provide accommodation reception services...provide accommodation reception services 1 competency...

Provide accommodation reception services

D1.HFO.CL2.03

Trainer Guide

© ASEAN 2013 Trainer Guide



D1.HFO.CL2.03

Trainer Guide

© ASEAN 2013 Trainer Guide Provide accommodation reception services

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writers: Evelyn Collins/ Linda Wilson Project Manager/Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut,

Kaly Quach

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Front Office, Food and Beverage Services and Food Production Divisions”.

This publication is supported by the Australian Government’s aid program through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2013.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from stock photography suppliers Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and Media Library. Some images have been provided by and are the property of William Angliss Institute.

Additional images have been sourced from Flickr and SXC and are used under Creative Commons licence: http://creativecommons.org/licenses/by/2.0/deed.en

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Table of contents

Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 23

Recommended training equipment ................................................................................. 99

Instructions for Trainers for using PowerPoint – Presenter View ................................... 101

Appendix – ASEAN acronyms ...................................................................................... 103

Competency Based Training (CBT) and assessment – An introduction for trainers


Provide accommodation reception services 1


Competency

Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace.

Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment.

The essential skills and knowledge are either identified separately or combined.

Knowledge identifies what a person needs to know to perform the work in an informed and effective manner.

Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner.

Competency covers all aspects of workplace performance and involves:

• Performing individual tasks

• Managing a range of different tasks

• Responding to contingencies or breakdowns

• Dealing with the responsibilities of the workplace

• Working with others.

Unit of Competency

Like with any training qualification or program, a range of subject topics are identified that focus on the ability in a certain work area, responsibility or function.

Each manual focuses on a specific unit of competency that applies in the hospitality workplace.

In this manual a unit of competency is identified as a ‘unit’.

Each unit of competency identifies a discrete workplace requirement and includes:

• Knowledge and skills that underpin competency

• Language, literacy and numeracy

• Occupational health and safety requirements.

Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes.


2 © ASEAN 2013 Trainer Guide Provide accommodation reception services

Element of Competency

An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

In this manual elements of competency are identified as an ‘element’.

Performance criteria

Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs.

Performance criteria will be made up of certain specified skills, knowledge and attitudes.

Learning

For the purpose of this manual learning incorporates two key activities:

• Training

• Assessment.

Both of these activities will be discussed in detail in this introduction.

Today training and assessment can be delivered in a variety of ways. It may be provided to participants:

• On-the-job – in the workplace

• Off-the-job – at an educational institution or dedicated training environment

• As a combination of these two options.

No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications.

Learning Approaches

This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)

This is the strategy of developing a participant’s competency.

Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful:

• Completion of the training program or qualification

• Implementation in the workplace.

The strategies selected should be chosen based on suitability and the learning styles of participants.




Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.

Flexibility in Learning

It is important to note that flexibility in training and assessment strategies is required to meet the needs of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole.

Catering for Participant Diversity

Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should:

• Consider individuals’ experiences, learning styles and interests

• Develop questions and activities that are aimed at different levels of ability

• Modify the expectations for some participants

• Provide opportunities for a variety of forms of participation, such as individual, pair and small group activities

• Assess participants based on individual progress and outcomes.

The diversity among participants also provides a good reason for building up a learning community in which participants support each other’s learning.

Participant Centred Learning

This involves taking into account structuring training and assessment that:

• Builds on strengths – Training environments need to demonstrate the many positive features of local participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured

• Acknowledges prior knowledge and experience – The learning activities should be planned with participants’ prior knowledge and experience in mind

• Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants

• Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know

• Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for their own learning

• Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants



• Makes effective use of resources – A variety of teaching resources can be employed as tools for learning

• Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged

• Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching

• Caters for learner diversity – Trainers should be aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of expectations.

Active Learning

The goal of nurturing independent learning in participants does not imply that they always have to work in isolation or solely in a classroom. On the contrary, the construction of knowledge in tourism and hospitality studies can often best be carried out in collaboration with others in the field. Sharing experiences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field (active learning) can contribute a lot to their eventual success.

Active learning has an important part to play in fostering a sense of community in the class. First, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and between them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal example, and by allowing participants to take risks as they explore and articulate their views, however immature these may appear to be. Participants also come to realise that their classmates (and their trainers) are partners in learning and solving.

Trainers can also encourage cooperative learning by designing appropriate group learning tasks, which include, for example, collecting background information, conducting small-scale surveys, or producing media presentations on certain issues and themes. Participants need to be reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important objective of all group work.

Competency Based Training (CBT)

Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools.

Training Strategies

The aims of this curriculum are to enable participants to:

• Undertake a variety of subject courses that are relevant to industry in the current environment

• Learn current industry skills, information and trends relevant to industry

• Learn through a range of practical and theoretical approaches

• Be able to identify, explore and solve issues in a productive manner




• Be able to become confident, equipped and flexible managers of the future

• Be ‘job ready’ and a valuable employee in the industry upon graduation of any qualification level.

To ensure participants are able to gain the knowledge and skills required to meet competency in each unit of competency in the qualification, a range of training delivery modes are used.

Types of Training

In choosing learning and teaching strategies, trainers should take into account the practical, complex and multi-disciplinary nature of the subject area, as well as their participant’s prior knowledge, learning styles and abilities.

Training outcomes can be attained by utilising one or more delivery methods:

Lecture/Tutorial

This is a common method of training involving transfer of information from the trainer to the participants. It is an effective approach to introduce new concepts or information to the learners and also to build upon the existing knowledge. The listener is expected to reflect on the subject and seek clarifications on the doubts.

Demonstration

Demonstration is a very effective training method that involves a trainer showing a participant how to perform a task or activity. Through a visual demonstration, trainers may also explain reasoning behind certain actions or provide supplementary information to help facilitate understanding.

Group Discussions

Brainstorming in which all the members in a group express their ideas, views and opinions on a given topic. It is a free flow and exchange of knowledge among the participants and the trainer. The discussion is carried out by the group on the basis of their own experience, perceptions and values. This will facilitate acquiring new knowledge. When everybody is expected to participate in the group discussion, even the introverted persons will also get stimulated and try to articulate their feelings.

The ideas that emerge in the discussions should be noted down and presentations are to be made by the groups. Sometimes consensus needs to be arrived at on a given topic. Group discussions are to be held under the moderation of a leader guided by the trainer. Group discussion technique triggers thinking process, encourages interactions and enhances communication skills.

Role Play

This is a common and very effective method of bringing into the classroom real life situations, which may not otherwise be possible. Participants are made to enact a particular role so as to give a real feel of the roles they may be called upon to play. This enables participants to understand the behaviour of others as well as their own emotions and feelings. The instructor must brief the role players on what is expected of them. The role player may either be given a ready-made script, which they can memorize and enact, or they may be required to develop their own scripts around a given situation. This technique is extremely useful in understanding creative selling techniques and human relations. It can be entertaining and energizing and it helps the reserved and less literate to express their feelings.



