Housekeeping-guide.pdf

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

F U N D investing in nepal's future

THE HITT PROGRAMME One of the several skill building products developed by the High Impact Tourism Training for Jobs & Income programme (HITT) is The Housekeeping – Room Attendant curriculum and training material. It is designed to support informal workers and potential workers from the tourism sector of Nepal; to enhance their productivity and professionalism, and increase their employability and income opportunities. The HITT programme has been implemented by the Netherlands Development Organisation (SNV), through the financial assistance of European Commission (EC) Investing in People programme. The HITT initiative aims to contribute to sustainable pro-poor growth in the informal tourism sector in seven least developed and developing countries in Sub-Saharan Africa and Asia. Within the framework of this initiative, SNV and its local partners designed a skill development programme for informal sector workers, specially women and youth, unskilled and semi-skilled workers, in close collaboration with the private sector. In Nepal, the HITT programme has been working with the tourism sector to identify the occupations in demand, develop training curriculums, produce training material and deliver training to the beneficiaries. The six selected occupations include assistant cook, waiter, housekeeper, service excellence and hygiene, trekking guide, and homestay and lodge operators.

ACKNOWLEDGEMENTS SNV would like to thank first Employment Fund Secretariat (EFS) for coordinating among TVET service providers to produce the training materials. We acknowledge expertise shared by Jhapa technical institute, Global Institute of Hotel Management, Oriental Hospitality and Tourism Training, Sahara School of Hospitality Management, Janahit Trading and Training and Lisa Gordon-Davis in the development of the training model of Housekeeping – Room Attendant. SNV appreciates the contribution of Hospitality Solutions (HS) and Zaeem Ahmed in developing the training materials and coordinating with key stakeholders to develop the final product. Many thanks also to Monica Oliveros, Prakriti Sherchan from HITT for their inputs. Special thanks go to Bibek Shrestha who coordinated the publication of this series of manuals. We would also like to express our sincere thanks to Sanjay Madnani and his team at Umbrello Design who designed and illustrated it.

Contributions This publication has been produced with the financial assistance of the European Union. The contents of this publication are the sole responsibility of SNV and can in no way be taken to reflect the views of the European Union. For more information on Europe Aid, please visit http ://ec.europa.eu/europeaid/

Table of Contents

About the Housekeeping - Room Attendant trainer guide Objective of the housekeeping trainer guide Trainers Kit Activities How to use the Trainer Guide Resources required

MODULE 1 : HOTEL AND HOUSEKEEPING

5 5 6 7 7 8

9

Topic 1, 2 and 3 : Introduction of Hotel, Classification of Hotel and Different Department of the Hotel 10 Box 1, Icebreaker 10 Box 2, 1.1, 1.2 and 1.3, Introduction of hotel, classification and different departments of the hotels 11 Topic 4 : The Role of Housekeeping department 12 Box 3, 1.4, The Role of Housekeeping Department 12 Topic 5 to 7; Housekeeping Personnel, Dress Codes and Uniforms of the Housekeeping and Personnel Hygiene 13 Box 4, 1.5, 1.6 and 1.7 Housekeeping Personnel, Dress Codes and Uniforms of the Housekeepin and Personnel Hygiene 13 Topic 8, 9 and 10 : Communication, Guest Complaints and Handling Guest Complaints 14 Box 5, 1.8, 1.9 and 1.10, Communication, Guest Complaints and Handling Guest Complaints 14

MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING Topic 1, 2 and 3 : Definition of Cleaning, Definition of Soiling, Equipment and Material Box 6, 2.1, 2.2 and 2.3, Definition of Cleaning, Definition of Soiling, Equipment and Material Topic 4 and 5 : Cleaning Agents, Principles of Cleaning and Cleaning Procedures Box 7, 2.4 and 2.5, Cleaning Agents, Principal of Cleaning & Cleaning Procedure

MODULE 3 : GUEST ROOMS, ROOM COMPONENTS AND KEY

17 18 18 20 20

23

Topic 1 to 4 : Types of Rooms, The Components of the Guest bed Room, Bed Types and Linen Requirements Standards, Key and Key Control Box 8, 3.1, 3.2 and 3.3, Room Types & Guest Room Components Box 9, 3.4, Key & Key Control

24 24 25

MODULE 4 : HOUSEKEEPING TROLLEY MANAEMENT, GUEST ROOM CLEANING AND HANDOVER PROCEDURE

27

Topic 1 : Function of Housekeeping Trolley (maid cart) Box 10, 4.1, Function of Housekeeping Trolley (maid cart) Topic 2 to 4 : Efficient Room Cleaning, Cleaning of a Vacant Room, Closing down and preperation for the next shift Box 11, 4.2 and 4.3 Efficient Room Cleaning and Cleaning of a Vacant Room Box 12, 4.4, Closing down and prepering for next shift

28 28 29 29 31

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

MODULE 5 : CLEAN PUBLIC AREAS

33

Topic 1 : Public Area Cleaning Box 13, 5.1 to 5.1.3 Public Areas

34 34

MODULE 6 : LAUNDARY FUNCTIONS AND LINEN MANAGEMENT

37

Topic 1, 2 and 3 : Laundry, Laundry Equipment, Maintainting Linen Room and Linen Box 14, 6.1 and 6.2, Laundry and Laundry Equipment Box 15, 6.3, Maintaining Linen Room & Linen

38 38 39

MODULE 7 : HOUSEKEEPING SERVICES AND OTHER DUTIES

41

Topic 1 : Other Guest Services Box 16, 7.1 to 7.1.8, Room Transfers, Guest Requests, Staff requests, Service Housekeeping Requests, Checking Room Allocations, Room Status, Guest Information and Room Allocation Box 17, 7.1.9 to 7.1.11, Assginig cleaning rooms, Turndown service, Lost and Found Property Topic 2, 3 and 4 : Responding to VIPs, Looking after Plants and Housekeeping Supply Management Box 18, 7.2, 7.3 and 7.4, Responding to VIPs, Looking after Plants and Housekeeping Supply management

42

MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS Topic 1 to 4 : Reporting Maintenance Problems ,Safe Work Practices, Safety in Room Cleaning and Servicing, Preventing Accidents Box 19, 8.1 to 8.4, Reporting Maintenance Problems, Safe Work Practices, Safety in Room Cleaning and Servicing, Preventing Accidents Topic 5 to 8 : Safely Handling Cleaning Agents, Equipment and Machinary, Hygiene and Safety Risks in Bathrooms, Precaution against infectious Disease, Personnel Safety Issues Box 20, 8.5 to 8.8, Safely Handling Cleaning Agents, Equipment and Machinary, Hygiene and Safety Risks in Bathrooms, Precaution against infectious Disease, Personnel Safety Issues Topic 9 to 12 : First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in Hotel Box 21, 8.9 to 8.12, First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in Hotel Box 22, First Aid, Housekeeping harzards and common risk scenarios Topic 13 : Pest Control Box 23, 8.13, Pest Control Topic 14 : Fire Box 24, 8.14, Fire Box 25, 8.14, Assesing Fire Risks Annex-1 : Introduction to HITT teaching Techniques

42 43 44 44

45 46 46 47 47 48 48 50 51 51 52 52 52 53

About the Housekeeping – Room Attendant trainer guide This trainer guide is developed to help the trainer give training for the Housekeeping – Room Attendant course, based on the learner manual and with clear guidance. It is sequenced and follows the content of the leaners manual and provides each step in delivering each topic, with activities and interactive questions as well as particular resources and materials that trainer may require to teach the specific topic. The guide incorporates adult learning and active teaching methods specifically adopted and refined for the level of target trainer and beneficiaries alike. Throughout the development of the material, the competence of the service personnel in the Kathmandu valley was considered through market needs analysis in the food and beverage sector. Industry experts and TVET services provided further technical and practical inputs focusing on the industry demands and requirements. The learning from the pilot phase has been integrated into the final set of training materials.

