food and beverage service & accommodation operations food
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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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
Introduction
Welcome to the Food & Beverage Service and Accommodation Operations course. The
purpose of this guide is to provide you, the trainer, with guidelines on the presentation and
learner support requirements for the course. It will enable you to plan, prepare, conduct and
evaluate this course.
Objective of this Course
By the end of the training the learners will be able to demonstrate improved knowledge and
skills required for working in the hospitality industry.
Course Duration
The duration of this course is subject to the discretion and availability of the hospitality
facility.
Target Audience
The following participants should attend this course:
• Guestroom and public area attendants
• General Cleaners
• Waiters/Waitresses
• New entrants to the hospitality industry with a passion for the industry
Characteristics of the Beneficiaries
Unskilled and semi-skilled informal workers of hotels and other accommodation
establishments.
Persons with little knowledge on hospitality industry, food and beverage service, and
guestroom attending skills.
50% men / 50% women.
Age 18 – 25
No formal education to basic education
Literate
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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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
Instructions to Trainers
Training kits
To effectively train in this course, you will have to invest time and effort into putting a
training kit together. Ideas for the content of the kit are provided in the “Resources” column
of the detailed guide for each module.
The materials and resources will enhance your training. Your kit should contain resources
such as:
• Paper-based: books, photos, magazines, posters, notices, signs, advertisements,
brochures, maps, etc.
• Equipment-based resources: utensils, cleaning equipment, knives, etc.
• Samples and examples: materials used in industry, items learners may have not seen
before – e.g. certain types of crockery
Preparing for your classes, go through the resources required and collect or prepare these
well in advance, especially where you will need industry samples and examples, flashcards,
new articles and so on. If possible, share the work involved with colleagues to reduce the
workload on one person and to make the resources available to other classes as well.
Activities
This trainer guide provides for many and varied activities. These activities are not all
included in the Learner Guide. Depending on your time and resource, you must identify
what activities you can deliver based on time and facilities. Try to do as many activities as
possible to facilitate Active Learning opportunities for your learners.
Activities are provided in the following categories:
• Out of class research – such as sourcing information from industry. Learners will do
this out of class time and you will facilitate feedback on their findings and draw
conclusions
• Practical activities: these include role-plays, tastings, identification tests, flashcard
games, simulations, guest speakers, audio-visual sessions, demonstrations and practice
time
• Discussion-based: Learners will have time to discuss various topics either as a large
group or in smaller groups. Facilitate feedback from these discussions.
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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)
Demonstrate knowledge in the cleaning, care and maintenance of
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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
People in the world of tourism and hospitality
Basic communication skills
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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
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
People in the world of tourism and hospitality
Basic communication skills
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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
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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TRAINING TIME TABLE: ON-THE-JOB TRAINING
(ROOM ATTENDANT) (OPTION TWO)
TIME Monday Tuesday Wednesday Thursday Friday
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
TRAINING TIME TABLE: ON-THE-JOB TRAINING
(WAITER)
TIME Monday Tuesday Wednesday Thursday Friday
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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Food and Beverage Service & Accommodation Operations ‘ON –THE-JOB’ TRAINING TRAINER’S GUIDE
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…
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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
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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
Box 2: Activity Teaching Methods and Specific
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.
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1.3 Misconceptions of the industry
Box 3: Activity Teaching Methods and Specific
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
Refer to flip file page 3
20 minutes
1.4 Career paths in the industry
Box 4: Activity Teaching Methods and Specific
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
Refer to flip file page 4
20 minutes
1.5 People in the world of tourism
Box 5: Activity Teaching Methods and Specific
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
Refer to flip file page 5
20 minutes
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1.6 Cross cultural issues and awareness
Box 6: Activity Teaching Methods and Specific
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.
Refer to flip file page 6
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
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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.
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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.
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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
Box 7: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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)
Refer to flip file page 9
20 minutes
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1.8 Components of Effective Communication
Box 8: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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
Refer to flip file page 10
20 minutes
1.9 Types of Communication
Box 9: Activity Teaching Methods and Specific
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.
Refer to flip file page 11
20 minutes
1.10 Barriers to Communication
Box 10: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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
Refer to flip file page 11
20 minutes
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1.11 Effective/Active listening skills
Box 11: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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.
