The HITT programme aims to contribute to sustainable pro-poor growth of the informal tourism sector in seven least developed and developing countries. The six selected occupations include assistant cook, waiter, housekeeper, service excellence and hygiene, trekking guide, and homestay and lodge operators.
The HITT programme aims to contribute to sustainable pro-poor growth of the informal tourism sector in seven least developed and developing countries. The six selected occupations include assistant cook, waiter, housekeeper, service excellence and hygiene, trekking guide, and homestay and lodge operators.
The HITT programme aims to contribute to sustainable pro-poor growth of the informal tourism sector in seven least developed and developing countries. The six selected occupations include assistant cook, waiter, housekeeper, service excellence and hygiene, trekking guide, and homestay and lodge operators.
TRAINER GUIDE FOOD AND BEVERAGE SERVICE (WAITER/WAITRESS) THE HITT PROGRAMME One of the several skills building products developed by the High Impact Tourism Training for Jobs & Income programme (HITT) is the Food and Beverage Service - Waiter curriculum and training materials to support informal workers and potential workers in the tourism sector of Nepal, to enhance their productivity and professionalism, and increase their employability and income opportunities. The HITT programme is implemented by the Netherlands Development Organisation (SNV) through the financial assistance of European Commission (EC) Investing in People programme. The HITT initiative aims to contribute to sustainable pro-poor growth of the informal tourism sector in seven least developed and developing countries in Sub-Saharan Africa and Asia. Within the framework of this initiative, SNV and its local partners have elaborated a skill development programme for informal sector actors, notably women and youth, unskilled and semi-skilled workers, in close collaboration with the private sector. In Nepal, the HITT programme has been working with the tourism sector to identify demanded occupations, develop training curriculums, produce training material and deliver training to its beneficiaries. The six selected occupations include assistant cook, waiter, housekeeper, service excellence and hygiene, trekking guide, and homestay and lodge operators. ACKNOWLEDGEMENTS SNV would like to thank first Employment Fund Secretariat (EFS) for coordinating among TVET service providers to produce the training materials. We acknowledge expertise shared by Jhapa technical institute, Global Institute of Hotel Management, Oriental Hospitality and Tourism Training, Sahara School of Hospitality Management, Janahit Trading and Training and Lisa Gordon-Davis in the development of the training model of Food and Beverage Service - Waiter. SNV appreciates the contribution of Hospitality Solutions (HS) and Zaeem Ahmed in developing the training materials and coordinating with key stakeholders to develop the final product. Many thanks also to Monica Oliveros, Prakriti Sherchan from HITT for their inputs. Special thanks go to Bibek Shrestha who coordinated the publication of this series of manuals. We would also like to express our sincere thanks to Sanjay Madnani and his team at Umbrello Design for design and illustration. Contributions This publication has been produced with the financial assistance of the European Union. The contents of this publication are the sole responsibility of SNV and can in no way be taken to reflect the views of the European Union. For more information on Europe Aid, please visit http://ec.europa.eu/europeaid/ Table of Contents About the Food and Beverage Service - Waiter trainer guide 5 Objective of the Food and Beverage Service trainer guide 5 Trainers Kit 6 Activities 7 How to use the Trainers Manual 7 Resources required 8 MODULE 1: INTRODUCTION TO TOURISM, HOSPITALITY AND FOOD AND BEVERAGE 9 Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant 10 Box 1. Icebreaker 10 Box 2, 1.1, Tourism Industry Tourism Industry, Hotel and Restaurant 11 Sub - Topic 1.2.1: Inter-department Relation 12 Box 3, 1.2.1, Inter-department Relation 13 Topic 3: Restaurant 14 Box 4, 1.3, Restaurant 14 Topic 4: Staffing and Management 15 Box 5, 1.4, Staffing and Management 15 Topic 5: Attributes of a Waiter 16 Box 6, 1.5, Attributes of a Waiter 16 Topic 6 and 7, Communication & Handling Guest Complaints 18 Box 7, 1.6, and 1.7, Communication & Handling Guest Complaints 18 MODULE 2: HYGIENE 21 Topic 1 and 2: Personal Hygiene & Personnel Grooming 22 Box 8, 2.1 and 2.2, Personal hygiene and Professional Appearance 22 Topic 3: Restaurant Hygiene 23 Box 9, 2.3, Restaurant Hygiene 23 MODULE 3: RESTAURANT, BAR EQUIPMENT & HANDLING TECHNIQUE 25 Topic 1, 2 and 3: Restaurant Equipment, Carrying Plates and Dispose of damaged Cutlery 26 Box 10, 3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of damaged Cutlery 26 Topic 4: Restaurant Linen 28 Box 11, 3.4, Restaurant Linen 28 Topic 5: Restaurant Furniture 29 Box 12. 3.5, Restaurant Furniture 29 Topic 6, 7 and 8: Bar Equipment, Handling Glassware and Using Tray 30 Box 13, 3.6, 3.7, 3.8, Bar and Bar Equipment, Handling Glassware and Using Tray 30 MODULE 4: RESTAURANT MENU 33 Topic 1, 2 and 3: Menu, Types of Menu and The French Classic menu Sequence 34 Box 14, 4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence 34 MODULE 5: BEVERAGE & TOBACCO 35 Topic: 1, 2, 3, 4 and 5: Beverage, Tea, Coffee, Service of Tea and Coffee and Mocktails 36 Box 15, 5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of Tea and Coffee and mocktails 36 Topic 6: Alcoholic Beverages 37 Box 16, Alcoholic Beverages 37 Topic 7, 8 and 9, Beer, Wine and Cocktail 38 Box 17, 5.7, 5.8 and 5.9, Beer, Wine, Cocktail 39 Topic 10 and 11: Tobacco and Serving Cigarette 40 Box 18. 