Objective of the housekeeping trainer guide The goal of this guide is to enable the trainer to deliver the actual content of the learner’s manual in an effective and efficient manner within the allocated time frame

Course Duration and training venue This course is designed to be completed in 390 hours, and consists of theory, practical activity and practical experience of internship in a suitable establishment. Ideally, a classroom should have a maximum of 20 participants. The training venue should have sufficient space available to conduct the various activities described in the trainer guide and also other facilities such as the different types of housekeeping equipment, tools, chemicals, cleaning agents, linen etc as well as accessories for demonstration, role play to practice the lessons of the course.

Target Audience of the trainer guide Any hotel, homestay, restaurant, lodge and other types of accommodation which cater to visitors can use this trainer guide. In order to obtain the maximum benefit from this course, it is highly recommended that you attend HITT training program delivered by the “HITT master trainer”.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Learning Outcomes Upon successful completion of this course, the beneficiaries should be able to demonstrate and practice the following : • Explain the role, function and organisation of the housekeeping department of a hotel • Demonstrate the principles and practices of cleaning as applied to the duties of a room attendant • Understanding of basic room setup and components of the guest rooms • Trolley (maid cart) set up and management • Cleaning techniques, methods, sequences and processes applied in guest rooms and public area cleaning • Laundry operation and linen management • Common injuries and First Aid • Understanding risk and preventive measures

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 will take, for example, a paperbased assessment, a 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 the entire process.

After completing this 390 hour course the learners will go through NSTB - CTEVT exam, a paper-based written exam and practical exam. Certifications will be awarded after successful completion of exams.

Trainers Kit To train this course effectively, 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. strange vegetables, food items, product samples, etc.…

6

When preparing for your classes, go through the resources needed; collect or prepare these well in advance, especially where you need industry samples and examples, flashcards, new articles etc. If possible, share these 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 available. Try to do as many activities as possible to facilitate Active Learning opportunities for your learners. See annex 1 for HITT teaching techniques methods and various tools and resources that can be applied to deliver this course

Activities are provided in the following categories : • Out of class research – such as sourcing information in 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, industry visits, 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.

How to use the Trainer Guide Icons

Activity

Questions to ask participants

Tips

Ice breaker

Use resources

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Resources required In order to teach this course, please ensure that you have the following available. The specific resources needed for each topic are listed in the lesson plans and boxes.

8

Resources

Quantity

Trainer’s guide

1 (1 for each trainer)

Trainer’s kit (see below)

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

Brown/white paper

150 sheets

Masking tape

2 rolls

Meta–cards

200 pcs

Glue-sticks

2 pcs

Name tags

As required

Learners’ kits

1 per participant

Learner Manuel

1

Attendance Register

1

Laptop and Data Projector

1

Housekeeping Amenities / linen

1 set

Contents of trainer’s kit

Quantity

Pictures related to housekeeping department

1 set

Playing Card

1 set

Sticker of different multicolour (red, green, yellow, blue)

1 set

Scenarios (complaints)

1 set

Cards with request written for role-play

1 set

Meta-cards with key words and sentences organised into questions and answers

1 set

Meta-cards of Housekeeping Organizational Chart

1 set

Housekeeping cleaning materials

1 set

Housekeeping amenities

1set

Housekeeping linen

1set

Forms used in housekeeping department

1 set

MODULE 1 HOTEL AND HOUSEKEEPING

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1, 2 and 3 : Introduction of Hotel, Classification of Hotel and Different Department of the Hotel Learning objective & topics covered in module •

Skills : Able to classify hotel on the basis of facilities they provide, ownership and management, size, location and number of rooms

•

Knowledge : Classification of hotel, Hotel organization and Room Division

•

English terms : Small hotel, Management, Staffing, Ownership, Facilities

•

Attitude : Responsible, seek to learn, attentive, curious and acknowledge the importance of hotel and its type

Box 1, Icebreaker Activity

Teaching Methods and Specific Resources

Ice break

Introduction game of facilitator and learners : -Divided people into pairs. Ask them to take three minutes to interview each other. -Each interview has to find 5 interesting facts about their partner. -Bring everyone back to together ask everyone to 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…

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MODULE1: HOTEL AND HOUSEKEEPING

Box 2,

1.1, 1.2 and 1.3, Introduction of hotel, classification and different departments of the hotels Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Organisation of a hotel, hotel classification and different departments in the hotel and their functions

Refer to :

• • • • •

Have you ever been to a hotel? What is a hotel? What are different types of hotel? What do you understand by classification of hotels? What are the departments in a hotel and what are their functions? • List answers of learners and explain them about • The organisation of a hotel • The classification of a hotel • Different departments in the hotel and their functions

PPT Slide Page 1 to 9 Resources : • Marker • Brown Paper/white board Activity :

1.

Divide into groups of 2 or 3. Each group must take one of the hotel departments in the Learner Guide, and draw a poster showing how it engages with the housekeeping department.

2.

Learners must present their poster to the rest of the class to explain what that department does, and how it relates to housekeeping.

Poster Presentation

Resources : • A0 White paper • Color marker Continue with the topic by presenting and discussing the staffing in the housekeeping department with the delegates.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 4 : The Role of Housekeeping department Learning objective & topics covered in module •

Skills : Recognise housekeeping department, its function and various positions of housekeeping department

•

Knowledge : Housekeeping department, function of housekeeping, duties and responsibilities

•

English terms : Housekeeping, duties, role and responsibility

•

Attitude : Responsible, acknowledge the importance of the duty

Box 3

1.4, The Role of Housekeeping Department Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Housekeeping department

Refer to : PPT Slide Page 10 to 16

• • • •

What is Housekeeping Department? What is the function of housekeeping? How does housekeeping links with other departments? What are the positions in the housekeeping department and what are their duties & responsibilities? • What is role of Executive Housekeeper? • List answers of learners and explain them about; • Housekeeping department, • The housekeeper & Room attendant • Personal Hygiene • Dress code • Attributes & qualities of staffs.