•
Refer to flip file page 12
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
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Topic 3: Service Excellence
Learning
Objectives
At the completion of this topic learners will be able to:
• 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
Box 12: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
Resources:
Discuss what service excellence is, and
how this can be delivered through all the
stages of the guest interaction cycle
15 minutes
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1.13 Types of Guests
Box 13: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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
Refer to flip file page 13
15 minutes
1.14 Guest expectations
Box 14: Activity Teaching Methods and Specific
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
Box 16: Activity Teaching Methods and Specific
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
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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
Refer to flip file page 14
1.16 SPIRIT of Hospitality
Box 17: Activity Teaching Methods and Specific
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
Refer to flip file page 14
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?
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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
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Topic 4: Handling Complaints
Learning
Objectives
At the completion of this topic learners will be able to:
• 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.
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1.17 Guest Complaints
Box 18: Activity Teaching Methods and Specific
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.
Refer to flip file page 16
20 minutes
1.18 Handling Complaints
Box 19: Activity Teaching Methods and Specific
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.
Refer to flip file page 17
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
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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
Box 20: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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
Box 21: Activity Teaching Methods and Specific
Resources
Suggested
Time
Discuss and explain:
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.
Refer to flip file page 18
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
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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
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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
Box 1: Activity Teaching Methods and Specific
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
Refer to flip file page 1
20 minutes
2.2 Grooming and Personal Hygiene
Box 2: Activity Teaching Methods and Specific
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.
Refer to flip file page 2
25 minutes
40 minutes
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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
Box 3: Activity Teaching Methods and Specific
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
Box 4: Activity Teaching Methods and Specific
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.
Refer to flip file page 3
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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)
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2.5 Ill Health and Injuries
Box 5: Activity Teaching Methods and Specific
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
Box 6: Activity Teaching Methods and Specific
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.
Refer to flip file page 5
20 minutes
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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
Box 7: Activity Teaching Methods and Specific
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
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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
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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
At the completion of this topic learners will be able to:
• 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.
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3.1.1 The Importance of Housekeeping in Accommodation Operations
Box 1: Activity Teaching Methods and Specific
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
Refer to flip file page 1-3
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.
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3.1.2 Common Misconceptions about Housekeeping
Box 2: Activity Teaching Methods and Specific
Resources
Suggested
Time
Recap common
misconceptions
about the world of
tourism and
hospitality
Refer to flip file page 4
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
Box 3: Activity Teaching Methods and Specific
Resources
Suggested
Time
General Discussions:
Facilitate an open
discussion through
a question and
answer
Refer to flip file page 5-6
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
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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.
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3.1.4 Housekeeping Areas of Responsibility
Box 4: Activity Teaching Methods and Specific
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.).
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3.1.5 Personal attributes of housekeeping employees.
Box 5: Activity Teaching Methods and Specific
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
Refer to flip file page 9
• 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
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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
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Lesson Plan: Topic 2 – Housekeeping Procedures and Supplies
Venue Brief Training room with seating capacities for 10 learners, with 2 extra for
monitors.
Learning
Objectives
At the completion of this topic learners will be able to:
• 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
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3.2.1 Housekeeping Procedures and Cleaning Supplies
Box 1: Activity Teaching Methods and Specific
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
Box 1: Activity Teaching Methods and Specific
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
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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
Box 3: Activity Teaching Methods and Specific
Resources
Suggested
Time
Refer to flip file page 11
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.
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3.2.4 Housekeeping Cleaning Supplies
Box 4: Activity Teaching Methods and Specific
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
Refer to flip file page 12-13
120 minutes
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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.
Box 4: Activity Teaching Methods and Specific
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
Refer to flip file page 14-15
120 minutes
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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
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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.
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3.3.1 Establish relevance of Professional Guestroom Cleaning
Box 1: Activity Teaching Methods and Specific
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
Box 2: Activity Teaching Methods and Specific
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.
Refer to flip file page 20
15 minutes
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3.3.3 Preparation before Cleaning
Box 3: Activity Teaching Methods and Specific
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
Box 4: Activity Teaching Methods and Specific
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
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3.3.5 Entering the Guestroom
Box 5: Activity Teaching Methods and Specific
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
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3.3.6 Actual Cleaning
Box 6: Activity Teaching Methods and Specific
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
Box 7: Activity Teaching Methods and Specific
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
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3.3.8 Cleaning of the Bathroom
Box 8: Activity Teaching Methods and Specific
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
Box 9: Activity Teaching Methods and Specific
Resources
Suggested
Time
Demonstrate techniques in
dusting, polishing, cleaning
glass, and polishing wood.