Simulation Games

When trainees need to become aware of something that they have not been conscious of, simulations can be a useful mechanism. Simulation games are a method based on "here and now" experience shared by all the participants. The games focus on the participation of the trainees and their willingness to share their ideas with others. A "near real life" situation is created providing an opportunity to which they apply themselves by adopting certain behaviour. They then experience the impact of their behaviour on the situation. It is carried out to generate responses and reactions based on the real feelings of the participants, which are subsequently analysed by the trainer.

While use of simulation games can result in very effective learning, it needs considerable trainer competence to analyse the situations.

Individual /Group Exercises

Exercises are often introduced to find out how much the participant has assimilated. This method involves imparting instructions to participants on a particular subject through use of written exercises. In the group exercises, the entire class is divided into small groups, and members are asked to collaborate to arrive at a consensus or solution to a problem.

Case Study

This is a training method that enables the trainer and the participant to experience a real life situation. It may be on account of events in the past or situations in the present, in which there may be one or more problems to be solved and decisions to be taken. The basic objective of a case study is to help participants diagnose, analyse and/or solve a particular problem and to make them internalize the critical inputs delivered in the training. Questions are generally given at the end of the case study to direct the participants and to stimulate their thinking towards possible solutions. Studies may be presented in written or verbal form.

Field Visit

This involves a carefully planned visit or tour to a place of learning or interest. The idea is to give first-hand knowledge by personal observation of field situations, and to relate theory with practice. The emphasis is on observing, exploring, asking questions and understanding. The trainer should remember to brief the participants about what they should observe and about the customs and norms that need to be respected.

Group Presentation

The participants are asked to work in groups and produce the results and findings of their group work to the members of another sub-group. By this method participants get a good picture of each other's views and perceptions on the topic and they are able to compare them with their own point of view. The pooling and sharing of findings enriches the discussion and learning process.

Practice Sessions

This method is of paramount importance for skills training. Participants are provided with an opportunity to practice in a controlled situation what they have learnt. It could be real life or through a make-believe situation.




Games

This is a group process and includes those methods that involve usually fun-based activity, aimed at conveying feelings and experiences, which are everyday in nature, and applying them within the game being played. A game has set rules and regulations, and may or may not include a competitive element. After the game is played, it is essential that the participants be debriefed and their lessons and experiences consolidated by the trainer.

Research

Trainers may require learners to undertake research activities, including online research, to gather information or further understanding about a specific subject area.

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency.

Competencies are gained through a multitude of ways including:

• Training and development programs

• Formal education

• Life experience

• Apprenticeships

• On-the-job experience

• Self-help programs.

All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the ‘collection of evidence’ in determining overall competence.

This evidence can be collected:

• Using different formats

• Using different people

• Collected over a period of time.

The assessor who is ideally someone with considerable experience in the area being assessed, reviews the evidence and verifies the person as being competent or not.

Flexibility in Assessment

Whilst allocated assessment tools have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant.

The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs.



Competency must be proven regardless of:

• Language

• Delivery Method

• Assessment Method.

Assessment Objectives

The assessment tools used for subjects are designed to determine competency against the ‘elements of competency’ and their associated ‘performance criteria’.

The assessment tools are used to identify sufficient:

a) Knowledge, including underpinning knowledge

b) Skills

c) Attitudes

Assessment tools are activities that trainees are required to undertake to prove participant competency in this subject.

All assessments must be completed satisfactorily for participants to obtain competence in this subject. There are no exceptions to this requirement, however, it is possible that in some cases several assessment items may be combined and assessed together.

Types of Assessment

Allocated Assessment Tools

There are a number of assessment tools that are used to determine competency in this subject:

• Work projects

• Written questions

• Oral questions

• Third Party Report

• Observation Checklist.

Instructions on how assessors should conduct these assessment methods are explained in the Assessment Manuals.

Alternative Assessment Tools

Whilst this subject has identified assessment tools, as indicated above, this does not restrict the assessor from using different assessment methods to measure the competency of a participant.

Evidence is simply proof that the assessor gathers to show participants can actually do what they are required to do.

Whilst there is a distinct requirement for participants to demonstrate competency, there are many and diverse sources of evidence available to the assessor.

Ongoing performance at work, as verified by a supervisor or physical evidence, can count towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence about performance.




A range of assessment methods to assess competency include:

• Practical demonstrations

• Practical demonstrations in simulated work conditions

• Problem solving

• Portfolios of evidence

• Critical incident reports

• Journals

• Oral presentations

• Interviews

• Videos

• Visuals: slides, audio tapes

• Case studies

• Log books

• Projects

• Role plays

• Group projects

• Group discussions

• Examinations.

Recognition of Prior Learning

Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject.

Also known as a Skills Recognition Audit (SRA), this process is a learning and assessment pathway which encompasses:

• Recognition of Current Competencies (RCC)

• Skills auditing

• Gap analysis and training

• Credit transfer.

Assessing competency

As mentioned, assessment is the process of identifying a participant’s current knowledge, skills and attitudes sets against all elements of competency within a unit of competency. Traditionally in education, grades or marks were given to participants, dependent on how many questions the participant successfully answered in an assessment tool.

Competency based assessment does not award grades, but simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard.



Therefore, when assessing competency, an assessor has two possible results that can be awarded:

• Pass Competent (PC)

• Not Yet Competent (NYC)

• Pass Competent (PC).

If the participant is able to successfully answer or demonstrate what is required, to the expected standards of the performance criteria, they will be deemed as ‘Pass Competent’ (PC).

The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit.

Not Yet Competent’ (NYC)

If the participant is unable to answer or demonstrate competency to the desired standard, they will be deemed to be ‘Not Yet Competent’ (NYC).

This does not mean the participant will need to complete all the assessment tasks again. The focus will be on the specific assessment tasks that were not performed to the expected standards.

The participant may be required to:

a) Undertake further training or instruction

b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.

Competency standard



Competency standard

UNIT TITLE: PROVIDE ACCOMMODATION RECEPTION SERVICES NOMINAL HOURS: 35

UNIT NUMBER: D1.HFO.CL2.03

UNIT DESCRIPTOR: This unit deals with skills and knowledge required to provide on arrival, stay and on departure accommodation reception services to guests, and to provide operational support information to management and other departments

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Prepare reception area for guest arrivals

1.1 Prepare reception area for service

1.2 Check reception equipment and technology prior to use

1.3 Review expected daily guest movement

1.4 Allocate guest rooms in accordance with special requests, where possible

1.5 Follow-up on uncertain arrivals and reservations

1.6 Compile arrivals lists

1.7 Distribute arrivals list as required

1.8 Notify departments in relation to special requests and VIPs

Element 2: Perform check-in functions

2.1 Welcome guests on arrival

Unit Variables

The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment

This unit applies to the use of manual or computerised front office systems required to provide on arrival, stay and on departure accommodation reception services to guests, and to provide operational support information to management and other departments within the labour divisions of the hotel and travel industries and may include:

Front Office

Prepare reception area may include:

• Ensuring cleanliness and presentation of reception area

• Participating in and facilitating hand over between shifts

• Checking all requisites are ready in sufficient quantity for the expected shift.