Resources : • Marker • Brown Paper/white board Activity : Flashcard organogram

Prepare set or sets of flashcards with the names of the positions in an organ gram. Hand these out to the delegates. They must place each flashcard in the right position on a wall or table to make up the proper levels of a house keeping brigade. Resources : • Flashcards of hotel staff • housekeeping department positions

12

MODULE1: HOTEL AND HOUSEKEEPING

Topic 5 to 7; Housekeeping Personnel, Dress Codes and Uniforms of the Housekeeping and Personnel Hygiene Learning objective & topics covered in module •

Skills : Recognition of housekeeping personnel duties, dress codes and personnel Hygiene

•

Knowledge : Understand the specific duties assigned to the housekeeping personnel. Popper uniforms and quality and character of the housekeeping staffs

•

English terms : Grooming, Dress Code, Uniform and attributes

•

Attitude : Self-confidence, attention to detail and responsible

Box 4

1.5, 1.6 and 1.7 Housekeeping Personnel, Dress Codes and Uniforms of the Housekeepin and Personnel Hygiene Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Attributes and qualities of housekeeping personnel, dress code and personal hygiene.

Refer to :

• Who are housekeeping personal? • What are the specific duties of the housekeeping personnel? • What are the qualities & attributes that housekeeping staffs should possess? • What is the meaning of dress code and the hotels have specific dress codes for specific task? • What would be appropriate dress code and why it is essential that you show to work with proper dress code? • How do you maintain personal Hygiene? • How would personnel hygiene the guest services and personnel health? • List answers of learners and explain them about • Attributes & qualities of staffs • Personal Hygiene • Dress code • Characteristics of housekeeping personnel. Resources : • Marker • Brown Paper/white board

Activity :

Practical of Hand washing Technique

Hand washing Resources : • Hand washing gel & Towel

13

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 8, 9 and 10 : Communication, Guest Complaints and Handling Guest Complaints Learning objective & topics covered in module •

Skills : Communication and handling guest complaint, taking HEAT approach

•

Knowledge : What is courtesy and types of communication, special guest needs and request and handling guest complaints

•

English terms : Courtesy, communication, facial expression, gesture, complaint

•

Attitude : Hospitable, attentive, helpful and positive, responsible, yet diplomatic

Box 5

1.8, 1.9 and 1.10, Communication, Guest Complaints and Handling Guest Complaints Activity

Teaching Methods and Specific Resources

Discuss and explain : Communication, complaint and handling

Ask Learners,

Refer to : • PPT Slides 17 to 21

• • • •

What is communication? Why is it important? What are the different types of communication? Ask all learners which problems and complaints can occur with guests. • Why do guest complain and what would be the result if you do not address properly? • List answers of learners and explain them about; • Display courtesy and good communication skills. • Provide information to guests on requests. • Respond to special needs of guests • Handle guest complaints Resources : • Marker • Brown Paper/white board

Demonstration :

Discuss Gestures and Symbols as a means of communication using Flashcards of internationally recognised symbols to illustrate that all people have some common communication and understanding. Discuss gestures, expressions and body language as a means of communication. Resources : • Flashcards

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MODULE1: HOTEL AND HOUSEKEEPING

Group Activities, Sequence 1 : enact a complaint from the guest followed by a good way and bad way of handling it

Ask all learners which problems and complaints can occur with guest Divide learners into groups of 3 : one as a Housekeeping staff and two as guests. Ask each group to select (make up) a problems/ complaints scenario (trainer’s kit) and enact it. The staff has to try and handle the issue professionally. Ask participants to observe both performances and identify what went well and what went wrong in each session. Capture and summarise the observations on a brown sheet of paper. Provide tips for handling complaints. Resources : • Marker • Brown Paper/white board • Scenarios (For complaints)

Activity : HEAT Role Play, Sequence 2

Divide into groups of three and role play the guest complaint scenarios that you will be given. Use the HEAT method to handle the complaint Resources : • Role play cards

15

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

16

MODULE 2 PRINCIPLES & PRACTICE OF CLEANING

17

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1, 2 and 3 : Definition of Cleaning, Definition of Soiling, Equipment and Material Learning objective & topics covered in module •

Skills : Handling, cleaning equipment, agents and cleaning techniques

•

Knowledge : Cleaning agents, equipment, its type, selection of cleaning agent and equipment and principle of cleaning procedure

•

English terms : Cleaning agents, Absorbents, Polishes, Paraffin oil, Detergent and Soap, Solvent

•

Attitude : Responsible, caring, alert, attentive and attention to detail

Box 6

2.1, 2.2 and 2.3, Definition of Cleaning, Definition of Soiling, Equipment and Material Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Cleaning, soiling and housekeeping equipments

Refer to : • PPT Slides 22 to 24

• What is the definition of Cleaning? • What is the definition of Soiling? • What do you understand by cleaning equipment & materials? • What are manual equipment? • What are the mechanical equipment? • List answers of learners and explain them about; • Cleaning • Soiling • Manual and mechanical equipment. Resources : • Marker • Brown Paper/white board

18

MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING

Identification : tools, equipments and their purpose

Delegate instruction : List the different types of cleaning equipment used in your Hotel and or workplace. Include a note on what each one is used for. The following table may help : Cleaning quipment Item

Purpose

1. 2. 3. Identification test : Demonstrate each item of equipment and allow each delegate to examine them.

Various items and agent used in cleaning and servicing housekeeping areas. Include, for example various brushes, vacuum attachments, different types of cloths.

Discuss : why various things are cleaned more or less often than other things ?

19

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 4 and 5 : Cleaning Agents, Principles of Cleaning and Cleaning Procedures Learning objective & topics covered in module •

Skills : Selecting proper cleaning agents, best cleaning methods, procedures and practices applied

•

Knowledge : Cleaning agents, principle of cleaning procedure and practices

•

English terms : Cleaning agents, cleaning principles and procedure

•

Attitude : Responsible, caring, alert, attentive and attention to detail

Box 7

2.4 and 2.5, Cleaning Agents, Principal of Cleaning & Cleaning Procedure Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

leaning agents & their uses. Principles of cleaning and cleaning procedures

Refer to :

• • • • • • •

What are different cleaning agents & their uses? Proper use of cleaning agents? What is the reason of cleaning? What are the principles of cleaning procedure? What do you understand by cleaning frequencies? What are the techniques of cleaning? List answers of learners and explain them about; • Principles of cleaning and cleaning procedures • Cleaning floors and floor coverings

Resources : • Marker • Brown Paper/white board Identification test : Demonstrate cleaning agents, chemicals etc and.

20

Allow the participant to examine Various cleaning agents used in cleaning and servicing in housekeeping. Please try to provide as many items as possible.

MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING

Activity : Cleaning Frequencies

Discuss : Cleaning Frequency : Why various things are cleaned more or less often than other things Learner Instructions : In the table below, write in how often each item should be cleaned. Items

Frequency of Cleaning

Carpets Ashtrays Toilets Departure room Demonstration : Applying best cleaning practices.

