ensure that there are no

water droplets on

surrounding surfaces

and on the metal

frames.

Resources: Glass and window

cleaner, glass cloths, multi

surface cleaner, squeegee, foam

sponge.

Sweeping brush, mop,

mop bucket, dust pan and

brush caution sign, vacuum

cleaner, damp and dry dusters,

trash bags

20 minutes

3.4.13 Cleaning Floors.


Resources

Suggested

Time

Recap floor cleaning in guestrooms.

Floors are cleaned according to

kind. The commonest floorings in

Ghana include ceramic tiles,

wooden parquet and carpeted

floors.

• Put up caution signs

• Divide the floor into two.

• Clean one part, then move to

the other

• Mop using the same procedure.

• For carpeted areas, vacuum

using the same procedure.

• Keep the cord of the

vacuum along the

wall and away from

traffic areas for

safety

Resources: Glass and window

cleaner, glass cloths, multi surface

cleaner, squeegee, foam sponge.

20 minutes


78


3.4.14 Disposal of Waste.


Resources

Suggested

Time

• Waste should be disposed of

carefully and hygienically to

avoid cross contamination.

• Always use bin liners for

disposing of rubbish

in bins.

• Remove rubbish by

emptying bin

directly into garbage or trash

bag, not by putting your

hands into the bin.

• Beware of sharp objects

• Do not pick up broken glass

with your bare hands. Use a

dust pan and brush.

• Use gloves to pick up any

loose rubbish

Resources: Trash bags, dust pan and

brush, bin liners, disposable or

reusable gloves.

10 minutes

3.4.15 General Overview of the Day’s Topic.


Resources

Suggested

Time

Reassemble learners.

Give a brief summary of the

day’s topic.

Recap lesson on end of day’s

duties for guestroom

cleaning.

Use details in learner guide to

carry out end of day’s duties

for public areas.

Learners to carry out

procedures involved in end of

day’s duties for all supplies

used during the practice

exercise. public

areas.

Resources: Learner Guide

10 minutes


79


3.4.16 End of Training Program.


Resources

Suggested

Time Required

Learners to give

comments on the

cleaning exercise (what

did they learn and

experience?)

Learners to give their

impressions of the

entire training program.

Ask each learner to

recount at least two new

things about cleaning

standards that he/she

learnt.

Resources: Flip chart, permanent markers

Emphasize that whatever they have learnt

must be translated into their daily working

methods once they secure jobs, IN ORDER

TO MAKE A DIFFERENCE WHEREVER THEY

MAY FIND THEMSELVES

Reiterate that all hand-outs are to be

used regularly as reference material

and not sold to the numerous

groundnut and grilled plantain sellers.

Give out training evaluation forms for each

learner to fill. Assist where necessary

5 minutes


80



81


MODULE 4: RESTAURANT OPERATIONS AND OUTLETS

Module Overview

Venue Brief 3-5 Star Hotel Restaurant

Learning

Objectives

At the completion of this module learners will be able to

Define the term restaurant

Explain themes used in a restaurant set up and describe a typical

restaurant layout

Explain why people go to the restaurant

Draw and explain the organizational structure of a restaurant

Describe various food and beverage outlets

Relevance To acquire knowledge and skills, comply with industry standards and be

ready to take up jobs in restaurant operations Teaching

Resources

specific to this

module

Paper-based resources and flip files as specified

Content

The module covers the following content

• Definition of Restaurant

• Description of restaurant themes and layouts

• Patronage in restaurants

• Organizational structure of a restaurant

• Food and beverage service outlets


82


4.1 Restaurant


Specific Resources

Suggested

Time

Quick Brainstorm: what is a

restaurant? What happens in a

restaurant?

Learners activity:

Trainer to refer to flip file and show

pictures of different restaurants and

ask learners to take note of the

following:

- Size with regards to sitting

capacity

- Facilities

- Ambience

- Décor and present a report on

this

Ask a leader from each group to make

a presentation on this

Resources:

Picture of a typical Restaurant.

Trainer to facilitate

discussion on what restaurant

operation entails and list the

categories Refer to flip file page 1

45 minutes

Key notes

Define: Restaurant – – This is any establishment well-appointed and formally fitted for

preparation and serving of food and beverage for consumption on or off the premises.

4.2 Themes Used in a Restaurant


Resources

Suggested

Time

Discuss and ask what

themes are?

Ask learners to

search and list

four different theme

restaurant that they can find.

Resources:

Pictures of three different restaurants

Trainer to facilitate discussion on the

impact of this application in a

restaurant operation


10 minutes


83


Key notes

A Restaurant may be open air or indoors and occupy a whole building or part thereof. There

are three grades of restaurants:

• Grade one Restaurant is equivalent to a luxury restaurant that has excellent

ambience and décor, excellent quality furnishing, fixtures, fittings, extensive cuisine,

flawless, professional, faultless and high levels of service, superior quality tableware

and linen and a wide choice of drinks and wine.

• Grade two Restaurant is a restaurant with a high standard of cuisine set in a very

comfortable ambience, conducive to dining with good quality furnishing and skilled

service staff to offer high levels of service.

• Grade three Restaurant is a restaurant with a satisfactory choice of dishes, snacks or

refreshments served in a modest or normal setting, in an informal atmosphere with

trained staff offering satisfactory levels of service.

4.3 Activities in a Restaurant


Specific Resources

Suggested

Time

Brainstorm:

Ask learners if they know any

other services offered by

restaurant.

Discuss the services explained in the

Learner Guide.

Sale of food and beverages

Child related services

Hotel related services

Discuss the services of Restaurants

Resources:

Hotel’s Restaurant

20 minutes

4.4 Patronage of Restaurants


Resources

Suggested Time

Identify

learners who

have ever been

to a restaurant.

Ask the purpose of going to the restaurant.

What factors influence the

choice of restaurants?

Resources:

Flip chart, Flip file, markers

Quickly sum up on the main

reasons why people go to restaurants Expect the following

responses: hunger, convenience (no

time to cook at home), social occasions

and entertainment.