Check reception equipment and technology will include:

• Checking the operation and full functionality of all systems and equipment

• Arranging for repairs, back-up and service where required.

Competency standard


2.2 Determine if guest has reservation and confirm and explain reservation details

2.3 Determine if guest is a walk-in and identify if room is available

2.4 Decline a guest if appropriate

2.5 Complete guest registration process

2.6 Issue keys and vouchers as required

2.7 Follow internal accounting protocols

2.8 Explain room and house facilities and services to guests

2.9 Arrange for porter services

2.10 Implement standard house protocols for problem situations

2.11 Monitor guest arrivals and take appropriate action as required

Element 3: Perform ‘during stay’ functions

3.1 Process room change requests

3.2 Process extensions to stays

3.3 Process variations to guest numbers

3.4 Process variations in-room rates

3.5 Process upgrades

3.6 Process special requests

3.7 Process guest charges

3.8 Respond to guest queries

Expected daily guest movement may be related to:

• Consideration of bookings

• Consideration of stay rooms

• Consideration of early departures.

• Consideration of group and individual guest movement

• Consideration of late check-outs.

Allocate guest rooms should include:

• Pre-rooming of individuals and groups

• Setting up of guest accounts to reflect allocated rooms

• Checking of room rates to align with promised/requested rates

• Setting up keys for group arrivals

• Updating room status, reservations and pre-registrations.

Follow-up on uncertain arrivals should relate to:

• Checking with booking agencies

• Contacting guests in-person by telephone

• Updating room status, reservations and pre-registrations

• Advising guests on enterprise cancellation policy.

Arrivals lists may include:

• Individual arrivals

• Group arrivals

• Consideration of VIPs and complimentary guests

• Liaison with departments – such as housekeeping, management, maintenance, laundry, food and beverage, room service.

Competency standard



Element 4: Perform check-out functions

4.1 Maintain and prepare guest accounts

4.2 Prepare and review departures lists

4.3 Present accounts to guests

4.4 Process payments and refunds and issue receipts

4.5 Process express check-outs

4.6 Process group check-outs

4.7 Distribute departures list as required

4.8 Assist guest with on departure requests

Element 5: Prepare front office records and reports

5.1 Prepare and update front office records

5.2 Generate internal reports as required

5.3 Facilitate night audit activities

Distribute arrivals list may include distribution to:

• Housekeeping

• Concierge

• Porters

• Security

• Food and beverage

• Laundry

• Kitchen.

Determine if guest has reservation may relate to:

• Checking guest identification

• Confirming length of stay and date/time of departure

• Confirming room rate

• Explaining services, facilities, vouchers and complimentary items that accompany the booking

• Confirming advanced deposits received

• Identifying room type and number.

Decline a guest is the refusal to room a guest for reasons such as:

• Guest has been black-listed, or previously skipped without paying

• Guest is intoxicated, violent or quarrelsome

• Guest has prior bad reputation/history

• Guest has insufficient means to pay for room in advance

• Guest has no luggage

• No rooms available.

Competency standard


Guest registration may include:

• Verifying and obtaining proof of guest identity

• Completing of guest registration card by guest by supplying necessary personal details

• Obtaining confirmation from guest that pre-registration details are correct

• Obtaining guest signature.

Issue keys and vouchers may relate to:

• Explaining use of key cards

• Explaining entitlements and limitations of vouchers.

Internal accounting protocols may relate to:

• Issuing receipt for advanced deposits received

• Obtaining deposit and/or room payment

• Applying discounts to entitled guests

• Obtaining copy of credit/debit card from guest.

Room and house facilities and services may include:

• Promoting in-house products and services

• Making bookings for restaurants

• Arranging room service

• Advising of safe-keeping facilities

• Liaising with concierge and porters

• Using effective selling skills.

Competency standard



Standard house protocols for problem situations may relate to:

• Over-booking

• Room not ready

• Drunk, violent or intoxicated guest

• Black-listed guests

• Treatment of people who claim they are guests but have no proof of same

• Removal of undesirable people from reception and foyer area.

Monitor guest arrivals may include:

• Examining actual arrivals against expected arrivals

• Checking type of booking, i.e. guaranteed, confirmed, no guarantee, held till a specified time

• Identifying and attempting to contact ‘No Shows’

• Contacting people who are on ‘Wait List’

• Putting rooms back on the board/system for sale.

Performing ‘during stay’ functions may relate to:

• Updating electronic and paper-based documents

• Re-calculating charges and guest accounts

• Obtaining signed vouchers as proof of purchase for charges that are to be posted to guest accounts

• Processing disbursements

• Liaising with other staff and other departments to assist in guest movements, luggage movements and meeting guest requests

• Facilitating and/or actioning guest requests, including use of internal and external sources and resources

• Posting in-house charges to guest accounts

Competency standard


• Advising guests of house facilities and services, local knowledge and forward bookings, as required

• Forwarding messages and mail to guests

• Providing safe-keeping facilities

• Maintaining guest confidentiality and privacy.

Prepare guest accounts may relate to:

• Posting charges

• Liaising with night auditor

• Ensuring supporting documentation is available to support charges

• Checking accuracy of account.

Review departures lists may relate to:

• Factoring in extensions of stays and early departures

• Identifying group departures

• Highlighting special requests and identified needs on departure, such as transfers, luggage assistance, movement and storage, forwarding addresses, advance bookings, disabled support.

Present accounts may involve:

• Explaining charges and in-house codes and abbreviations

• Ascertaining if guest has made mini-bar or late purchases and adding these to the account

• Providing supporting evidence to justify charges

• Negotiating reductions in charges, as appropriate, within designated scope of authority.

Process payments may relate to:

• Referring guest to cashier

• Receiving payment in acceptable forms

Competency standard



• Obtaining room keys

• Processing foreign exchange transactions including payment by travellers’ checks

• Referring problems and/or disputes to management

• Giving change

• Thanking and fare welling guests

• Seeking feedback on guest’s stay.

Express check-outs may relate to:

• Explaining how to use express check-out facilities

• Distributing express check-out forms, if appropriate

• Finalising payment

• Forwarding receipt and accompanying documentation to guest.

Group check-outs may include:

• Preparing master account/folio

• Preparing individual extras accounts/folios

• Liaising with group leader

• Obtaining payment or signature for master account/folio

• Arranging portaging support to facilitate group movement.

Distribute departures list may include distribution to:

• Housekeeping

• Concierge and porters

• Security

• Management

• Maintenance.