Apply proper cleaning technique on a suitable surface or item, using the correct equipment and safety observations. Allow practice time for learners Resources : • Cleaning agents used in the housekeeping

21

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

22

MODULE 3 GUEST ROOMS, ROOM COMPONENTS AND KEY

23

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 to 4 : Types of Rooms, The Components of the Guest bed Room, Bed Types and Linen Requirements Standards, Key and Key Control Learning objective & topics covered in module •

Skills : Identifying various types of Rooms, Bed sizes and Keys used in housekeeping management

•

Knowledge : Understanding of different types of rooms, Room components, Types of Key and management

•

English terms : Twin, Deluxe, Duplex, Cabana, Penthouse, Bed size, Baby Cot, Duvets, Pillows, Master Key and Key Card

•

Attitude : Responsible, serviceable, alert, attentive

Box 8,

3.1, 3.2 and 3.3, Room Types & Guest Room Components Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Room types and components of guest bed room

Refer to :

• • • • • •

What are different types of rooms? What are different room components? What is mini-bar? What do you understand by Baby cot? What is bed linen? List answers of learners and explain them about; • Room types • Guest room components • List different bed types?

• PPT Slide 25 to 34 Resources : • Marker • Brown Paper/white board Activity : Demonstration : Room setup

Guest Room Set-up : Show the learners the standard room set up and different types of Linen Resources : • Pictures of Room types • Beds and linen

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MODULE 3 : GUEST ROOMS, ROOM COMPONENTS AND KEY

Box 9

3.4, Key & Key Control Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Key and Key Control

Refer to : PPT Slide 35

• • • • • •

What is key? What are the types of Key? Explain emergency & m aster Key? Different between key card & metal key? Why is key control system important? List answers of learners and explain them about; • Different types of Key and its purpose

Resources : • Marker • Brown Paper/white board

Identification test : Key Demonstration.

Check what kind of keys are available, explain them to the participants and let them be familiar with them Resources : • Sample or picture of different key

25

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

26

MODULE 4 HOUSEKEEPING TROLLEY MANAGEMENT, GUEST ROOM CLEANING AND HANDOVER PROCEDURE

27

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 : Function of Housekeeping Trolley (maid cart) Learning objective & topics covered in module •

Skills : Using and handling housekeeping trolley

•

Knowledge : Setting up trolley, different types of housekeeping supplies

•

English terms : Trolley, Shower Cap, Toiletries, Sewing Kids, Pillow Slips, Bath Towels

•

Attitude : Responsible, serviceable, caring, alert, attentive

Box 10

4.1, Function of Housekeeping Trolley (maid cart) Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Housekeeping supplies and trolley

Refer to :

• What is Housekeeping trolley? • What are Room supplies and equipment carried in a trolley? • How do you set up the trolley? • How do you use the trolley? • What are housekeeping supplies? • List answers of learners and explain them about; • Trolley setup • Housekeeping supplies and trolley management

PPT Page 36 Resources : • Marker • Brown Paper/white board Activity : Demonstration of trolley setup

Trolley Set-up : Learner Instructions : Prepare and set up a trolley for cleaning six departure rooms. Note how long it takes. Practice and improve your speed. Resources : • Collection of various housekeeping supplies. • Amenities

28

MODULE 4 : HOUSEKEEPING TROLLEY MANAGEMENT

Topic 2 to 4 : Efficient Room Cleaning, Cleaning of a Vacant Room, Closing down and preparation for the next shift Learning objective & topics covered in module •

Skills : Guest room cleaning procedure, making a bed, cleaning bathroom and shift closing

•

Knowledge : Applying best practices in room cleaning procedure, and shift handover

•

English terms : Cleaning, Efficient, Vacant, Handover, Procedure

•

Attitude : Attentive, tactful, attention to detail and responsible

Box 11

4.2 and 4.3 Efficient Room Cleaning and Cleaning of a Vacant Room Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Guest room allocation, entering rules, room cleaning procedure and shift handover.

• • • • • • •

Refer to : • PPT Slides 37 to 44

• • • • • • • •

What do you understand by room cleaning? How would you enter a room? Is there specific rules applied in entering a guest room? How do you clean room efficiently? What is guest room cleaning procedure? What is the key principle to remember to clean rooms efficiently? What is the sequence of cleaning & making guest bedroom? How do you make a bed? What is a mitred corner? What do you understand of room amenities? How do you clean bathroom & floor? What are the important areas that you need to focus when cleaning guest bathroom? What is a final inspection? How is the guest room inspection report prepared? List answers of learners and explain them about; • Room entering procedure and rules applied • Clean and service a guest room • Close down and prepare for the next shift

Resources : • Marker • Brown Paper/white board

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Flashcard game

Hold up flashcards with the various room status codes, and the group must shout out the status once they recognise the code. Demonstrate and explain, provide time to practice. Resources : • Flashcards

Activity : Mini Bar Items :

Learner Instructions : List the items that you might find in a hotel mini-bar.

Activity : Observation Check

Learner Instructions : When you carry out the final observation check of a bedroom, you must look at the room as if you are a guest. Practice “seeing things through the eyes of the guest” by doing the following : 1. Sit in the chair and look at the floor. What do you see? 2. Go out into the corridor, and then walk back into the room. What is the first thing you see when you open the door?

30

MODULE 4 : HOUSEKEEPING TROLLEY MANAGEMENT

Box 12

4.4, Closing down and prepering for next shift Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Closing down procedure and shift handover

Refer to :

• What would be the next step when you finish your shift? • What do you understand by the term closing down and handover? • What are the specific procedure of the shift closing and handover? • What are th e key areas that you need to look at when doing the shift hand over? • What are critical points to be looked at when closing and handing over? • List answers of learners and explain them about; • Closing down • Critical and important areas of the closing down • Shift Handover Resources : • Marker • Brown Paper/white board

Activity : Room Inspection Form

Learner Instructions : Provide room inspection form to the participants and request them to fill properly. Resources : • Monitoring Forms

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

32

MODULE 5 CLEAN PUBLIC AREAS

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 : Public Area Cleaning •

Learning objective & topics covered in module

•

Skills : cleaning lifts, restaurants and rest rooms, preparing maintenance report

•

Knowledge : public area and cleaning procedures, maintenance reporting, handling plants and cleaning schedule

•

English terms : public area, gardening, rest room, waste and rubbish, maintenance

•

Attitude : Attention to detail, patient, problem solving and willingness

Box 13

5.1 to 5.1.3 Public Areas Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Public area cleaning procedure and guidelines.