Expect the following responses:

location, reputation, price atmosphere,

and quality of food, variety of food,

portion sizes, and consistency in

standard of service


20 minutes


84


4.5 Organizational Structure


Resources

Suggested

Time

Activity: obtain a few copies

of the job section from Daily

Graphic and Ghanaian

Times. Divide the learners

into groups, and give each

one a section of the

newspaper. Instruct learners

to cut out the F & B jobs

advertised and arrange them

in organogram. Facilitate

feedback on if these are

correct or not. Discuss the

information provided in the

job listing

Resources: (News Papers) e.g. Daily

Graphic and Ghanaian Times, Scissors/

blade

Flip chart, markers ,illustration on the

organizational structure, Job section

Brainstorm: group learners into four with

each group identifying the most important

role on the structure. Ask learners to

brainstorm on functions of the various

roles found in the structure.

Facilitate feedback explaining the roles

found in the structure.

Note: all roles are highly important


45 minutes

4.6 Food and Beverage Outlet


Resources

Suggested

Time

Brainstorm :

List the distinct features of

the various food

and beverage

outlets

Activity :

On a sheet of paper learners

should name 5 types of food

and beverage outlets known

to them grouping them into

these categories:

a) Commercial

b) welfare

Types: (hotel restaurant, fast food

outlets, takeaway, chop bar, cafeteria,

hospital catering services)

List 5 categories of food and beverage

outlets on a flip chart and ask learners to

compare with what they put down

Resources: Hand-outs, A4

sheets, pens, Flip chart, flip file

and markers

Pictures of the various outlets in our

locality (bar, chop bar, ‘check-check

joint’, restaurant, etc.


55 minutes


85


Wrap up

Ask Learners:

1) List the main job positions in a

restaurant and describe their

traditional roles.

2) Define Restaurant

3) Mention 3 services restaurants offer

to their guest

4) Outline 3 grades of restaurant.

5) Describe the factors guests consider

to make a choice of what restaurant

they should patronize.

25 minutes


86



87


MODULE 5: RESTAURANT SERVICE ACCESSORIES AND EQUIPMENT

Module Overview


Learning

Objectives


• Identify the various types of restaurant service equipment and their

uses.

• Describe linen used in restaurant

• Describe restaurant furniture

• Demonstrate knowledge in the cleaning, care and maintenance of

restaurant wares (glassware, silverware, chinaware, flatware and

hollowware)


restaurant furniture

Relevance To become acquainted with restaurant service wares and accessories and

be prepared to take up a job in restaurant service. Teaching

Resources

specific to this

module

P Paper based resources and flip files as specified

Content


• Types and uses of restaurant equipment

• Restaurant linen

• Restaurant furniture

• Cleaning, care and maintenance of restaurant equipment

• Cleaning care and maintenance of restaurant furniture


88


Study Tour

Activity Teaching Methods and Specific Resources

Study tour Industry Visit: Take learners on tour a good quality restaurant. They should pay

particular attention to the tables and their wares, various equipment and tools, side

stations and position

5.1 Types of restaurant equipment


Specific Resources

Suggested

Time

Ask learners to list the types

of restaurant equipment

known to them

Perform an activity: Display all

categories of restaurant equipment

and ask learners to identify and

explain their uses (Hollow ware, glass

ware, silver ware, flat ware, crockery

Facilitate feedback discussion.

Resources:

Glass ware, hollow

ware, crockery, flat

ware, silver ware used

in the hotel restaurant.


60 minutes

5.2 Glassware


Resources

Suggested Time

Group Activity:

Explain the types, uses and

care of glass ware

Facilitate feedback discussion 25 minutes

Key notes

Glassware

Selecting the right glassware for your table and bar will enhance the appearance of your

presentation, and elegance to your service style and give flair to an aspect of ordinary dining

and entertaining that is often overlooked. Beyond the aesthetics, specialized glassware is

created to compliment the drink it is intended to serve. Knowing the basics of wine, beer

and cocktail glasses can ensure that each and every beverage you serve can be enjoyed at

the peak of its flavour.

Glassware should be kept as clean as flatware is, because both come in direct contact with

the guest’s mouth. Be absolutely fussy with your glasses – you can be sure your guests are.


89


5.3 Hollow ware


Resources

Suggested Time

Group Activity: Explain the

types, uses and care of

hollow ware

• Teapots

• Milk jugs

• Sugar basins

• Oval flats


5.4 Flat ware


Resources

Suggested Time


types, uses and care of

flatware

• Spoons

• Forks


5.5 Crockery


Resources

Suggested Time


uses and care of

crockery


5.6 Silver ware


Resources

Suggested Time


uses and care of

silver ware


25 minutes


90


5.7 Table Linen


Resources

Suggested Time

Group Activity: Describe

the types, uses and care of

table linen

Resources: Table cloth, overlay,

serviette

Facilitate feedback discussion

20 minutes

5.8 Restaurant Equipment


Resources

Suggested Time

Group Activity:

Describe the types of

equipment and their uses

Facilitate feedback discussion. 25 minutes

5.9 Restaurant Furniture


Resources

Suggested Time

Ask learners to identify types of

furniture used in restaurants and

their uses (special emphasis should

be placed on the

sideboard).

Facilitate feedback discussion. 25 minutes


91


5.7 Table linen


Resources

Time Required


the types, uses and

care of table linen

Resources: Table cloth, overlay, serviette


20 minutes

5.8 Restaurant equipment


Resources

Time Required


the types of equipment and

their uses


25 minutes

5.9 Restaurant Furniture


Resources

Time Required

Ask learners to identify

types of furniture used in

restaurants and their uses

(special emphasis should be

placed on the

sideboard)


25 minutes


92


MODULE 6: MENU

Module Overview


Learning

Objectives


• Describe the major forms of menu

• Explain types of menu

• Explain sections of a menu

• Describe menu as a selling tool

• Define a drink menu

Describe and serve beverages - non-alcoholic and alcoholic

beverages

Relevance

Customers rely on servers to help in their choice of the menu. By learning a restaurant’s menu, learners will be adequately

prepared to take orders and answer guests’ questions as well as sell food

alternatives. Teaching

Resources

specific to this

module

Paper-based resources as specified

Content


• Forms of Menu

• Menu types

• Sections of a menu

• Menu as a selling tool

• Drink menu

• Types and service of beverages – non- alcoholic and alcoholic


93


6.1 Menu


Resources

Suggested

Time

Quick Brainstorm:

What is menu? How does it look like?

Learning Activity: In a group of 3,

learners should discuss and put ideas

together on who plans and who compiles

menu from their various places of

industry experience.

Ask a leader from each group to

make a presentation.


30 minutes

Key notes

Define: Menu – A list of food items that an establishment has available on offer to

customers who are capable and interested to demand for it.

The menu is the primary selling tool of any establishment that offers food and beverages

for sale.