Competency standard


On departure requests may relate to:

• Recording forwarding addresses

• Recording details of lost items

• Making advance bookings for guest

• Booking transport

• Making arrangements to forward certain items, such as luggage, laundry items.

Front office records will vary depending on the system being used. Many fields will auto-update as guests check out however these activities may relate to:

• Updating room status

• Updating room availability

• Updating room allocations

• Updating internal telephone lists

• Filing and archiving documents – such as registrations cards, supporting documentation for charges, room change forms

• Updating guest history.

Internal reports may be prepared in some properties by the Night Auditor but reception staff may be required to generate:

• Arrivals Report

• Departures Report

• No Show Report

• Room Status Report

• Special Requests Report

• Occupancy Forecast Report

• Average Room Rates Report

Competency standard



• Multiple or Double Room Occupancy Report

• Guest List By Name Report

• Guest List By Room Report

• Travel Agents Commission Report

• Special Packages Report

• Market Segment Report

• Rooms Out of Order Report

• Daily Room Revenue Summary Report

• Daily Revenue Summary Report

• Weekly Trading Summary Report

• Monthly Trading Summary Report

• Year-to-Date Report

• In-house Activity Report

• Special reports to address problems, issues and incidents.

Facilitate night audit relates to:

• Preparing documentation for night auditor

• Verbally explaining transactions and events for the day

• Assisting night auditor with clarification of issues and charges

• Performing tasks as directed by night auditor.

Assessment Guide

The following skills and knowledge must be assessed as part of this unit:

• The enterprise’s policies and procedures in regard to reservations, guest service standards, cash handling, advanced deposits, refunds, cancellation policy, over-booking, walk-ins, no shows, skippers, security and systems operation

Competency standard


• Principles of using manual or computerised front office reservations systems

• Ability to handle difficult guests and conflict situations

• Understanding of all documents and files used within the manual or electronic front office system that is in operation in the host enterprise

• Understanding of all reception records and reports that need to be created, amended, produced, updated and distributed

• Product knowledge of all the products and services provided by the host enterprise

• Local knowledge

• Understanding of the front office as a clearing house for venue information

• Understanding of the nature of the relationship that all internal departments have with front office

• Understanding of the nature of the relationship that all other industry sectors have with front office.

Linkages To Other Units

• Operate a computerised reservation system

• Communicate on the telephone

• Develop and update local knowledge

• Process financial transactions

• Maintain financial standards and records

• Process a financial transaction for services rendered

• Process transactions for purchase of goods and services

• Receive and process reservations

• Maintain guests’ financial records

• Provide information about in-house services

• Observe and monitor people

• Manage intoxicated persons.

Competency standard



Critical Aspects of Assessment

Evidence of the following is essential:

• Understanding of the critical role played by accommodation reception during guest stays

• Demonstrated ability to apply host enterprise policies and procedures in relation to dealing with guests and processing guest stays

• Demonstrated ability to prepare the accommodation reception area for operation

• Demonstrated ability to check-in guests – individuals, VIPs and groups

• Demonstrated ability to respond effectively and appropriately to guest requests on arrival, during their stay and on departure

• Demonstrated ability to check-out guests – individuals, VIPs and groups, including application of express check-out, where applicable

• Demonstrated ability to apply appropriate inter-personal, communication, negotiation, dispute resolution and conflict management skills

• Demonstrated ability to update internal accommodation reception records and documentation

• Demonstrated ability to prepare required internal reports.

Context of Assessment

Assessment must ensure:

• Actual or simulated workplace application of accommodation reception duties.

Resource Implications

Training and assessment must include the use of real systems, procedures, documentation and guests; and access to workplace standards, procedures, policies, guidelines, tools and equipment.

Assessment Methods

The following methods may be used to assess competency for this unit:

• Observation of practical candidate performance

• Role plays

• Case studies

• Oral and written questions

• Third party reports completed by a supervisor

• Project and assignment work.

Competency standard


Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating

Key Competencies Level Examples

Collecting, organising and analysing information

1 Retrieve data from records/systems to determine arrivals and departures; use systems to obtain data for account and records processing

Communicating ideas and information 2 Greet and fare well guests; explain procedures and services to guests

Planning and organising activities 1 Prepare for group arrivals and departures; arrange to meet special requests

Working with others and in teams 1 Cooperate with other staff and establishments to deliver required service standards

Using mathematical ideas and techniques

1 Determine room availability and calculate guest accounts and charges

Solving problems 2 Deal with operational problems such as complaints, over-bookings, no shows, walk-ins, and skippers

Using technology 2 Use computerised reservations system and associated systems

Notes and PowerPoint slides




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Slide No Trainer Notes

1. Trainer to welcome students to class.



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2. Trainer to discuss:

• How are important is Reception as part of a hotel?

• What sort of things happen at Reception?




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3. • Brief discussion on the reception area: How it is the central point of contact in the hotel? It is the first point of contact that guests who arrive and depart see

• Discuss how important it is to have the staff looking respectable and professional – trainer should talk about the importance of clean fresh uniforms

• Discuss the shifts and the fact that the front office works 24 hours a day over 7 days a week – it is never closed

• When guests arrive or depart they don’t want to be kept waiting. Therefore, preparation and organization is the key to having the operation work effectively and efficiently.



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4. • Discuss the types of shifts and the hours they occur – include the mid-shift

• Discuss what could be relevant details for the next shift

� Guest requesting room changes

� Late checkout

� Extensions – waiting on what room is available

� Rate changes for guests

� Family or wife arriving and will be joining the guest – what time and how to give access to the room.

� Groups and tours arrive – what preparation has already been done

� Requests to housekeeping or any other departments such as room service.




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5. • Discuss why we need to check that everything is working. Time factor – can’t keep guests waiting

• Why is it important to know how everything works?

• Do you know how to fix minor faults – e.g. paper stuck in the photocopier?

• Discuss the types of supplies needed for the front office.



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6. Activity:

• Get class to work in groups to discuss the types of equipment found – list the purpose of this equipment

• Ask if anyone is the class has used any of this equipment and, if so, get them to discuss what they know about it and how it was used in their workplace and the brand names of this equipment.





7. Discuss the arrivals list:

• Alphabetical listing of guest’s names – very important if you have a manual system – as this is the only way you know who is coming into the hotel. Helps to find guests if you are having difficultly spelling their name

• Time of arrival is important to get the room ready for the guest - pre-allocate a room

• Select the appropriate room based on the type requested and the rate

• Special requests need to be arranged. It could be as easy as allocating a room on a high floor or not near the lift or a non smoking room – to arranging for fruit and flowers to be put into the guest room

• Consider the impact of putting a bottle of champagne in the room in a bucket of ice at midday – and the guest doesn’t arrive until 9pm. The champagne will be warm in a bucket of water and have lost the impact on the guest.