Refer to flip file page 19
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
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3.3.10 Cleaning Floors According to Kind
Box 10: Activity Teaching Methods and Specific
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
Box 11: Activity Teaching Methods and Specific
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.
Refer to flip file page 21
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
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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
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Lesson Plan: Topic 4 – Public Area Cleaning Procedure
Venue Brief Training room with seating capacities for 10 learners, with 2 extra for
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
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3.4.1 Recap Previous Lessons and Link forward to the day’s lesson
Box 1: Activity Teaching Methods and Specific
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
Box 2: Activity Teaching Methods and Specific
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)
Box 3: Activity Teaching Methods and Specific
Resources
Suggested
Time
Refer to flip file page 22
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
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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
Box 4: Activity Teaching Methods and Specific
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.
Box 5: Activity Teaching Methods and Specific
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
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3.4.6 Controlling Standards in Public Areas.
Box 6: Activity Teaching Methods and Specific
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.
Box 7: Activity Teaching Methods and Specific
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
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3.4.8 Cleaning an Office.
Box 8: Activity Teaching Methods and Specific
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
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3.4.10 Cleaning Corridors.
Box 10: Activity Teaching Methods and Specific
Resources
Suggested
Time
Put up caution signs
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.
Box 11: Activity Teaching Methods and Specific
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
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3.4.12 Cleaning Glass Windows
Box 12: Activity Teaching Methods and Specific
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.
Box 13: Activity Teaching Methods and Specific
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
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3.4.14 Disposal of Waste.
Box 14: Activity Teaching Methods and Specific
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.
Box 15: Activity Teaching Methods and Specific
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
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3.4.16 End of Training Program.
Box 16: Activity Teaching Methods and Specific
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
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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
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4.1 Restaurant
Box 1: Activity Teaching Methods and
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
Box 2: Activity Teaching Methods and Specific
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
Refer to flip file page 2
10 minutes
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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
Box 3: Activity Teaching Methods and
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
Box 4: Activity Teaching Methods and Specific
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
Refer to flip file page 3
20 minutes
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4.5 Organizational Structure
Box 5: Activity Teaching Methods and Specific
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
Refer to flip file page 4
45 minutes
4.6 Food and Beverage Outlet
Box 6: Activity Teaching Methods and Specific
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.
Refer to flip file page 5
55 minutes
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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
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MODULE 5: RESTAURANT SERVICE ACCESSORIES AND EQUIPMENT
Module Overview
Venue Brief 3-5 Star Hotel Restaurant
Learning
Objectives
At the completion of this module learners will be able to:
• 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)
Demonstrate knowledge in the cleaning, care and maintenance of
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
This module covers the following 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
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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
Box 1: Activity Teaching Methods and
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.
Refer to flip file page 1-5
60 minutes
5.2 Glassware
Box 2: Activity Teaching Methods and Specific
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.
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5.3 Hollow ware
Box 3: Activity Teaching Methods and Specific
Resources
Suggested Time
Group Activity: Explain the
types, uses and care of
hollow ware
• Teapots
• Milk jugs
• Sugar basins
• Oval flats
Facilitate feedback discussion 25 minutes
5.4 Flat ware
Box 4: Activity Teaching Methods and Specific
Resources
Suggested Time
Group Activity: Explain the
types, uses and care of
flatware
• Spoons
• Forks
Facilitate feedback discussion 25 minutes
5.5 Crockery
Box 5: Activity Teaching Methods and Specific
Resources
Suggested Time
Group Activity: Explain the
uses and care of
crockery
Facilitate feedback discussion 25 minutes
5.6 Silver ware
Box 6: Activity Teaching Methods and Specific
Resources
Suggested Time
Group Activity: Explain the
uses and care of
silver ware
Facilitate feedback discussion.
25 minutes
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5.7 Table Linen
Box 7: Activity Teaching Methods and Specific
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
Box 8: Activity Teaching Methods and Specific
Resources
Suggested Time
Group Activity:
Describe the types of
equipment and their uses
Facilitate feedback discussion. 25 minutes
5.9 Restaurant Furniture
Box 9: Activity Teaching Methods and Specific
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
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5.7 Table linen
Box 7: Activity Teaching Methods and Specific
Resources
Time Required
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
Box 8: Activity Teaching Methods and Specific
Resources
Time Required
Group Activity: Describe
the types of equipment and
their uses
Facilitate feedback discussion.