6.2 Menu as a selling tool


Resources

Suggested

Time

Quick Brainstorm:

How can menu function as a sales tool

in restaurant operation?

• Customer’s view of

menu (items available, prices

and other charges, will characterize the

style of food served)

• Establishment’s perspective (

meeting objectives: marketing, catering

and financial)

Resources: Sample

menu cards


40 minutes


94


6.3 Forms of Menu


Resources

Suggested

Time

Explain the various

forms: – Displayed menu, on a paper or

spoken menu

Resources: Sample of forms of Menu

Ask learners to compare

the various forms.


25 minutes

6.4 Types of Menu


Resources

Suggested

Time

Explain a la carte, table

d’hôte, special function

menu and cyclic menu

Group activity:

Divide the learners

into two groups.

Group 1: Among the

restaurants that learners

know or have been to

recently, which of them

offer a table d’hôte menu?

Learners to make a list and

see how many they can

name.

Group 2: Among the

restaurants that learners

know or have been to

recently, which of them

offer an à la carte menu?

Learners to make a list and

see how many they can

name.

Resources: Picture illustrations of the

types of menus discussed.

Divide the learners into two groups. Each

group to consider unique features of a

type of menu


25 minutes


95


6.5 Sections of Menu


Resources

Suggested

Time

Perform an activity:

On the flip chart provided, plan a

menu. Divide the

menu into sections (starters, main

courses, desserts, and beverages), by listing

all items under the various sections

Resources: Flip chart, markers,

A sample planned menu


35 minutes

6.6 Description of Menu


Resources

Suggested

Time

Ask learners to list

common menu

items (dishes)

known to them and

to describe them using the

following guidelines: major

ingredients, method of

preparation, presentation/

accompaniments.

Resources: Flip chart, markers,

A sample planned menu.



20 minutes

6.7 Presentation of Food to Guests


Resources

Suggested

Time

Brainstorm Activity:

Learners to brainstorm on serving

temperature of food and drinks and how

these can affect the quality of service

(serving hot items hot and cold ones cold).



10 minutes


96


Drink Menu

Serving drinks is an important part of a waiter’s job. This module will teach you about

the techniques of serving drinks, and what these drinks are. In the course of your job

as a food and beverage server, you will be required to serve beers, wine and other

alcoholic beverages to guests.

Serving both hot and cold non-alcoholic drinks to guests will be a key activity for any

server in a food and beverage establishment. The principles of good service should

remain the same, regardless of what is being served. However, there may be

differences in how each drink is served.

Types of beverages: non-alcoholic and alcoholic beverages.

Non-alcoholic beverages: Non-alcoholic beverages are beverages that contain

little or no intoxicant (ethyl alcohol or ethanol). Those that contain little alcohol

under this category, contain less than 0.5% alcohol by volume.

Alcoholic beverages: Alcoholic beverages are beverages that contain

intoxicating agent: ethyl alcohol or ethanol. Generally, alcoholic beverages come

in three (3) classes namely beers, wines and spirits.

6.8 Non-alcoholic beverages


Resources

Suggested

Time

Quick Brainstorm:

What types of drinks

fall into this

category? Write them

up in front of the learners on

a flip chart.

Show slides or pictures of

each category.

Resources: Picture slides of the

types of drinks.

Ask learners to list the types

of non alcoholic beverages

that are known to them


35 minutes

6.9.1 Service of Non-alcoholic beverages (Tea)

Box 9.1: Activity Teaching Methods and Specific

Resources

Suggested

Time

Discuss the various types and

demonstrate making and

serving tea, laying

tea tray

Allow time for

practice

Resources: Tea making equipment,

Tea service equipment.

50 minutes


97


6.9.2 Service of Non-alcoholic Beverages (Coffee)


Resources

Suggested

Time

Discuss the various types and

demonstrate making and

serving coffee, laying

coffee tray.

Allow time for practice

Resources: Coffee making and

service equipment

50 minutes

6.9.3 Service of Non-Alcoholic Beverages (Soda)


Resources

Suggested

Time

Activity: Trainer to ask

learners identify their favourite

soft drinks. Ask them to explain

their preferences


10 minutes

6.9.4 Service of Non-alcoholic beverages (Water)


Resources

Suggested

Time

Activity: Guidelines and

principle for serving water

Demonstrate and allow time for

practice


15 minutes

6.9.5 Service of Non-Alcoholic Beverages (Squashes, Cordials and Syrups)


Resources

Suggested Time

Activity: Ask learners to

explain the use of squash, cordials

and syrup in beverage service.



98


6.9.6 Service of Non-alcoholic beverages (Juices)


Resources

Suggested

Time

Activity: Identify the

various juices and their usage in

restaurant.

Facilitate feedback discussion

10 minutes

6.10 Service of Alcoholic Beverages


Resources

Suggested

Time Required

Quick Brainstorm: what

types of drinks that fall into

this category? Write them up

in front of the learners on a

flip chart.

Show slides or pictures of

each category.

• Beer (draught, bottled,

and canned)

• Spirits and Liqueurs

• Cocktails



15 minutes


99



100


MODULE 7: FOOD AND BEVERAGE SERVICE

Module Overview


Learning

Objectives


• Describe forms of food and beverage service


• Describe and demonstrate the sequence of serving food and

beverages.

• Take restaurant bookings


• Greet and seat customers/guests

• Take and process customers food and beverage requests

• Serve food and beverages

• Clear during service (plates, crumbing down, changing dirty ashtray)

• Present bills and collecting payments

• Escort guests

• Clear after service

Relevance To present yourself (learner) as a professional in delivering food and

beverage service. Teaching

Resources

specific to this

module

Paper based resources and flip files as specified

Content

This module covers the following:

• Forms of food and beverage service

• Preparing for service

• Sequence of serving food and beverages

• Taking restaurant bookings

• Preparing for service

• Greeting and seating customers/guests

• Taking and processing customers food and beverage requests

• Service of food and beverages

• Clearing during service (plates, crumbing down, changing dirty

ashtray)

• Presentation of bill and collecting payment

• Escorting the guests

• Clearing after service


101


Icebreaker

Activity Teaching Methods and Specific Resources

Attention Getter

Demonstration: using a simulated table of 6

learners, demonstrate service techniques, adding

a comic twist by doing things incorrectly, being

very clumsy, bumping into guests, dropping

items, knocking things over, etc

7.1 Forms of food and beverage service


Resources

Suggested

Time

Industry visits

In a group of four visit at

least four restaurants in

your area that offer

different forms of food and

beverage service to guests.