Refer to : • PPT Slides 45 to 49

• What do you understand by Public Area? • What are the public areas in a hotel? • What is the procedure of cleaning different public areas? • What is periodic cleaning? • List answers of learners and explain them about; • Public area cleaning • Procedure and frequency • Specific methods and procedure when cleaning such as lifts, toilets, chairs and other furniture. Resources : • Marker • Brown Paper/white board

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MODULE 5 : CLEAN PUBLIC AREAS

Activity team presentation :

Divide group into two teams : Each team should brainstorm and present to the other team on their topic. One must define and identify ‘public areas’ of a hotel. The other must define and identify what are not public areas. Answers : • Public : front of house areas : parking lots, swimming pool area, lobby, reception, stairs, lifts, restaurant, terrace, bars, etc. • Non-public : back of house areas : stores, offices, workshops, kitchen, laundry, etc

Activity : Cleaning frequency

Show the images of different public areas and ask the participants to identify how often cleaning is needed and why?. Make sure there is big selection of images. Resources : • Images of the public areas

Activity : Thinking on your feet : Public area cleaning and common scenarios

Learner Instruction : What would you do if? 1.

A guest, sitting in the Reception area, tells you to stop vacuuming because the noise is giving her a headache?

2.

The Night Porter is supposed to vacuum the Reception area, but the standard of the finished job is always poor.

3.

You have just finished cleaning the lobby when a guest drops cigarette ashes on the carpet?

4.

You are trying to clean the Reception area, but there is a tour group checking out and their luggage is all over the place?

5.

While you are cleaning the lobby, a guest approaches you and orders a cup of tea?

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

36

MODULE 6 LAUNDRY FUNCTIONS AND LINEN MANAGEMENT

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1, 2 and 3 : Laundry, Laundry Equipment, Maintaining Linen Room and Linen Learning objective & topics covered in module •

Skills : Laundry operations, equipment and linen management

•

Knowledge : Laundry, types of laundry equipment, linen room activities and linen types

•

English terms : Laundry, Washers, Soaking, Valet, Sorting, Multan, Uniforms

•

Attitude : Responsible, serviceable, alert and attentive

Box 14

6.1 and 6.2, Laundry and Laundry Equipment Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Laundry department, Functions and common Equipment and usage.

Refer to : • PPT Slide 50

Activity : Demonstration

• • • • • •

What do you understand by laundry? What are the reason for Laundering Clothes Functions of laundry department? Why do you laundry clothes? Different types of Laundry equipment? List answers of learners and explain them about; • Laundry department and functions • Laundry equipment

Resources : • Marker • Brown Paper/white board Laundry layout : Show the learners the laundry picture Laundry Equipments : Show the learners the equipments picture Resources : • Images of laundry and equipment

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MODULE 6 : LAUNDRY FUNCTIONS AND LINEN MANAGEMENT

Box 15

6.3, Maintaining Linen Room & Linen Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Linen Room activities, Linen Management and types

Refer to : • PPT Slide 51

• • • • • •

What is a Linen room? What are the different activities of the linen room? Layout of a linen room? Major function of Linen room? Different types of Linen? List answers of learners and explain them about; • Linen Room • Different types of linen • Activities • Equipment and its function

Resources : • Marker • Brown Paper/white board Activity : Demonstration

Laundry and Linen room layout :

Activity : Demonstration

Quality check for linen

Show the learners the linen room picture and layout

Show samples of different types of linen Resources : • Pictures of Linen room • Linen Samples

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

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MODULE 7 HOUSEKEEPING SERVICES AND OTHER DUTIES

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 : Other Guest Services Learning objective & topics covered in module •

Skills : Room transfers, Guest request, Room allocations, Room status and Turn down services

•

Knowledge : Different housekeeping services and how to attend to various requests

•

English terms : Room transfers, Room allocation, turn down, lost and found

•

Attitude : Positive, honest, service minded and careful, smiling, efficient

Box 16

7.1 to 7.1.8, Room Transfers, Guest Requests, Staff requests, Service Housekeeping Requests, Checking Room Allocations, Room Status, Guest Information and Room Allocation Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Other Housekeeping services

Refer to : • PPT Page 52 to 54

• What are the different types of services provided by housekeeping department to the guest? • What are specific procedures of the following? And why? • Room Transfers • Guest Requests • Staff Requests • Service Housekeeping Requests • Checking Room Allocations, • Room Status • Guest Information Directory • Room Allocation • List answers of learners and explain them about specifics of above; Resources : • Marker • Brown Paper/white board

Demonstration : Housekeeping request forms

Housekeeping Form & Format : Show the learners form & format of housekeeping related above box. Demonstrate how to fill the forms & report. Resources : • Samples of Room Status report • Information directory

Role Play

42

Dealing with Guest Request : Show the learners how to do role play, then conduct a role play different guest request, One person must act as a Guest and other and Housekeeping staffs in class room

MODULE 7 : HOUSEKEEPING SERVICES AND OTHER DUTIES

Box 17

7.1.9 to 7.1.11, Assigning cleaning rooms, Turndown service, Lost and Found Property Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Room Assigning, evening turndown service, lost and found property

Refer to :

• How do you assign a clean room? • What do you understand by turndown service? • What is the preparation & procedure of offering the turn down service? • What do you mean by lost & found? • How do you record lost property • List answers of learners and explain them about; • Assigning clean room • Provide turndown service • Deal with lost and found property Resources : • Marker • Brown Paper/white board

Activity 1 : Demonstration and role play Lost and Found property and reporting

Activity 2 : House Policy for Lost and Found :

Leave some obvious things lying around the classroom for the learners to find. They must each complete a lost and found form for the items. Use a range of items such as an old camera, wallet, watch etc. that do not work or are broken, costume jewellery that looks real, raincoat, cell phone, etc. Learner Instructions; What will you do when the following situation occurs? • A room maid finds a gold bracelet under the bed when cleaning a departure room. • A briefcase is left behind at the Reception desk. • A guest has left their cell phone on a sun bed at the pool and cannot find it. Refer to activity 1 and discuss additional housekeeping services Resources : • Lost and found form • Lost property items : wallet, camera, watch, jewellery, cell phone, other

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 2, 3 and 4 : Responding to VIPs, Looking after Plants and Housekeeping Supply Management Learning objective & topics covered in module •

Skills : Attending to VIPs, maintain and looking after Garden/ plants and Managing Housekeeping Supply

•

Knowledge : Importance of VIPs and responding appropriately to their needs, role of housekeeping in maintaining plants and supply management.

•

English terms : VIP, Plants and Supply Management

•

Attitude : Caring, Attention and Service and business progress oriented

Box 18

7.2, 7.3 and 7.4, Responding to VIPs, Looking after Plants and Housekeeping Supply management Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

VIPs, looking after Plants and Supply Management

• • • • • • • • •

Refer to :

What do you understand by VIPs Why are they important? How do you treat them differently? What are the different types of amenities placed in their room? List down indoor plants you know? How do you look after plants? What are different supplies needed in housekeeping? List down room and F&B amenities? List answers of learners and explain them about; • VIPs • Different Plants, cleaning plants • Room amenities, F&B amenities

Resources : • Marker • Brown Paper/white board

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MODULE 8 MAINTENANCE, SAFETY, SECURITY & RISKS

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 to 4 : Reporting Maintenance Problems, Safe Work Practices, Safety in Room Cleaning and Servicing, Preventing Accidents Learning objective & topics covered in module •

Skills : Reporting and maintenance, safe work practice, making safety checklist

•

Knowledge : Responsibility of safety & risks, working safely, safety warning, safety in room cleaning & service

•

English terms : Safety, security, warning, prevention, accident

•

Attitude : Responsible, caring, alert, attentive and attention to detail

Box 19

8.1 to 8.4, Reporting Maintenance Problems, Safe Work Practices, Safety in Room Cleaning and Servicing, Preventing Accidents Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Maintenance, reporting, safe work practices and accident prevention.