25 minutes
5.9 Restaurant Furniture
Box 9: Activity Teaching Methods and Specific
Resources
Time Required
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
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MODULE 6: MENU
Module Overview
Venue Brief 3-5 Star Hotel Restaurant
Learning
Objectives
At the completion of this module learners will be able to:
• 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
This module covers the following 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
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6.1 Menu
Box 1: Activity Teaching Methods and Specific
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.
Refer to flip file page 1
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
Box 2: Activity Teaching Methods and Specific
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
Refer to flip file page 1
40 minutes
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6.3 Forms of Menu
Box 3: Activity Teaching Methods and Specific
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.
Refer to flip file page 2
25 minutes
6.4 Types of Menu
Box 4: Activity Teaching Methods and Specific
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
Refer to flip file page 2
25 minutes
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6.5 Sections of Menu
Box 5: Activity Teaching Methods and Specific
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
Refer to flip file page 3
35 minutes
6.6 Description of Menu
Box 6: Activity Teaching Methods and Specific
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.
Facilitate feedback discussion.
Refer to flip file page 4
20 minutes
6.7 Presentation of Food to Guests
Box 7: Activity Teaching Methods and Specific
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).
Facilitate feedback discussion.
Refer to flip file page 5
10 minutes
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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
Box 8: Activity Teaching Methods and Specific
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
Refer to flip file page 6
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
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6.9.2 Service of Non-alcoholic Beverages (Coffee)
Box 9.2: Activity Teaching Methods and Specific
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)
Box 9.3: Activity Teaching Methods and Specific
Resources
Suggested
Time
Activity: Trainer to ask
learners identify their favourite
soft drinks. Ask them to explain
their preferences
Facilitate feedback discussion.
10 minutes
6.9.4 Service of Non-alcoholic beverages (Water)
Box 9.4: Activity Teaching Methods and Specific
Resources
Suggested
Time
Activity: Guidelines and
principle for serving water
Demonstrate and allow time for
practice
Facilitate feedback discussion.
15 minutes
6.9.5 Service of Non-Alcoholic Beverages (Squashes, Cordials and Syrups)
Box 9.5: Activity Teaching Methods and Specific
Resources
Suggested Time
Activity: Ask learners to
explain the use of squash, cordials
and syrup in beverage service.
Facilitate feedback discussion 20 minutes
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6.9.6 Service of Non-alcoholic beverages (Juices)
Box 9.6: Activity Teaching Methods and Specific
Resources
Suggested
Time
Activity: Identify the
various juices and their usage in
restaurant.
Facilitate feedback discussion
10 minutes
6.10 Service of Alcoholic Beverages
Box 10: Activity Teaching Methods and Specific
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
Facilitate feedback discussion.
Refer to flip file page 7
15 minutes
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MODULE 7: FOOD AND BEVERAGE SERVICE
Module Overview
Venue Brief 3-5 Star Hotel Restaurant
Learning
Objectives
At the completion of this module learners will be able to:
• Describe forms of food and beverage service
• Prepare for service
• Describe and demonstrate the sequence of serving food and
beverages.
• Take restaurant bookings
• Prepare for service
• 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
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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
Box 1: Activity Teaching Methods and Specific
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.
Refer to flip file page 1
120 minutes
7.2 Preparation for Service
Box 2: Activity Teaching Methods and Specific
Resources
Suggested
Time
Learners to practice:
Explain how preparation affect the
service of food and beverages to
customers
60 minutes
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7.3 Mis-en place
Box 3: Activity Teaching Methods and Specific
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
Box 4: Activity Teaching Methods and Specific
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
Box 5: Activity Teaching Methods and Specific
Resources
Suggested
Time
Learner Activity: Allow time for learners to
practice.
Describe the procedures involved
60 minutes
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7.6 Back up preparatory tasks
Box 6: Activity Teaching Methods and Specific
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
Box 7: Activity Teaching Methods and Specific
Resources
Suggested
Time
Learner Activity: Explain and ask Learners
to demonstrate practical
sequence of serving food
and beverage
Refer to flip file page 2
45 minutes
7.8 Taking Bookings
Box 8: Activity Teaching Methods and Specific
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
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7.9 Guest Reception
Box 9: Activity Teaching Methods and Specific
Resources
Time Required
Demonstrate Procedure to
learners
Ask learners to practice
Explain guest reception
10 minutes
7.10 Taking Food and Beverage Orders
Box 10: Activity Teaching Methods and Specific
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.