One person, the leader of

the group, should report

findings using flip chart

Resources: Flip chart, whiteboard

markers, A4 sheets/note pads.

List ways by which guests could have

their food and beverages for

consumption

• Guest service (buffet)

• Silver service

• Plate service

Identify the various methods of serving

food and beverages to guests.


120 minutes

7.2 Preparation for Service


Resources

Suggested

Time

Learners to practice:

Explain how preparation affect the

service of food and beverages to

customers

60 minutes


102


7.3 Mis-en place


Resources

Suggested

Time

Activities:

Ask learners to describe

mis- en place activities of a

typical restaurant. List

these on the flip chart.

Allow time for practice.

Display some mis-en place

activities on flip file or

videos.

Resources: Flip chart, PPT slide,

videos

Define the term mis en place

by sourcing ideas from the

learnersservices of

Restaurants

65 minutes

7.4 Cleaning and polishing


Resources

Suggested Time

Discuss procedures and

demonstrate.

Ask learners to

practice

Linen for polishing, wine glasses (6),

container for hot water

15 minutes

60 minutes

7.5 Setting up Tables


Resources

Suggested

Time

Learner Activity: Allow time for learners to

practice.

Describe the procedures involved

60 minutes


103


7.6 Back up preparatory tasks


Resources

Suggested

Time

Explain back up

preparatory tasks

Describe the procedures involved with

learners:

• Preparing cups and saucers

• Preparing the coffee

• Preparing accompaniments for

coffee

• Preparing tea

• Preparing condiments

• Preparing rolls and butter

60 minutes

7.7 Sequence of Serving Food and Beverages


Resources

Suggested

Time

Learner Activity: Explain and ask Learners

to demonstrate practical

sequence of serving food

and beverage


45 minutes

7.8 Taking Bookings


Resources

Suggested

Time

Role Play Activity:

One learner poses as guest,

stands outside the training

room and makes a call.

Select second learner who

will act as a waiter, to

answer the call from the

‘guest’, jotting down

information from the caller.

Write the information

obtained on the flip chart

and ask learners to

appraise.

.

Resources: Bookings diary, booking

sheet, jotter, pen, two telephones, flip

chart and markers

Explain bookings

20 minutes


104


7.9 Guest Reception


Resources

Time Required

Demonstrate Procedure to

learners

Ask learners to practice

Explain guest reception

10 minutes

7.10 Taking Food and Beverage Orders


Resources

Suggested

Time

Role Play Restaurant

Game: Simulated menus

with paper plates that have

pictures of meals stuck on

them. Simulate taking food

order with the menu (with

record and confirm orders in

the docket book), then

serving the correct orders to

the correct guest.

Resources: order book, Simulatd

menu, paper plate with food pictures

Demonstrate the sequence to learners

Remember to show and point out

service excellence through

demonstrating the SPIRIT of

hospitality.


55 minutes

7.11 Communicating Food and Beverage Orders to the Kitchen and Bar


Resources

Suggested

Time

Solicit views from learners

Explain procedures

• Duplicate system

• Triplicate system

Resources: Captain order/docket

Demonstrate effective communication

in taking, processing and delivering

orders

25 minutes


105


7.12 Serving of Food and Beverage


Resources

Suggested

Time

Explain the principles

involved in serving food and

beverages to guests and

demonstrate procedures

involved.

Resources: Handout

40 minutes

7.13 Loading, Unloading and Carrying trays in various positions


Resources

Suggested

Time

Explain the features and

shapes of trays.

• Round tray

• Rectangular

•

Demonstrate the various

ways of carrying trays.

Allow time for learners to

practice with trays

Resources: Trays and service ware to

carry on the trays

40 minutes

7.14 Carrying Plates


Resources

Suggested

Time

Demonstrate and allow

enough time for learners to

practice.

• Dinner plates

• Side plate

Resources: Starter/dinner plates (4)

40 minutes


106


7.15 Clearing during Service


Resources

Time Required

Explain procedures

Allow time for practice

Resources: A set table of four (4)

covers with all the necessary table

accessories

30 minutes

7.16 Disposal of dirty/used plates


Resources

Suggested

Time

Ask learners the procedure

from their various work

places/ experience

Explain the standard

procedures.

20 minutes

7.17 Crumbing Down


Resources

Suggested

Time

• Explain why the need to

crumb down,

• Procedures involved, and

• Demonstrate


practice

Resources: Service cloth, side plate

25 minutes


107


7.18 Changing and Replacing Ashtrays


Resources

Suggested

Time

Explain why, techniques and

demonstrate


practice.

Resources: Two (2) ashtrays


25 minutes

7.19 Presenting the Bill


Resources

Suggested

Time

Prize question. At what

stage of guests’ meal

experiences do you present

bills to guests for payment?

Explain the

procedures and

methods.

Resources: Prize


25 minutes

7.20 Collecting Payment


Resources

Suggested

Time

Explain the procedures and methods. 25 minutes

7.21 Escorting Guests (Saying Goodbye)


Resources

Suggested

Time

Activity: Brainstorm:

why is it important to say

goodbye? How do you say

goodbye to the guests?

Refer to flip file page 6 25 minutes


108



109


CHARACTERISTICS OF THE TOURISM INDUSTRY

The world’s largest industry with several different

sectors- transport, accommodation, food and beverage

outlets, attractions (man-made and natural)

Its products and services are highly perishable

Its products generally cannot be touched; they are

experiences which can only be recalled

It operates 24 hours a day,7 days a week and

throughout the year

Working hours are irregular (shift)

There is no distinction between weekdays and weekends

or holidays and non holidays

It is people oriented/focused

(guests/customers/visitors; owners and managers;

people representing agencies and co-workers)

Inseparability-requires that the service provider

involves/engages the guest

Services cannot be inspected before they are delivered

Labor intensive

Tasks are repetitive

Dynamic- constantly changing; requires that service

personnel up-grade themselves and always aim at

meeting the demands of the guest


110


ORGANIZATIONAL DIAGRAM OF HOUSEKEEPING DEPARTMENT

EXECUTIVE HOUSEKEEPER

HOUSEKEEPER

PUBLIC AREA SUPERVISOR

HOUSEPERSONS

GUESTROOM SUPERVISOR

ROOM ATTENDANTS

LAUNDRY SUPERVISOR

LAUNDRY, LINENE AND UNIFORM ATTENDANTS, SEAMSTRESS


111


ORGANISATIONAL DIAGRAM OF FOOD AND BEVERAGE DEPARTMENT

Restaurant Manager

Reception Head Waiter

Head Waiter Wine Waiter

Cocktail Bar Person

Station Waiter

Waiter

Trainee

Hostess


112


CROSS – CULTURAL ISSUES AND AWARENESS

1. Sense of self and space – What constitutes adequate space

between individuals such as distance or closeness?