Refer to : • PPT Slides 55 to 56

• What is maintenance? • What are the different types of maintenance? • What are the areas that housekeeping has to report on maintenance? • What is the process of reporting the maintenance? • What are safety warnings and why they are used? • What are the safety measures you ensure during cleaning procedure? • How do you practice safe work & what are the guidelines? • What are the safety precautions you have to follow while cleaning & servicing the rooms? Resources : • Marker • Brown Paper/white board

Demonstration : Safe work etiquette.

46

show examples of protective clothing – actual examples of masks, gloves, etc. or photos

MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS

Topic 5 to 8 : Safely Handling Cleaning Agents, Equipment and Machinery, Hygiene and Safety Risks in Bathrooms, Precaution against infectious Disease, Personnel Safety Issues Learning objective & topics covered in module •

Skills : Proper handling of cleaning agents and machinery, and applying best practices working in toilets

•

Knowledge : Risks of inappropriate handling of the cleaning agents, heavy objects and machinery. Health risks in toilet cleaning and prevention

•

English terms : Safe handling, cleaning agents, equipment, diseases and precaution

•

Attitude : Responsible, caring, alert, attentive, attention to detail, risk prevention and wellbeing oriented

Box 20

8.5 to 8.8, Safely Handling Cleaning Agents, Equipment and Machinary, Hygiene and Safety Risks in Bathrooms, Precaution against infectious Disease, Personnel Safety Issues Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

Proper handling s of cleaning agents, machinery and tools, common risks in the toilet cleaning and prevention

Refer to :

• Why is it important to know proper use of the agents? • Why is it essential to read proper use of the agents and know how to handle? • How would you store the cleaning agents? • What are common risks of handling electric equipment? • Why is it necessary to maintain them as per manufacturer instruction (safety, health and hazard)? • What are the general precautions when handling and storing equipment? • Why it essential that you follow best practices and specific measure when handling toilet waste? • What are the risk of contracting of infectious diseases when cleaning toilets • What are the precautions that you must take when cleaning the toilets? • What is the meaning of injury reporting, and what are the common procedures that you need to be aware of? • List answers of learners and explain them about : • Cleaning agent handling • Storing • Maintenance / caring • Preventive measures • And general reporting procedures Resources : • Marker • Brown Paper/white board

Demonstration : Bathroom cleaning, best practices

Bathroom cleaning, practical session

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 9 to 12 : First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in Hotel Learning objective & topics covered in module •

Skills : To respond appropriately to Small injuries, maintain a First aid Box, on the appropriate use of hazard signs and safety inspection

•

Knowledge : First aid, understanding hazard signs and usage and safety awareness

•

English terms : First Aid, Safety measures, hazard signs and safety inspections

•

Attitude : Anticipating, responsible, risk reduction and wellbeing of guests

Box 21

8.9 to 8.12, First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in Hotel Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners,

First Aid, Hazards and Security in the Hotel

Refer to :

• What do you understand by First Aid? • Why is first aid is important at work? • What would you do if someone trips, falls, cuts or having difficulty in breathing? • What can be done to avoid them? • What are hazard signs and what their purposes? • When and where you should use them? • What are general safety issues that relate to wellbeing of guest and staff? (Objects, water, electricity, gas, uneven floor surfaces, wet and moisture rooms) • Can you play any role in assuring safety of the hotel and guest? If so, how? • What are suspicious items that may harm and how do you have to deal with them? • List down the answers provided by learners and explain them about; • First Aid • Hazards • Safety Measure • Security in the hotel Resources : • Marker • Brown Paper/white board

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MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS

Poster making : First Aid, hazard and safety issues

Divide the participants into group of and assign one of the following task for each group. • Presentation of First Aid box and its content. • Illustration of hazard signs and presentation. • Identify suspicious items that may compromise guest and staff wellbeing and presentation. Resources : • White paper A0, Chart paper • Pen, pencil and colour marker.

Activity : Case Study :

News article : Find a news article about a robbery or security incident that has happened in a hotel in your country. Read this to the delegates as a story, then discuss what could have been done to prevent such an event, how to respond to such a situation as a hotel and other relevant topics.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Box 22

First Aid, Housekeeping harzards and common risk scenarios Activity

Teaching Methods and Specific Resources

Role play :

Divide the participants and ask them to role play the following scenarios

Common hazards and First Aid

1. Some chemicals splashed into an eye of a room attendant 2. Room attendant burned her arm on an iron that a guest had left on 3. Sprain in the back from trying to move the bed to clean under it 4. Colleague fell and cut her leg 5. Cut across three fingers from a broken glass in the waste bin Resources : • Red Color for Blood

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MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS

Topic 13 : Pest Control Learning objective & topics covered in module •

Skills : Ability to identify pests, measure and precautions that can be taken in the work environment

•

Knowledge : Types of pest : crawling insects, flying insects, rodents, pantry pests Methods of preventing access, control or eradicating pests

•

English terms : Pest, Insects, Control, Chemical, Cockroaches, Fleas

•

Attitude : Alert, attentive and helpful and active

Box 23

8.13, Pest Control Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners

Pest Control

• • • • •

What do you understand by pest? What are different types of pests found in the Hotel? Why it is important to control the pests in the Hotel? What are the preventive majors of pest control? List down the answers provided by learners and explain them about; • Explain about the pest control, its important and prevention.

Resources : Refer to :

• Brown Paper • Permanent Marker

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 14 : Fire Learning objective & topics covered in module •

Skills : Using Fire Extinguisher, Preventing fire

•

Knowledge : Hotel fire, types of fire, causes of fire, types of fire extinguisher

•

English terms : Flammable, Combustible, Class A,B,C,D,E, Co2, Foam, Squeeze, Sweep

•

Attitude : Responsible, alert, attentive and attention to detail

Box 24

8.14, Fire Activity

Teaching Methods and Specific Resources

Discuss and explain :

Ask learners

Fire hazards, safety measures in the hotel

Refer to : PPT Slide 57

• • • • • • • •

What you understand by Fire? What are its types? What are the causes of fire? What could have been done to avoid fire? How do you prevent electrical shock? What are different types of fire extinguisher? What to you understand by PASS List down the answers provided by learners and explain them about; • Fire safety and prevention

Resources : • Brown Paper • Permanent Marker • First aid kit

Box 25

8.14, Assesing Fire Risks Activity

Teaching Methods and Specific Resources

Group Activity :

Divide into 2 groups. Ask them to identify potential fire risks, such as electrical issues, gas and chemical as well as major shortcomings in case if fire breaks (evacuation / First Aid) problems. Present their findings to the class and solutions. The group who comes with most risks with best appropriate measure will be rewarded.