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8. Discuss the arrivals list:

• Alphabetical listing of guest’s names – very important if you have a manual system – as this is the only way you know who is coming into the hotel. Helps to find guests if you are having difficultly spelling their name

• Time of arrival is important to get the room ready for the guest - pre-allocate a room

• Select the appropriate room based on the type requested and the rate

• Special requests need to be arranged. It could be as easy as allocating a room on a high floor or not near the lift or a non smoking room – to arranging for fruit and flowers to be put into the guest room

� Consider the impact of putting a bottle of champagne in the room in a bucket of ice at midday – and the guest doesn’t arrive until 9pm. The champagne will be warm in a bucket of water and have lost the impact on the guest.




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9. • Discuss the turmoil and volume of traffic associated with a group check-in – lots of people in your lobby at once and lots of luggage being carried in off the bus that needs to be sorted and taken to the guest room as soon as possible.

• Rooms allocated according to the requirements of the tour arrangements – who is sharing with whom? There might be triple rooms booked.

• Arrival time is very important to make sure you have enough staff available. Groups arriving over lunch breaks might mean lunch comes earlier or later. Make sure all the rooms are ready – otherwise change the rooms.

Discuss the group rooming list:

• list of all the group members and what room they are in – usually everyone gets a copy so they know where they all are –

• role of the tour leader

• times and location of the meals and vouchers

• tour times and bus pick up for departure



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10. Discuss the importance of stay over guests:

• Some guests come to reception and request extensions –some tell us when they arrive

• Other guests just don’t leave their room and this causes problems – so we need to be able to contact them

• In some cases we change the key card to their room so they can’t get in and have to come to the reception desk (of course we never tell the guest we change the card – we pretend it wasn’t working) .Here is a classic case for the handover of one shift to another – make sure you let the new staff know what is happening.

• In non-full house times we can extend the guest with no problems. It is only when the hotel is busy and experiencing full occupancy that the stay over causes problems.

• You may have to change the type of room the guest is in to allow the extension. This could involve a cost to the guests. The worst case scenario is when you can’t extend the guest and have to make a booking at another hotel.

� In some cases you might have to go to the room (or have housekeeping) check that the guest is still there.

� Process late check outs – might have to get the guest out of the room and offer to store their luggage – or charge guest for the late check out privilege .

� Stay overs take a room we had not anticipated being occupied and this causes us to have less rooms available which therefore adds to the overbooking situation.




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11. Activity: - Role play with the students – working in groups of 3.

• 1 person the guest

• 1 the reception staff member

• 1 the observer

• Scenario: Hotel is fully booked and Mr. or Ms. Armstrong come to the desk and want an extension

� Reception staff – need to discuss that there are no rooms and we will have to make a booking somewhere else. Think about the questions you will need to ask

� Observer - comment on how well the reception staff member handled the guest

� Guest - discuss how you felt about the way the reception staff member dealt with this issue

� Reception staff – how did you feel doing about this to the guest?



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12. • We have no control on guests leaving the hotel before their due date

• We try very hard to get this right on check-in – by reconfirming the departure date with the guest

• Housekeeping may go to an occupied room for servicing only to discover the guest has gone. Very important to follow up that they have paid for a room. Otherwise, this might be a “skipper” – guest who leaves without paying

• A PMS will quickly put the room back into the room count when the guest checks out. This means you now have an extra room to sell if you want full occupancy. With a manual system you will have to make adjustments for this extra room. Be aware you have captured this extra room to sell otherwise you will fall short of full occupancy.




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13. • Groups and tours also add to the daily guest movement

• Changes in group allocations affect the hotel

• Either guests or rooms can change for example, a twin share can now become a single – one extra room is now required or someone is sick and has to go home – one less room is required

• Sometimes a tour company contacts the hotel and gives advanced notice of these changes

• Sometimes the charge is still incurred – for the couple who went home

• Sometimes extra people join a tour group at a specific location and another group room needs to be allocated and added to the group rooming list

• All these movements affect the hotels occupancy – the sooner we know about these changes the better we are able to deal with them.



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14. • Many guests will have specific requests especially if they have stayed before or if the reason for the stay is special such as a honeymoon or wedding anniversary

• Non-smoking rooms are very popular in hotels that still allow smoking

• Rooms with views have to be paid for – usually the rate will reflect that a guest can have a pool view or ocean view room

• Some rooms are limited so therefore have to be requested in advance. Suites, the penthouse even family rooms (interconnecting rooms with a double and 2 single beds)

• People who specify e.g. rooms away from lift or close to lift are usually very particular and expect to get what they have requested

• Business women’s floor is becoming popular with more and more women travelling alone they prefer to be on a floor all together if that is possible. Some hotels have introduced this as a marketing means to attract this type of business. If you have such facilities make sure the staff try to “sell” this at the time of making the reservation.




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15. • Challenging requests are a bit more difficult and involve the assistance of other departments within the hotel

• For these requests the rooms must be allocated in advance so the other departments can arrange the requests.



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16. Activity: Make a listing of all the special requests you can think of and decide which department needs to be involved in achieving this request. Students can work in small groups of 2 – 4. Discuss the findings.

• Encourage the students to be innovative and creative.




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17. Discuss room allocation and its importance

• Blocked rooms for suites and those of limited variety

• Morning of arrival for individuals and groups – this is usually done by a supervisor who monitors the rooms all morning and has experience to select the correct room and watch that it is ready for the arrival time

• Record the room numbers in pencil (incase you need to make changes)on the registration cards or allocate in the PMS system.



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18. • Group and tours receive discounted room rates therefore they don’t receive the ‘best’ rooms in the hotel

• It is best to have all the group people on the same floor if possible or at least close to each other. This also helps the porter when distributing luggage to the guests rooms

• Make sure all the groups and tour rooms are ready for the group arrival – might have to work with housekeeping to ensure this is possible

• It is difficult to move group guests as you don’t wont one room on its own – so if you don’t have all your rooms ready you might have to move 3 tour rooms – to another floor so you don’t have one room alone on a separate floor

• Activity: The William Angliss Tour group are coming to your hotel. The tour leader is Linda Wilson who requires a queen-size room

� The tour checks in on the 15th next month for 2 nights

� The guests are: Mr & Mrs. Dowell, Mr & Mrs. Grannon, Mr & Mrs. McGhee, Mr & Mrs Collins all wanting queen-size rooms

� The following guests are sharing twin rooms: Ms. Gjeci with Ms. Dietritch, Ms. Parks with Ms Schuler, Mr. Baker with Mr. Frost, and Mr. Kerr with Mr. Craven

� There is one triple room Ms. Husdon, with Ms Van Dorske and Ms. Shady

� Please prepare a Group Rooming list – for all these guests, include the arrival and departure dates, and allocate rooms to all guests.




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19. • Discuss why room rates reflect the type of room

• Discuss discounted room rates, while this group of business gets discounted rates. What are the conditions of receiving these discounts? Why does the hotel offer these rates?