2. Communication and language – consider verbal and non-verbal

exchange, body language and gestures etc.

3. Dress and appearance – typical or distinctive outward garments,

dress requirements for various events e.g. business or religious

etc.

4. Food and feeding habits – selection, presentation, diet or religious

needs, use of cutlery or chopsticks or hands.

5. Time and time consciousness – sense of time exact or relative,

precise or casual.

6. Relationship – how are individual or organizational relationships

determined (e.g. age, gender, status, wealth, power)? Family

arrangements, use of titles etc.

7. Values and norms – customs, and practices.

8. Beliefs and attitudes – spirituality, faith etc.

9. Work habits and practices – attitude to work and labour,

dominant type of work, rewards and promotions etc.


113


SPIRIT OF HOSPITALITY

1

• S: Seek what the customer really wants

• P: Place the needs of the customer ahead of your own

• I: Ignore distractions and focus on what you are doing

• R: Reach beyond expectations to pleasantly surprise your

customer/guest

• I: Invest in yourself

• T: Team up with co-workers to deliver the best service

possible

2

• S: Speak to the customer politely

• P: Place the needs of the customer ahead of your own

• I: Interact with customers to find out their needs

• R: Reassure customers that the hotel is highly committed

to satisfying their basic needs

• I: Interview customers who are not regular in your

establishment

• T: Tell guests to always expect high standard of service

from you

3

• S: Supply free drinks to customers whenever the complain

• P: Position yourself to always identify difficult guests and

inform your supervisor/ the management

• I: Ignore distractions and focus on what you are doing

• R: Reach beyond expectations to pleasantly surprise your

customer/guest

• I: Introduce customers to new products available

• T: Tell customers what to do in order to enjoy the best service

possible


114


SERVICE TIPS

• Components of a Good Service Attitude:

• Can Do,

• Positive Approach,

• Nothing too Much to Do, Going The Extra Mile,

• Eager To Please

• Alert,

• Empathetic,

• Proactive


115


GUEST COMMENT FORM

Dear Guest,

Kindly spare us a few minutes of your time to let us know how well the hotel met your

expectations in customer service.

1. Name: _____________________________________________________________

2. Address: ___________________________________________________________

3. Email: _____________________________________________________________

PLEASE MARK Delightful Acceptable Poor

1. RECEPTION Delightful Acceptable Poor

Handling reservations Delightful Acceptable Poor

Warm greeting Delightful Acceptable Poor

Courteous Delightful Acceptable Poor

Attentiveness Delightful Acceptable Poor

Promptness Delightful Acceptable Poor

Timeliness Delightful Acceptable Poor

Service with a smile Delightful Acceptable Poor

2. GUEST RELATIONS Delightful Acceptable Poor

Assistance with luggage Delightful Acceptable Poor

Personal hygiene and

grooming

Delightful Acceptable Poor

Courteous Delightful Acceptable Poor

Communication Skills Delightful Acceptable Poor

Helpful and efficient Delightful Acceptable Poor



3. ROOM CARE/ HOUSEKEEPING Delightful Acceptable Poor

Design and atmosphere Delightful Acceptable Poor


116


Cleanliness Delightful Acceptable Poor

Greetings and ambience Delightful Acceptable Poor

Observations and follow-up Delightful Acceptable Poor

Room amenities Delightful Acceptable Poor

Consistency in service Delightful Acceptable Poor

Room maintenance Delightful Acceptable Poor

Handling guest requests Delightful Acceptable Poor

Room odour Delightful Acceptable Poor

Bathroom odour Delightful Acceptable Poor

Cleanliness and freshness of bath

linen


Handling complaints Delightful Acceptable Poor


4. GENERAL OBSERVATION OF

STAFF


Helpful Delightful Acceptable Poor

Efficient Delightful Acceptable Poor

Responsive Delightful Acceptable Poor

Reliable Delightful Acceptable Poor

Handling guest requests Delightful Acceptable Poor

Handling guest complaints Delightful Acceptable Poor

Enthusiastic Delightful Acceptable Poor

Personal hygiene and

grooming



5. RESTAURANT SERVICE Delightful Acceptable Poor

Overall impression Delightful Acceptable Poor

Selection and variety of food Delightful Acceptable Poor

Quality of food Delightful Acceptable Poor

Cleanliness of staff uniforms Delightful Acceptable Poor

Cleanliness of restaurant Delightful Acceptable Poor

Cleanliness of service equipment Delightful Acceptable Poor


117


Restaurant service skills Delightful Acceptable Poor

Timeliness in food delivery Delightful Acceptable Poor

Communication skills Delightful Acceptable Poor

Professionalism Delightful Acceptable Poor


6. ANY FURTHER COMMENTS, PLEASE

7. HOW CAN THE HOTEL GIVE YOU EXCELLENT CUSTOMER SERVICE?

8. HAS THE HOTEL MET OR EXCEEDED YOUR EXPECTATIONS?

9. PLEASE GIVE DETAILS OF ANY COMPLAINTS ABOUT THIS HOTEL, THEIR SERVICES

AND EMPLOYEES

WE APPRECIATE YOUR TIME AND ATTENTION

THANK YOU VERY MUCH


118


• You are highly visible

• You represent the company

• Customers’ impressions are influenced by images/what they see

• Good images of you gives the customer confidence that you have

the ability to provide professional service

• Good personal appearance and grooming promotes personal pride,

and self-confidence

• First impressions are lasting

• Bath twice a day

• Hair should be short and neat

• Wash your hands after using the toilet

• Keep your finger nails short and clean

• Cover cuts, scratches and spots with water proof plaster.