Assessing fire risks

52

Resources : • A4 paper, white board. • Marker • Fire Extinguisher

ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Introduction to HITT teaching Techniques Introduction

This module teaches you about HITT principles & Multi Skills applied to teaching techniques.

HITT Teaching & Technical Skills

The HITT Learning Approach is a set of core elements that promote High Impact training for our learners. These elements, as explained below, are integrated into HITT training programmes by trainers who are trained in the HITT Learning Approach. All training programs are designed and delivered using this HITT Learning Approach. These core elements are also reflected in the templates used for the development of training materials for HITT training programmes.

Core elements of the HITT Learning Approach.

The following core elements have been identified as the foundation for any HITT learning interventions : • • • • •

Andragogy Acknowledge Prior Learning Active Learning Integrated Learning Creating Motivation for Learning

Andragogy

Andragogy is the process of helping adults learn. Adults learn best when learning is focused on them, not the teacher. The following should be kept in mind when training adults : • Experience : as people mature, they accumulate their own individual experiences that provide useful resources for learning. • Orientation to learning : as people mature, their perspective on time changes from one of postponed application of knowledge to immediate application. They also need to understand the relevance of the content in order to learn easily.

Principles of Andragogics : Adults :

• Need to know why they need to learn something; what value does it hold for them? • They learn best when the topic is of immediate value. They are most interested in learning things that have immediate relevance to their job or personal life. • Need to learn experientially (learn by doing). Therefore, some form of practical experience, including the opportunity to make mistakes, provides the basis for learning activities. • Approach learning as problem solving; therefore adult learning is problem-based rather than theory-based.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

When training adults, the following should be kept in mind : • Explain why specific things are being taught. • Training must be about trainees doing things instead of remembering things. It should be based more on practical than on theory. • Instruction should take into account the wide range of different backgrounds of learners. Learning materials and activities should allow for different levels/types of previous experience (see Prior Learning below). • Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.

Prior Learning HITT targeted beneficiaries possess existing knowledge, beliefs, attitudes and a range of skills and experience. This will have been gained in other courses, formal and non-formal employment and through daily life. Trainees bring this prior learning into HITT training, which will influence how they filter and interpret what they are learning. We need to understand that this prior knowledge can help or hinder learning. For example, they could enter the training knowing certain ways of doing things. If these are not correct, we will have to encourage them to change their habits and learn new ones. This will take time and an understanding that changing work habits can be difficult. However, if they arrive at the training with existing knowledge that is correct, this can speed up the learning of additional skills.

Active Learning Active Learning requires people to become involved in the process of their own learning – simply put, it is learning by doing. The diagram below depicts a Cone of Learning (Edgar Dale) that shows how much people retain from learning in different ways. It is easy to see that active learning such as doing the job, simulating the job, and presenting or participating in discussions creates the highest level of retention of learning. The HITT Teaching Methods provide a range of active learning strategies and ideas to engage HITT trainees at the highest levels of learning.

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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Cone of Learning

Cone of Learning After 2 weeks we tend to remember

Nature of Involvement

Doing the Real Thing 90% of what we say and do

Simulating the Real Experience Doing a Dramatic Presentation

70% of what we say

Active

Giving a Talk Participating in a Discussion Seeing Done on Location

50% of what we hear and see

Watching a Demonstration Looking at an Exhibit Watching a Demosntration

Passive

Watching a Movie 30% of what we see

Looking at Pictures

20% of what we hear

Hearing Words

10% of what we read

Reading

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Integrated Learning Integrated learning occurs across two levels : • Integrating theory and workplace learning • Integrating learning outcomes across different topics or subjects of learning Integration of theory and workplace : Learning is most effective when it is integrated with real work. In order to integrate learning effectively with real work, it is important that the trainer fully understands the work. If the trainer has not done the work themselves, then, in order to fully understand what the work entails, the trainer should watch workers, talk to workers and think in the way the person doing the tasks thinks. The trainer must understand their world, the day-to-day job pressures, the tools they use (or could use) and how they use them, the job input, processes and feedback mechanisms for people doing the job. Integration at curriculum level : integrated lessons help trainees make connections across various topics in a course. Integrative learning comes in many varieties : • Connecting skills and knowledge from multiple sources and experiences; • Applying skills and practices in various settings; and, • Understanding how different topics and skills work together. Examples of integration between learning topics in HITT occupations are presented below : Table 1 : Examples of Integration between Learning Topics in HITT Occupations Occupation

Topics to integrate and teach together

Tourist Guiding

Customer service, communication, safety, destination knowledge, personal hygiene

Food and Beverage service

Ctustomer service, communication, F&B service skills, personal hygiene

Cooking

Cookery skills, food hygiene and personal hygiene, safety

Creating Motivation for Learning

The HITT Learning Approach recognises that learners must have a motivation to learn. In order to ensure that motivational strategies inspire learning to take place, the ARCS Model is used as one of the core elements of the HITT Learning Approach. The ARCS principles provide a foundation for learning design. The ARCS Model identifies four essential strategy components for motivating trainees : • Attention strategies for arousing and sustaining curiosity and interest; e.g. a problem statement, challenge, humour, etc. • Relevance strategies that link to trainees’ needs, interests, and motives; e.g. increasing earning power, able to get employment • Confidence strategies to help students gain confidence in their own abilities. When they experience success at challenging tasks; e.g. starting easy, and building skills and confidence to more difficult skills or topics • Satisfaction strategies to create a sense of achievement certificates, rewards, scores.

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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Table 2 provides few tips for making ARCS work in HITT training : Tips for making ARCS work in HITT Training Principle

Explanation

Attention :

Grabbing attention is the most important part of the model because it motivates learners to learn. Once learners are interested in a topic, they are willing to invest their time, pay attention, and find out more. This component is split into three categories : Perceptual arousal is about using novel, surprising, incongruous, and uncertain events or situations; • Concreteness – Use specific, relatable examples. • Incongruity and Conflict – Stimulate interest by providing the opposite point of view. • Humour – Use humour to lighten up the subject. Inquiry arousal, offering challenging questions and/or problems to answer/solve; and • Participation – Provide role-play or hands on experience. • Inquiry – Ask questions that get students to do critical thinking or brainstorming. Variability, using a variety of resources and methods of teaching. • Incorporate a variety of teaching methods (see the HITT Training toolbox).

Relevance

This includes a student’s need to feel that important personal needs are being met by the training programme. There are three methods for increasing a learner’s sense of relevance. These methods include familiarity, motive matching, and goal orientation. Familiarity : Familiarity is the use of concrete language, examples, and concepts that are related to the learner’s experience and existing knowledge. Motive matching : learner’s motivation will increase as they perceive the likelihood that the task will satisfy a basic need, motive, or value. Goal Orientation : if the training will help a trainee reach a personal goal, then the trainee will be motivated to learn.