Refer to flip file page 3
55 minutes
7.11 Communicating Food and Beverage Orders to the Kitchen and Bar
Box 11: Activity Teaching Methods and Specific
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
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7.12 Serving of Food and Beverage
Box 12: Activity Teaching Methods and Specific
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
Box 13: Activity Teaching Methods and Specific
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
Box 14: Activity Teaching Methods and Specific
Resources
Suggested
Time
Demonstrate and allow
enough time for learners to
practice.
• Dinner plates
• Side plate
Resources: Starter/dinner plates (4)
40 minutes
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7.15 Clearing during Service
Box 16: Activity Teaching Methods and Specific
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
Box 17: Activity Teaching Methods and Specific
Resources
Suggested
Time
Ask learners the procedure
from their various work
places/ experience
Explain the standard
procedures.
20 minutes
7.17 Crumbing Down
Box 18: Activity Teaching Methods and Specific
Resources
Suggested
Time
• Explain why the need to
crumb down,
• Procedures involved, and
• Demonstrate
Allow time for learners to
practice
Resources: Service cloth, side plate
25 minutes
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7.18 Changing and Replacing Ashtrays
Box 19: Activity Teaching Methods and Specific
Resources
Suggested
Time
Explain why, techniques and
demonstrate
Allow time for learners to
practice.
Resources: Two (2) ashtrays
Refer to flip file page 5
25 minutes
7.19 Presenting the Bill
Box 21: Activity Teaching Methods and Specific
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
Refer to flip file page 5
25 minutes
7.20 Collecting Payment
Box 22: Activity Teaching Methods and Specific
Resources
Suggested
Time
Explain the procedures and methods. 25 minutes
7.21 Escorting Guests (Saying Goodbye)
Box 23: Activity Teaching Methods and Specific
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
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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
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ORGANIZATIONAL DIAGRAM OF HOUSEKEEPING DEPARTMENT
EXECUTIVE HOUSEKEEPER
HOUSEKEEPER
PUBLIC AREA SUPERVISOR
HOUSEPERSONS
GUESTROOM SUPERVISOR
ROOM ATTENDANTS
LAUNDRY SUPERVISOR
LAUNDRY, LINENE AND UNIFORM ATTENDANTS, SEAMSTRESS
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ORGANISATIONAL DIAGRAM OF FOOD AND BEVERAGE DEPARTMENT
Restaurant Manager
Reception Head Waiter
Head Waiter Wine Waiter
Cocktail Bar Person
Station Waiter
Waiter
Trainee
Hostess
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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.
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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
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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
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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
Service with a smile Delightful Acceptable Poor
Delightful Acceptable Poor
3. ROOM CARE/ HOUSEKEEPING Delightful Acceptable Poor
Design and atmosphere Delightful Acceptable Poor
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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
Delightful Acceptable Poor
Handling complaints Delightful Acceptable Poor
Service with a smile Delightful Acceptable Poor
4. GENERAL OBSERVATION OF
STAFF
Delightful Acceptable Poor
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
Delightful Acceptable Poor
Service with a smile Delightful Acceptable Poor
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
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Restaurant service skills Delightful Acceptable Poor
Timeliness in food delivery Delightful Acceptable Poor
Communication skills Delightful Acceptable Poor
Professionalism Delightful Acceptable Poor
Service with a smile 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
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• 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
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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
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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
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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
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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
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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
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SAMPLE KEY CONTROL FORM
Supervisor: _______________ Date: _____________
SRL No Name Key
Designation
Time
Out
Sign Time In Sign Remarks
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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:
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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:
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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
Put up caution signs
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
Put up caution signs
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.
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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
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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?---------------------------------
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2) List the types of accommodation available.--------------------------------------------
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3) Give two (2) reasons why an organization structure is important--------------------
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Mention four (4) job titles in housekeeping.---------------------------------------------------
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ATTRIBUTES OF FOOD AND BEVERAGE SERVICE PERSONNEL
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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.
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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.
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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
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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
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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
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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.
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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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