• Negotiated rate is common with companies who sign an individual contract with the hotel for a preset number of bed nights

• Highlight need to ensure all applicable taxes and service charges are quoted and/or charged according to individual host country requirements

• Mention potential need to accommodate other agreements such as Local Agencies Policies and similar contracted arrangements.



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20. Activity: The William Angliss Tour group are coming to your hotel. The tour leader is Linda Wilson who requires a queen-size room.

• The tour checks in on the 15th next month for 2 nights

• The guests are: Mr. & Mrs. Dowell, Mr. & Mrs. Grannon, Mr. & Mrs. McGhee, Mr. & Mrs Collins all wanting queen-size rooms

• The following guests are sharing twin rooms: Ms. Gjeci with Ms. Dietritch, Ms. Parks with Ms. Schuler, Mr. Baker with Mr. Frost, and Mr. Kerr with Mr. Craven

• There is one triple room Ms. Hudson, with Ms. Van Dorske and Ms. Shady

• Please prepare a Group Rooming list for all these guests, include the arrival and departure dates, and allocate rooms to all the guests.




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21. The idea of the exercise is for the students to think about how a rooming list should look like and what information is more important.

• Check that the students list all the twin shares together

• Allocate rooms that are near each other

• Prepare requests to other departments.



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22. During full house situations it is important to follow up on all uncertain arrivals

• Experience will help you determine who is an uncertain arrival

� Generally non-guaranteed guests have not wanted to guarantee their arrival by paying or offering a credit card as security for their arrival. You will need to contact these guests

� Deposits are great but the amount should be equal to the cost of the room. A deposit of $25.00 for a $250.00 room is not worth keeping if you are fully booked and could give the room to someone else. If a guest does not send the deposit by the due date you will need to follow up to see if they still want the reservation

� Reservations past the specified time might mean the guest has gone somewhere else or the fact that the guest is really running late. You will need to contact these guests in case you end up with empty rooms.




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23. • Arrivals list is an alphabetical listing of all the guests who are arriving on the due date

• Needless to say if you are taking “same day reservations” reservations booked today for today you will have to update the printing of the arrivals list many times in the day

• Time of arrival is always necessary to have if the guest knows the time they should be at your hotel

• Number of guests – necessary to allocate rooms

• Room rate and room type are the basis of which the reception supervisor will choice a room for the guests

• Status of the reservation – essential during full house situations as we don’t need to contact the guaranteed reservation guests

• Special requests will help in the allocation of a room – as special request maybe that the quest is arriving very late tonight – therefore we will allocate a room for this guest

• VIP status may mean the guest gets an upgrade or one of the managers need to be called to escort or greet this guest. During full house we would not “bump” a VIP guest

• Complimentary guests would be included on the arrivals list – they are still arriving and staying at your hotel even though they are not paying for the room. These guests could be prize winners – or guests who were inconvenienced and we have offered them a free room to make amends for the inconvenience.



Activity:

• Prepare an arrivals list from the following information: Design a format that you think will work for ticking off the guests when they arrive and allocating rooms to them

• Mr. Zac is expected today he booked a Corner king room at Deluxe rate, special request Non smoking, Guaranteed (GTD) reservation, ETA 15.30

• Ms. Wentwoth due today for a regular room at corporate rate, she wants a queen-size room. Due in at 14.30

• Mr. Allabaster expected today reserved a deluxe room, wants an ocean view , arriving at 19.00 hrs

• Mr. & Mrs. Fox have reserved a deluxe king size room for 3 nights on corporate rate, they are due at 16.00hrs and are friend of the General Managers

• Mr. Nolan is a corporate guest always has a queen size room on the front of the hotel, due at 17.30

• Ms. Quill a regular guest is having a standard queen room, due in at 19.00hrs

• Mr. Piccolo reserved a corner king room at deluxe rate, will be arriving at 13.00 hrs wants 2 extra chairs in his room for a meeting

• Mrs. Bright wants a twin room for herself and her 10 year old daughter, paying deluxe rate, arriving at 11am

• Mr. & Mrs. Goodwin have won a prize and will be staying for 2 nights in a corner king room complimentary. They are arriving at 1pm. Please make sure there is a bottle of wine in the room.




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24. The arrival list can be used by housekeeping for:

• Staffing levels – the arrivals list will help with the rosters for staff in the housekeeping department by determining how many staff members are required to meet the shift demands

• Planning of daily tasks – identifying the potentially busy times of the arriving guests to make sure all the rooms have been serviced and ready for the guests arrival

� It shows the importance of getting the time of arrival from the guests at the reservation time

� Determine the level of service given to the room – is it a checkout room or an occupied room that needs to be serviced?

– Because the level of service and time taken to clean the room will vary with the condition of the room. More staff are needed when there is a high check out day – because it takes longer to clean a room

– The ETD – estimated time of departure will help in scheduling the order of service of rooms as those rooms that check out early in the morning can be serviced and returned to sale for early arriving guests

– The guest count also affects the service of a room and the supplies needed.

Rooms with 2 or more guests (especially twin rooms) take longer to service than a room occupied by one person. The hotel supplies will be used up faster with rooms that have more than one guest and will constantly need to be replaced.



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25. • Arrivals lists help the concierge

• Staffing levels help to prepare rosters based on guest arrivals

• Group arrivals. You will need to have extra staff on duty when large groups and tours arrive – concierge is in charge of porters

• Organizing luggage storage. Many guests leave their luggage to be picked up later in the day or rooms that are not yet ready. Porters than take the luggage to the room for when the guest comes back to the hotel. Guests may leave and do a tour for a few days and store their luggage

• Many guests leave their luggage to be picked up later in the day.




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26. Porters:

• Planning daily tasks - identify the busy check-in and check-out times; more staff are needed, meals may have to be delayed

• Arrival time - schedule the porters to be available. You may need to roster more on during busy times

• Sorting luggage - the arrivals list provides the information a porter needs to count and tag luggage - provides details of the guests room numbers.

Note: in some venues the term ‘Uniformed Services’ is used to describe the department staffed by valets, porters, concierge and door attendants, and in these cases the Arrivals List may be forwarded to the concierge who will distribute it to, or share it with, others who need to become aware of its contents



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27. • Security – very special guests such as David Beckham might require extra security

• Food and beverage; special requests that come from room service such as wine, champagne, fruit platters, chocolates, any food and beverage requests.

Number of in-house guests helps the restaurants control staffing, in particular for the breakfast shifts.

Groups and tour arrangements that involve any restaurant or bar areas.




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28. Management:

• Need to be notified of VIP arrivals

• May look at the arrivals list and recognize names and make the guest a VIP

• Can’t afford to let a famous person come to your hotel and not recognize them or give them special attention

• Laundry: Determine the number of laundry staff required to meet shift demands Planning of daily tasks – identifying the potentially busy and quiet times of arriving and departing guests Determine when the laundry needs to be open or closed based on guest turnover

• Kitchen

• More guests arriving means more food – restaurant need to know about the expected arrivals.