• Report to your supervisor if you have a septic cut, a weeping spot or

boil

• Report illness

• Do not give your workplace information out

• Be punctual

• Do not have romantic relationship with co-workers or guests

• Do not be absent without permission

• Do not steal hotel or co-workers proper

PERSONAL APPEARANCE AND GROOMING TIPS

RULES OF PERSONAL HYGIENE

ILL HEALTH AND INJURIES PRACTICES

RULES OF BEHAVIOURS EXPECTED OF YOU AS AN EMPLOTEE


119


It is break time at the vocational school. Kwensima and Otobri decide to

go out to buy some rice for lunch. On their way, Otobri steps in some

horse dung and quickly tries to prevent Kwensima from stepping in it too,

but he wasn’t fast enough so she also stepped in it. They tried to scrape it

off with some twigs, dead leaves and sand and decided to wash it off

properly back at school. Back at school, Kwensima bought a tiny sachet of

omo at the school shop and gave her shoes a good scrub. Otobri on the

other hand just rinsed his shoes and went to class. During the lesson the

teacher insisted that the classroom smelt bad and that he would inspect

everyone’s shoes. Otobri was very embarrassed when he was asked to

leave the class and not return until he cleaned his shoes thoroughly.

Learners to answer the following questions:

1) Why did Otobri’s shoe still smell so bad even though he had tried

to clean it with water?

2) What is the difference between Kwensima’s method of cleaning and

Otobri’s

3) What could have made Otobri’s shoes cleaner?

ACTIVITY SHEET

(WORD THAT BEST DESCRIBE HOUSEKEEPING)

Instructions: Study the words in the left column

Draw a line to the correct meaning of the word in the right

column

Follow the example

WORD MEANINGS

EXAMPLE

An apple is a

a) Car

b) Fruit

c) Vegetable

1) CLEAN A. Free from danger or risk

2) COMFORTABLE B. Removal of dirt and all unwanted substances

3) SAFE C. Feeling physically relaxed

Case study


120


SAMPLE WORK SHEET FOR PUBLIC AREA ATTENDANT

HOUSEKEEPING DEPARTMENT

Attend to washroom every thirty minutes

Date ___________________________

PUBLIC WASHROOMS

TIME CLEANED BY INSPECTED BY

6:00 am Felix Theresa

6:30 am Felix Theresa

7:00 am

7:30 am

8: am

8:30 am

9:00 am

9:00 am

10:00 am

10:00 30

11:00 am

11:30 am

12:00 pm

12:00 pm

12:30 pm

1 pm


121


SAMPLE AREA INVENTORY AND CLEANING FREQUENCY

(PUBLIC AREAS)

Areas to be covered Frequency of Cleaning

Reception Twice daily and when considered necessary

in between

Staircases Three times daily and when considered

necessary (as and when necessary)

Lifts Three time daily and when considered

necessary in between


122


GUESTROOM INSPECTION FORM

Name__________________ Date ______________ Room ______ Score__________

Clean, no dust on front, back or upper surface

Clean, no dust

Clean, no dust bolt locked

Fastened

Good condition

Clean, no dust, no hangers missing two laundry bags; two laundry sheets

Vacuumed no debris (including behind drapes between beds and

under spread, no dust around edges or under furniture clean;

between connecting doors). Report spots and gum stains to

supervisor

No dust on tops or sides including legs; under desk free from

cobwebs chair cushions in position; cushion turned regularly so

the cover stays in place, drawers clean in c/o room, all furniture in

proper position.

No dust on frames, no streaks on mirror

No dust or bulbs, scan or shade turned to the back, shade straight,

correct wattage bulb

No dust; drawers cleaned out; guest literature in place; no litter

hidden behind

No dust on stand or base; bulb working; no dust on bulb, in

proper position (12 inches from either wall with light extending

over the chair) seam on shade turned to the back shade straight,

correct bulb.

No dust on screen, front, back, stand, remote control

No dust on vent, top, or remote control; turned off or on as per

hotel standard

Clean linen; neatly made to standard; no creases or wrinkles

No odour. Fresh smelling; spotless floor, spotless bathroom

fitments, spotlessly clean and fresh towels.

Not acceptable

Acceptable

Furniture

Pictures and mirror Watt lamps

Bedside table cabinetlamp lamp

Floor/table lamp

TV

Air-conditioner

Bed

Carpet

D N D sign

Wardrobe rack

Door

Door frame

Connecting door

Door chain

Bathroom


123


SAMPLE ROOM ASSIGNMENT

Date: ____________________ Supervisor ________________

Room No.

Room status MAINTENANCE/MISSING

ITEMS/OTHERS AM PM

206 V/D V/C Tap leaking, no pillow case

208 V/D V/C Door lock no working

210 O/D O/C

212 D/O V/C Window cannot close properly

214

302

308

310


124


SAMPLE KEY CONTROL FORM

Supervisor: _______________ Date: _____________

SRL No Name Key

Designation

Time

Out

Sign Time In Sign Remarks


125


LOST & FOUND PROCEDURES

LOST / MISSING ITEMS (1)

Date:

Name of person who reported lost item/s:

Room Number: _____ Time in room: __

Description of lost/missing item/s including any distinguishing marks, security code or

identifying marks: ___

________

________

Location where the item/s were lost: _

_______

_______

Signature of the person reporting the loss: ______

Signature of the person receiving the report:


126


FOUND ITEMS

(Details of items initially lost but found)

Department: Date:

Name of person who found the item/s:

Job Title: Time

Description of found item/s:

______

Location where the item/s were found:


127


JOB CARDS FOR ISOLATED CLEANING TASKS – PUBLIC AREAS

Cleaning Offices

Cleaning tools needed: Long handled broom, dust pan, brush, mop, mop bucket,

trash bag, vacuum cleaner, caution sign, damp and dry dusters.

Procedure:

Ventilate room

Dispose of waste

Damp dust and or polish furniture and fittings and windows

Do not tamper with any papers or documents.

Clean floor according to kind.

Report all maintenance defects

Cleaning Entrances

Cleaning supplies needed : Caution signs, mop, mop bucket, short handled brush,

long handled broom, trash bag, glass and window cleaner, damp and dry dusters.

Procedure


Clean floor according to kind

Divide the area into two parts for easy access for passersby.

Clean one part, and then the other.

Mop using the same procedure.

For carpeted areas, vacuum using the same procedure.

Keep the cord of the vacuum along the wall and away from traffic areas to avoid

accidents

Ensure that the floor is dry before leaving.

Cleaning Glass Doors and Windows

Cleaning supplies needed: Glass and window cleaner, glass cloths, multi surface

cleaner, squeegee, foam sponge.

Procedure


Do not use abrasives for cleaning glass.