Confidence

This is about making learners feel that they can meet objectives and succeed. This links back to motivation.

Satisfaction :

To develop satisfaction, learners need to feel that the new skill is useful and they have chances to use these skills in the real world. This is created by feedback and reinforcement.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Trainer Materials Innovative, High Impact training depends on the type and nature of the tools and resources used by the trainer. These may include, where practical and possible, the following : • • • • • • • •

Laptop computer Data projector Screen or clean wall Speakers Black board or white board Flip-chart paper Training kits : contents as discussed below Other resources such as drawing materials and large sheets of paper for poster presentations, etc.

Trainers should assemble a range of resources to make training interesting and exciting for delegates. It is highly recommended that each trainer assembles a kit that is relevant to the topics that they teach.

Training Kits Innovative, High Impact training kits should contain resources in several formats such as : • Paper-based : books, photos, magazines, posters, notices, signs, advertisements, brochures, maps, menus, industry examples such as order forms, reservation lists, etc. • Equipment-based resources : utensils, service items, world globes, cleaning items and products, etc. • Samples and examples : materials used in industry, items delegates may have not seen before – e.g. strange vegetables, food items, marketing materials, product samples, linen, etc.

Training Presentations Innovative, High Impact presentations should reflect : • High quality : no excess graphics, poor quality clip art or text effects • Content : simple, clear and concise and not too much text – simple bullets or short sentences are enough. • Graphics and pictures : serve a purpose, high quality and well placed • Hyperlinks : to other sources of information such as PDF documents, websites (if live), video clips, documents e.g. policies, spread sheets, etc. Add some audio-visual interest to the training by linking to video clips using hyperlinks embedded in the presentations. • Animation : no excessive animations that will distract the trainees. • Clean fonts : no word art or text effects – these detract from the presentation and from the learning.

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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Training Methods A training method is the process, technique or approach that the trainer uses. The HITT Learning Approach has identified a number of training methods that will deliver high impact learning, especially for adult learners. There are many teaching methods that can be used for training HITT beneficiaries. Some of these are well known and widely used – for example lectures, while others are more particular to our industry. We will not discuss the obvious ones such as lectures, but we will provide some ideas on activities that will make lectures far more engaging so that trainees participate in Active Learning. The range of training methods can be used and adapted to any situation or training topics, and no specific criteria apply to which methods of training apply to specific topics. That said, a basic rule of thumb is that hard skills usually have a practical training method such as demonstrations, whereas soft skills use methods such as role plays for effective teaching. Many of these training ideas can be adapted to use in the informal sector by field or onlocation trainers. These methods and ideas are not restricted to a classroom setting.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Teaching tool and techniques The following table shows the HITT teaching techniques and tools that can be applied in the Housekeeping program. Poster making and presentations

Purpose : To display, communicate message though visual image and extend knowledge. Skills : designing and lay out, presentation of message in a clear and concise manner. Where and when to apply : It can applied to warn and to remind, like hand washing procedure. Materials required : Paper, pencil and marker.

Audio-visual sessions

Purpose : To display, communicate message though audio and visual sources. Skills : emphasis on listening and observing message - reflection. Where and when to apply : It allows you to present real life incidents to the classroom, such as cases of food poisoning. Materials required : computer / projector / radio and video equipment.

ID Test

Purpose : To create awareness and knowledge on the tools / equipment / glassware / fruits, vegetable and any other service or food related commodities. It should be tangible. Skills : Equip learners on use and purposes of the items presented. Where and when to apply : To identify any type of physical objects, such as different types of plates – glassware and ladles. Materials required : selection of physical objects related to service and food production.

Experiments

Purpose : To create a real life case, scenario. Skills : Learners will be able to experience implications of not following good practices, and how it can impact food production and service delivery. Where and when to apply : This can be applied to show learners how food gets contaminated, cross- contamination by making a jelly experiment. Materials required : Jelly experiment (jelly, dirt, hair etc.)

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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Role Play

Purpose : To bring into classroom real life incidents and scenarios. Skills : learners shall observe skills on communication (verbal and non-verbal), listening, handling and problem solving. Where and when to apply : To show learners real working environment problems related to service and food production, such as bad service and customer complain. Materials required : An incident, scenario and actors.

Demonstration

Purpose : To show learners how to do specific job, sequence or a task. Skills : procedures, sequences, tasks and arrangements related to service and food production. Where and when to apply : This can be applied to show demonstrate proper table setup for any specific menu. Materials required : Depend on specific task you intend to do. (For example, things required to do a proper table setup)

Class debate

Purpose : Explore, discuss and share the experience of the learners on specific issue, usually the issue is subjective – open ended. Skills : Equip learners on knowledge mobilizations, facilitate discussion and find solutions on the issue. Where and when to apply : Class debate can be applied on issue like designing and layout of kitchen. Materials required : A subject, Issue, participants and audience.

Guest lecture

Purpose : To provide inside knowledge to the learners from industry expert on food production and service delivery and relevant issues. Skills : Remember not all lectures are good or great!. This allows learners to reflect on presentation skills, communication, message delivery, and this can be further discussed among participants. Where and when to apply : This can be applied to benchmark between different trainers when needed to observe soft-skills. Materials required : Industry expert and a topic.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Quiz

Purpose : To mobilize knowledge, increase the energy of the learners, creates fun. Skills : knowledge mobilization, class management, facilitation and coordination skills within a classroom. Where and when to apply : This can be applied in any stage of the training to create more fun and motivation. Materials required : Questions related to food production and service delivery or on any related topic.

Site visits/ excursions

Purpose : To provide insight into real working environment so that learners are familiar with real working environment, setups, task, duties and functions. Ability to apply learning. Skills : practical and theoretical knowledge from the industry. Where and when to apply : It is always recommended to do site visits whenever there is an opportunity, it gives different dynamics to learners. Materials required : A restaurant or a hotel.

Case studies

Purpose : To provide insight into well document incidents to the learners relating to service and food production – implications. Skills : Through case studies learners shall be able to demonstrate problem solving, learn preventive measures and how to apply them in working environment Where and when to apply : It can be applied to service delivery issues, food production and food poisoning and contamination. Materials required : A very well documented and detailed case study.

Flashcards

Purpose : To identify sequences, procedures, duties, responsibilities etc. through material based imagery. Skills : learners should be able to properly arrange sequences, procedures, structures using images. Where and when to apply : This can be applied to service sequence, Restaurant staffing structure etc. Materials required : set of images relating to that particular topic you want to cover.

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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Also available in the series Housekeeping – Room Attendant, Learner Manual Food Production – Assistant Cook, Learner Manual Food Production – Assistant Cook, Trainer Guide Food and Beverage Service – Waiter / Waitress, Learner Manual Food and Beverage Service – Waiter / Waitress, Trainer Guide Other series developed by the HITT programme in Nepal : Mountain Leaders Training Course Homestay and Small Lodge Operators Training Course Service Excellence and Food Hygiene Training Course

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