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29. Inform colleagues – verbally or via report or meetings

There will be times where a standard daily report is used. There can often be a need to accompany this with a verbal follow-up (in-person or over the phone) to explain the finer points of the special request or the special occasion.

Some report formats do not allow enough ‘free text space’ to enter all the relevant details so the supplementary verbal follow-up can be essential to make sure the requirements of the special request are met.

When the reception staff must inform other colleagues or departments about special situations or requests.

Prepare for major guest movement. A major guest movement may involve checking-in guests arriving in a group or assisting groups of individual guests who are staying at the establishment to attend a conference or seminar.

Generally, the most important factor to consider when dealing with group tours is space; lots of people and lots of luggage.

Special requests – usually require action. Front office need to involve other staff to achieve this.

Follow up on VIPs. Upgrade the supplies in the guest’s room, keep entrance way clear. Note the time of VIP arrival – call the appropriate managers.




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30. A major guest movement may involve checking-in guests arriving in a group or assisting groups of individual guests who are staying at the establishment to attend a conference or seminar.

Generally, the most important factor to consider when dealing with group tours is space.



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31. • Provide a professional welcome

• Use a suitable greeting phrase

• Discuss the points what does ‘professional’ mean to you?

• Welcoming – what does this mean? – a kindly welcome. Use a suitable greeting phrase – what do you suggest?

• Sincere – sound genuine not false

• Polite – don’t be rude to the guests

• Body language – what message does your body language send?

Activity: Discuss types of greeting phrases – both formal and suitable informal greetings




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32. • Discussion of the topics

• Body language – role play to students a greeting with you arms folded. Discuss how this felt

� Talk to the guest but don’t look at them

� Discuss the effect of body language.



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33. • Confirm the reservation details – class to discuss all the details included in the Trainee Manual.




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34. • Discuss the procedure to check in a guest without a reservation

• Discuss how the reception staff need to ask questions to find out the needs of the guest

• Discuss the “rules” about the various methods of payment - especially cash.



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35. • Explain what the black list is and how it is created and shared with other hotels

• Discuss hotel policy – drunk guests, violent guests etc.

• What do you do if the hotel is fully booked and there are no rooms available?




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36. • This activity is designed to get the student prepared to have a conversation with the guests

• What sort of information do they need to ascertain the request?

• How do you say we have no rooms? Will they offer to book another hotel – if so what questions need to be asked?



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37. • Discuss what you could use for proof of identity – this may be different for different countries

• Have examples of a guest registration card available to show the students what it looks like (best to use one from your PMS if you have it)

• Discuss the details on the registration card

• Why is the signature so important?




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38. • Discuss the process of issuing a key to a guest – both a manual key and keycard

• Some hotels require the key card to be inserted into a slot to enable the utilities (lights, heating etc.) of the room to work. This acts as an energy saving devise

• Key cards are secure – they prevent guests getting to places they are not allowed

• Vouchers – as a payment or in exchange for services.



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39. • This activity is to prepare the students to greet and check in a guest

• Student to use a suitable greeting, obtain the guest name, present the registration card – ask them to check it – record any details that are not correct

• Confirm the departure date, discuss the room and the rate with the guest – to make sure it is what they want. Mention any special requests

• Confirm and process the method of payment

• Present the key, explain where to get to the lift

• Wish the guest a pleasant stay.




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40. Discuss these various methods of payments and the risks associated with each one.



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41. Discuss these different rates and the reasons for each rate.

Rack rate is the standard full cost published rate. All rates are discounted from the rack rate.

Corporate rate for guests who are travelling on business or as part of their work.

Conference/convention rate for attendees at a conference or exhibition.

Industry rate offered to guests who also work in Hospitality.

Negotiated rate for companies who sign an individual contract with the hotel for a preset number of bed nights.

Groups and tours rate discounted by numbers of rooms booked.

Package rate a room rate plus services e.g. breakfast or entertainment tickets all at one set price.




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42. • Explain the use of safety deposit boxes and room safes in the guest room

• Explain room facilities; what does this mean?

• Discuss all the possible hotel facilities

• Talk about the importance of knowing about local attractions – with current information.



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43. Think about each of these selling techniques and what they mean – can you give examples of situations where some of these techniques would apply?




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44. Teacher notes: Divide the class into groups or do this as a class discussion.

Look at the two rooms - list the Features then go to the next slide.

If you are using groups print several copies of the picture for the groups to use as a reference.



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45. Class to discuss their decisions and reasons why.




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46. Teacher Note: there is no right answer. However it’s important that students justify their choice.



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47. Teacher Note: there is no right answer. However it’s important that students justify their choice.




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48. • Discuss the role of the porter in relation to the guest who has checked into the hotel

• Reception staff should give the key to a porter if they are waiting with the guest’s luggage and introduce them to the guest “ John, the porter will show you to your room”

• Porter takes the luggage and escorts guest to their room – explain hotel facilities along the way

• Discuss in-room equipment – air conditioning, television, phone service, alarm clock

• Deliver messages – often to the restaurant to find guests, or to a guest room

• Arrange taxis or transport the guest requests

• Store luggage. For guests who want to check out late, go on a tour or if the room is not ready store the luggage until it can be put into the room.



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49. Discuss these issues with the class:

• Problems of trying to achieve a full occupancy situation – could lead to overbooking.

• How do you deal with an overbooked hotel?

• What do you do when the guest’s room is not ready?

• What do you do when black listed guests try to check in?

• What do you do if you can’t find the gues’ts reservation?




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50. Discuss with the class strategies to monitor guests’ arrival and what action needs to be taken.

• How to identify no shows

• Be aware of the different types of reservations

• Notify guests on wait lists if you have spare rooms

• Check for accuracy – no double bookings

• Follow standard procedures to deal with these situations – all hotels will have policies and procedures to deal with these situations such as trying to make contact with guest by telephone or email.



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51. Introduce the topic to the trainees with examples of ‘during stay’ situations.




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52. Discuss why you need to know what is wrong with the original room.

Check availability to see if you have a room of the same type available or find another room type.

Advise the guest of the new room. Some hotels take the guest to have a look at it before they make the room move.

Process the room move – assist with luggage, notify other areas e.g. laundry, restaurant.

Change the status of the old and new rooms.



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53. Discussion of the process to grant an extension to a guest’s stay.

Always check availability – hotel and room.

If a check-in has requested a room it has priority over the extension unless you can change the room.

Hotels usually try to look after regular guests.

You might have no other options but to the change the room of the guest in order to grant the extension.




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54. Discuss what happens when there is a discrepancy in the guest count.



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55. Discuss the variations in room rates; different rates for different market groups and why we have these rates. The Trainee Manual lists the common hotel room rates to discuss. Discuss the reason why these rates are discounted.

How do we process these different rates? – check which group the guest falls into. You need to ask questions at the time of reservation.

Talk about full occupancy - we offer less discounted rooms compared to “low” occupancy times.