Apply glass cleaner into cleaning cloth and not onto glass surface, as this is

wasteful.

Use a spiral motion to polish glass till clear.

Overlap each area as you clean.

For extremely dirty windows, use multi surface cleaner solution and a squeegee.

Ensure that there are no water droplets on surrounding surfaces and on the metal

frame.

Tie back curtains or blinds out of the way.

Protect floor and base of wall below the window with dust sheets to prevent wetting surrounding areas.


128


Cleaning Floors

Cleaning supplies needed: Long handled broom, mop, mop bucket, dust pan, caution

sign, vacuum cleaner, damp and dry dusters, trash bags.

Procedure:

Put up caution signs Put up caution signs

Divide the floor into two.

Clean one area, then move to the other

Mop using the same procedure.

For carpeted areas, vacuum using the same procedure.

Keep the cord of the vacuum along the wall and away from traffic areas for

safety.

SAFETY FOR ROOM SERVICE

When carrying items up staircases, always ensure that your view of the

stair is unobstructed. Watch out for items left on stairways or loose/ripped

carpets.

Before leaving the lift, check that it has stopped level with the floor so that

you do not stumble. Report faulty lifts immediately.

Do not carry trays that are too heavy for you — you may strain yourself, or

drop the tray, sending shattered service-ware in all directions, and splashing

hot food and beverages that could cause burns or slipping accidents.

Don’t forget your service cloth. The tray may be cool, but the dishes you

have to remove may be very hot.

Keep an eye open for guests or other staff in traffic areas, and for

housekeeping trolleys in corridors.

detergents or pads


129


ACTIVITY SHEET –WRAP UP OF TOPIC ONE (1)

QUESTIONS AND ANSWERS

INSTRUCTIONS : Answer the following questions to show how well you

understood today’s lesson.

1) What is the meaning of accommodation operations?---------------------------------

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

---------------

2) List the types of accommodation available.--------------------------------------------

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

-----------------

3) Give two (2) reasons why an organization structure is important--------------------

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

------------

Mention four (4) job titles in housekeeping.---------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

------------------------------

ATTRIBUTES OF FOOD AND BEVERAGE SERVICE PERSONNEL


130


The principal attributes necessary in food and beverage service personnel are listed

below:

1. A professional and hygienic appearance.

2. Knowledge of food and drink

3. Punctuality

4. Local knowledge

5. Personality

6. Attitude to customers

7. Memory

8. Honesty

9. Loyalty

10. Conduct

11. Sales ability

12. Sense of urgency

13. Customer satisfaction

14. Complaints

TEA SERVING EQUIPMENT

The equipment required for the service of tea includes:

Tray or salver

Tray cloth

Tea pot

Hot water jug

Jug of cold milk

Slices of lemon

Slop basin (if using loose tea leaves)

Tea strainer (if using loose tea leaves)

Stands for tea pot and hot water jug

Sugar basin and sugar spoon or tongs depending on whether using sugar

granules or cubes

Tea cup and saucer

Teaspoon

EQUIPMENT REQUIRED FOR THE SERVICE OF COFFEE

Tray or salver

Tray cloth/napkin

Tea cup and saucer

Teaspoon

Sugar basin and tongs or a teaspoon according to the type of sugar offered

Coffee pot

Jug of hot milk or cream

Stands for the coffee pot and hot milk jug

HANDLING GLASSES PROFESSIONALLY

Wine glasses have three parts:

bowl

stem

base

NOTE

- Handle glasses as little as possible.

- Do not lift glasses by the bowl

- Lift glasses by the stem and occasionally by the base.

- Never pick up glasses with the rims between thumb and fingers.

- Remove broken glasses immediately.


131


FOOD AND BEVERAGE SERVING SEQUENCE

The table below identifies the service sequence for food and beverages

1. Preparation for service 7. Clearing during service

2. Taking booking 8. Billing

3. Greeting and seating/directing 9. Dealing with payment

4. Taking food and beverage orders 10. Dishwashing

5. Serving beverages 11. Clearing following service

6. Serving food

PROCEDURE IN SERVING MEAL

There are usually three different meals: breakfast, lunch and dinner. For dinner in an up-

class restaurant, the following important procedures should take place on arrival of the

guest:

1. Guests enter and are greeted by the Reception Head Waiter. The reception head

waiter checks to see if the guests have reservation. If not, sees if a table is available.

2. The reception head waiter asks if the guests would like an aperitif in the lounge or

reception area or prefer to have it at the table.

3. The guests are then taken to their table. The reception head waiter indicates to the

Station Head Waiter who the host is, and hands over to him/her.

4. The station head waiter unfolds serviettes and places them on guests’ laps.

5. The Sommelier then comes.

6. Rolls and Melba toast are offered and the butter is placed on the table.

7. Menus are presented to the host and his guests. Allow time to make choice.

8. At this stage recognition of the host is very important.

9. The station head waiter takes orders of the party through the host standing to his

left.

10. The sommelier comes to see if wine is required.

11. The Waiter adjusts the table where necessary for the service of the first course.

12. Plate is laid as the first course is served.

13. Clear the first course.

14. Lay cover for the fish course.

15. Correct wine glasses are placed on the table if wine is to be served.

16. The wine is presented to the host and opened.

17. Lay fish plates and serve fish course.

18. Clear the fish course.

19. Lay the cover for the main course.

20. Lay the joint plates and serve the main course.

21. Under-flat should be used under vegetable dishes and sauce boats. Hot food should

be served piping hot onto hot joint plates.

22. The sommelier should top up the wine glasses whenever necessary.

23. Clear the main course.

24. Crumb down.


132


25. Change the ash tray if necessary.

26. Offer the menu for the guests to choose a sweet dish. Take order.

27. Lay the sweet cover and accompaniments.

28. The sommelier clears the wine glasses and bottles.

29. Serve the sweet course.

30. Clear the sweet course.

31. Take the coffee order.

32. The sommelier now presents to the party the liqueur trolley and serves liqueurs as

required.

33. Coffee service is placed on the table. Serve the coffee.

34. Presentation of the bill. This is followed by payment to the waiter who will in turn

have the payment receipt by the cashier. Return change to the host if any.

35. The station head waiter sees the guests out of the restaurant.

36. Clear down the table. Re-lay it if necessary.


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BOOKING SHEET

RESTAURANT……………….……….…… DAY ……………………… DATE

………………………………

Name Tel

No.

No. of

covers

Time Total no. of

covers

booked

No.

remaining

Remarks Signature


134


A SAMPLE BUFFET (TABLE D’HÔTE) MENU

Prawn and Calamari Salad

Tomato and Red Onion

Roast Aubergine and Courgette

Mixed Green Salad

Assorted Dressings

Braised Beef with Oyster Mushrooms

Grilled Tilapia Banku

Red Red

Saffron Rice

Carrots and Beans pepper Sauce

Glazed Lemon Tart

Chocolate Sauce

Fruit Salad

PRICE: GHC 39.00

All prices inclusive of Tax & NHIL


135


A SAMPLE A’ LA CARTE MENU

LOUNGE BAR SNACK MENU

SALADS

Health Conscious Salad Salad with toasted Seeds & Nuts, flaked Bananas, Lemon Yoghurt & Papaya, Olives, Feta

Cheese & Chives. [GH¢ 80.00]

Chicken Caesar Salad

Grilled Chicken marinated in Citrus Oil, Bacon Twists, Garlic Sippets, Parmesan, Crisp Garden

Leaves with Anchovies & Plum Tomatoes, Caesar Dressing. [GH¢ 10.00]

Ghanaian Salad

Fried Yam & Plantain Grilled Sardine Kpakposhitor, Pepper Sauce. (GHC 10.50)

SANDWICH SELECTION Toasted or Plain Wheat Meal or Whole Meal Bread Choose either Cured Ham/ prime Roast Beef/ Herb Chicken/ Mature Cheddar Cheese offered with French Fries, Condiments & Pickles. [GH¢ 9.50]

WRAPS Hickory Smoked Salmon

Cucumber, Sour Cream & Chives [GH¢ 10.50]

Ocean Prawns

Crisp Leaves, Tomato and Citrus Mayonnaise. [GH¢ 10.50]

BLT

Smoked Bacon, Organic Lettuce, Vine Tomatoes & Peppered Mayonnaise. [GH¢ 9.50]

Club House Sandwich

Toasted Triple Decker with Egg, Bacon, Tomato, Spiced Chicken, Crisp Leaves and

Mayonnaise. [GH¢ 10.00]

Mediterranean Panini

Filled with Brie, Sun-dried Tomatoes, Roast Capsicum, Black Olives and Dill Pickles flavoured

with Pesto & fresh leaf Basil. [GH¢ 9.50]

Minute Steak Panini

Seared Fillet Steak, Pommery Mustard and German Pickle. [GH¢ 9.50]

LIGHT BITES Soup of the Day

Freshly made soup with Crusty Bread. [GH¢ 6.00]

Spaghetti or Penne

Bolognaise, Napolitan, or Carbonara All served with Garlic Bread. [GH¢ 8.50]

Beef or Chicken Burger

With tomato Relish, cheese and Chips. [GH¢ 9.00]

Pizza Margarita

Tomato, Mozzarella & Basil Oil. [GH¢ 9.00]

Lemon Prawn Satay

Malaysian shrimps with Citrus & Honey, served with Chili Sambal. [GH¢ 12.50]

Ghanaian Misto

Local Mollusc Bay Fish, Fried with Rock Salt, Cracked Pepper, served with Garlic Mayonnaise

Sauce. [GH¢ 11.00]

All prices inclusive of Tax & NHIL


136


PROFESSIONAL AND HYGIENIC APPEARANCE IN THE RESTAURANT

A shower or bath should be taken daily

Always use deodorants or a good substitute

Aftershave and perfumes should not be too strong

Sufficient sleep, ample and healthy intake of food, and regular exercise will keep

you in a healthy condition and allow you to cope with the pressure and stress of

work

Pay particular attention to your hands. They must always be clean, free of

nicotine stain and with clean, well-trimmed nails

No nail varnish should be worn

Males should be clean shaven, if with any moustache neatly trimmed

Females should only wear light make up

Only stud earrings are permissible.

Your uniform should be clean, starched as appropriate and neatly pressed. All

buttons must be present

Hair should be cleaned and well groomed. Long hair should be held back

Your shoe should be clean, polished, comfortable and simple and make sure they

are flat and closed to cover your toes

Brush your teeth before you start your duty

Any cuts or burns should be covered with a band aid or correct dressing. If it is

on the visible parts of the body then refrain from guests contact

If feeling sick i.e. having cold or other infection, this should be reported to the

supervisor immediately.

Wash your hands after smoking, after using the toilet or dealing with refuse. Use

hot water and soap.


137


SAFETY RULES /TIPS FOR RESTAURANTS:

You are responsible for workplace safety

Stack crockery or service dishes and load shelves with safety in mind to avoid

any form of accidents.

Pull cutlery drawers out slowly and carefully so that the drawer does not pull

out completely and shower the area (and yourself) with sharp or heavy cutlery.

Do not stack chairs and tables above chest height. Check that the stack is

secure before leaving it. Never stack furniture behind doors, in corridors or fire

escape routes.

You will avoid fires if you take special care when handling flammable or

potentailly explosive materials including spirits, flambe lamps, lighted candles

and all other naked fires.

Cleaning agents are chemicals. Follow instructions on them and wear protective

wears.

Distribute weight evenly on trays, and only load what you can carry safely

and comfortably. Put hot foods and liquids in the centre where, if they spill, it

will be on to the tray, and not on to you or the floor.

Never carry anything over the head of a guest or a colleague.

Do not overfill soup tureens, dishes, coffee pots or teapots in case they

spill hot liquid on to yourself or a guest.

Use clean, dry serving cloths to carry hot dishes.

When opening sparkling wine, keep the cork covered with a service cloth

while opening, and ease it out gently.

When serving tables, be aware that a guest may move the chair backwards, or

make other sudden movements. Do not lean over a guest’s shoulder. If space

is tight, politely ask the guest to move to one side when you serve, so that you

protect them from any spillage of hot food that may burn them.

Follow established traffic routes and procedures; always stick to the left to

avoid colliding with staff or guests approaching from the opposite direction.

Only use the designated entry and exit doors to the kitchen and dining areas to

avoid collisions with other staff entering the room you are leaving

Be aware of guest routes when carrying food or service ware. Routes leading

to the entrances, exits or washrooms are used by guests — be on the lookout

for guests in these areas when you are using them so that you do not collide

with them and cause an accident.

Infrared and other heat lamps must have covers to a v o i d p o s s i b l e

a c c i d en t s

Before cleaning floors during service, close off that area of the restaurant,

and use appropriate warning signs.

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