Discounts enable one hotel to compete with another. For example if there is a convention in town – who has the best rate?




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56. Discuss why hotels upgrade guests.

• Always let the guest know they are being upgraded – otherwise they will expect that is going to happen every time they come and stay at your hotel

• Use suites – very important to be able to fill the hotel

• Compensation – guests who for some reason have been inconvenienced or if you don’t have another room to give them

• Complimentary rooms are also an upgrade

• We offer discounts all the time to try and fill our hotel. Therefore, people are paying less for the room they are staying in than the rack rate it is worth.



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57. Discuss the special requests that are likely to be requested by guests.

What would the hotel offer the guest and why? What special requests are paid for by guests – why?




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58. The Todds may require a family interconnecting room – double and twin. The doors need to be opened. Is a cot required ? Any other baby needs?

Ms. Wilson might need a second room for interviewing (day use room) – maybe a lounge attached to her room. She may require refreshments and she might need a table and chairs.

Guest displaying luggage – might need extra tables, need a large room or even two rooms. Do they need food for the clients ? Do they need extra lighting? Late departure on the date of departure at 19.00hrs.



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59. Point of sale terminals means the transaction will automatically go to the guests folio. However, identification might still need to be provided.

At least the name and details can be checked in the POS register for the guest. Hotels will still require the guest to sign the docket.

Manual charging back to their room requires greater identification plus signature. You only have lists to cross check the guests details.

All dockets need to end up at reception.




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60. All reception staff need to know everything about their property; such things as opening times of restaurants, type of food served. If you can’t remember have a book to refer to.

Always try to give good service. If there is something you don’t know then find out.

You might have to involve other departments, call them, take the guests to them or send the m to the guest’s room.



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61. Before commencing this section ask the trainees to discuss in pairs:

What sort of things happen at checkout?

What sort of mistakes or misunderstandings might happen at checkout?

What attitude should the reception staff display towards guests checking out? Why is this important? (Obviously it is important for teh guest to have a very positive final impression of hotel staff so they will consider coming back again).




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62. Perform check out functions.

You will need to get certain information from the guests e.g. Did they use the mini bar last night? Did they have breakfast this morning? – these charges may not yet be recorded.

Reconfirm the method of payment: check for accuracy. The signature needs to match the one on the registration card. Check all dockets match the charges posted onto the account.



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63. Review the departures list:

Express check outs

• Group check outs

• Early departures

• Late check outs.




Slide


64. • Discuss the process to present the account to the guest

� Folios are generated overnight – or displayed on the screen in guests room

� Explain the account – codes might be used

� Extra charges need to be added

• Present the account to the guest to sign.



Slide


65. Discuss the process of payments and refunds

• Discuss key cards and marketing

• Foreign exchange.




Slide


66. Have folders available for the staff member to use when the guest departs.

Have examples of a folio for the staff member to hand to the guest.

Have credit card vouchers available for an EFTPOS machine for student to process checkout.

• Get students to swap roles.



Slide


67. Discuss the express check out for guests.

• Why or who would use it? Note the influence of technology – quite often now guest accounts can be accessed on the television screen in their room

• How is it processed – discuss the need to have an acceptable method of payment to allow this. NOT cash.

Discuss the forms class have collected from hotel visits. Compare the similarities and differences between the forms.




Slide


68. Discuss the process to check out groups.

• Group master account sent back to tour company

• Individuals to check out and pay for their charges

• Porter to collect all the luggage at the requested time

• Some luggage might have to be stored.



Slide


69. Discuss why the above groups all get a copy of the departure lists.




Slide


70. What other requests or services might a guest need on departure? E.g. Storing of baggage with Concierge for a few hours or a few days.



Slide


71. Discuss: Why do hotels spend so much time recording information about guests even after they leave?




Slide


72. • Update data when rooms change, guests depart early, arrive early or need an upgrade

• Update records for rate changes and changes to departure times.



Slide


73. Information reports are handed out to various departments to keep them up to date with what is going on in the hotel. They also act as a back up in case the computer goes down.

• Arrival / departure reports

• Special requests

• Room status

• No show.

Analytical or statistical reports are to be used to assist with planning and forecasting.

• Managers will need these reports to help with planning.

• Supervisors might also need these for rosters etc.




Slide


74. Discuss the process of night audit briefly (there is another unit on night audit in this course).

• Why is the night audit conducted?

� What happens over the night shift 23.00- 07.30hrs?

� How are the reports generated and what data is captured?



Slide


75. Thank you.

Recommended training equipment




• Computers (one per student)

• Property management system (e.g. Opera)

• Cash register and float.

• Eftpos (if possible)

• Paper Rolls for EFTPOS

• Manual credit card machine (and vouchers)

• Pens

• Room keys (e.g. ving card keys)

• Keycard holders

• Front office desk- with computers & Printer

• Printer

• Printing paper

• Telephone system – one per student

• Reservation form templates

• Guest account templates

• Folders for Accounts on checkout

• Guest registration cards

• Restaurant and Bar dockets for posting charges

• Messages forms

• Templates for booking internal services (e.g. restaurant, spa treatments)

• Filing system for guest registration for guest registration and accounts.

Instructions for Trainers for using PowerPoint – Presenter View




Connect your laptop or computer to your projector equipment as per manufacturers’ instructions.

In PowerPoint, on the Slide Show menu, click Set Up Show.

Under Multiple monitors, select the Show Presenter View check box.

In the Display slide show on list, click the monitor you want the slide show presentation to appear on.

Source: http://office.microsoft.com

Note:

In Presenter View:

You see your notes and have full control of the presentation.

Your trainees only see the slide projected on to the screen.

More Information

You can obtain more information on how to use PowerPoint from the Microsoft Online Help Centre, available at: http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033 Note Regarding Currency of URLs

Please note that where references have been made to URLs in these training resources trainers will need to verify that the resource or document referred to is still current on the internet. Trainers should endeavor, where possible, to source similar alternative examples of material where it is found that either the website or the document in question is no longer available online.

Appendix – ASEAN acronyms




AADCP ASEAN – Australia Development Cooperation Program.

ACCSTP ASEAN Common Competency Standards for Tourism Professionals.

AEC ASEAN Economic Community.

AMS ASEAN Member States.

ASEAN Association of Southeast Asian Nations.

ASEC ASEAN Secretariat.

ATM ASEAN Tourism Ministers.

ATPMC ASEAN Tourism Professionals Monitoring Committee.

ATPRS ASEAN Tourism Professional Registration System.

ATFTMD ASEAN Task Force on Tourism Manpower Development.

CATC Common ASEAN Tourism Curriculum.

MRA Mutual Recognition Arrangement.

MTCO Mekong Tourism Coordinating office.

NTO National Tourism Organisation.

NTPB National Tourism Professional Board.

RQFSRS Regional Qualifications Framework and Skills Recognition System.

TPCB Tourism Professional Certification Board.

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