5.10 and 5.11, Tobacco and Serving Cigarette 40 MODULE 6: TYPES OF SERVICE & SERVICE SEQUENCE 41 Topic 1 and 2: Types of Service and Briefing Before Service 42 Box 19, 6.1 and 6.2, Types of Service and Briefing before Service 42 Topic 3: Mis en scene & Mis en place 43 Box 20, 6.3, Mis en scene & Mis en place 43 Topic 4: Service Sequence 44 Box 21, 6.4, Service Sequence 44 MODULE 7: FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES 45 Topic 1: Cost Control & Selling Techniques 46 Box 22, 7.1, Cost Control & Selling Technique 46 Topic 2: Understanding Our Customer 47 Box 23, 7.2, Understanding our customer 47 MODULE 8: MARKETING AND TRENDS 49 Topic 1 and 2: Marketing and Trends in Food and Beverage Operations 50 Box 24, 8.1 and 8.2, Marketing and Trends in Food and Beverage Operations 50 MODULE 9: UNDERSTANDING RISKS AND PREVENTIVE MEASURES 51 Topic 1, 2 and 3: Responsibilities and Food Handler, Waste Management and Pest Control 52 Box 25, 9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control 52 Topic 4 and 5: First Aid and Restaurant Hazards and Safety Measure and Handling 54 Box 26, 9.4 and 9.5, First Aid in the Restaurant, Restaurant Hazards Safety Measure and Handling 54 Topic 6 and 7: Fire and Maintenance 55 Box 27, 9.6 and 9.7, Fire and Maintenance 55 Annex-1: Introduction to HITT teaching Techniques 56 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE 5 About the Food and Beverage Service - Waiter trainer guide This trainer guide is developed to help the trainer to deliver the training for the Waiter course based on learner manual with a clear guidance. It is sequenced and follow the contents of the learners manual and represents each and every step in delivering each topic, with activities and interactive questions, as well as particular resources and materials that the trainer may require to deliver on each specific topic. The guide incorporates adult learning and active teaching methods specifically adapted and refined for the level of target trainer and beneficiaries alike. Throughout the development of the material, the competence of the service personnel in the Kathmandu valley were considered through market need analysis in the food and beverage sector. Industry experts and TVET services provided further technical and practical inputs focusing on the industry demands and requirements. The learning from pilot phase has been integrated in final set of training materials. Objective of the Food and Be verage Service trainer guide The goal of this guide is to equip the trainer to deliver the actual content of the learners manual in effective and efficient manner within an allocated time frame. Course Duration and training venue This course is designed to complete in 390 hours consisting of theory, practical activity and internship in a relevant establishment. Ideally, a classroom should have maximum 20 participants. The training venue should have sufficient space available to conduct various activities described in the trainer guide and other facilities such restaurant, bar equipment, cutlery, crockery, linen, alcoholic and non-alcoholic beverage and related tools for demonstration, role play and to practice the learning of the course. Target Audience of the trainer guide This trainer guide is designed to be used any restaurant, kitchen and service staffs and owners/managers, who have experience in food production and in service, especially those who run restaurants in Nepal. In order to extend the teaching capacity and to empower with technical and practical knowledge in the course, it is highly recommended that you attend HITT training program delivered by the HITT master trainer. 6 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Learning Outcomes Upon successful completion of this course, the beneficiaries should be able to demonstrate and practice: Explain the tourism, hospitality, food and beverage industry Provide excellent customer service Maintain personnel hygiene Preparation for food and beverage service Provide a food service to guests Provide a beverage service to guests Carry out general food and beverage and closing procedures in a restaurant Cost controlling measures and responding to customer needs Identify trends in the food and beverage industry Safety and security risks in the restaurants and preventive measures Formative Assessment Learners may be formatively assessed throughout the course. This will take place in the form of quizzes, practical exercises and/or application. Summative Assessment A final summative assessment may be given to learners at the end of the course and will be based on the learning outcomes for the course. This assessment is (indicate what format this assessment 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.
Trainers Kit To train this course effectively, you will have to invest time and effort into putting a training kit together. Ideas for the content of the kit are provided in the Resources column of the detailed guide for each module. The materials and resources will enhance your training. Your kit should contain resources such as: Paper-based: books, photos, magazines, posters, notices, signs, advertisements, brochures, maps, etc. Equipment-based resources: utensils, cleaning equipment, knives, etc. Samples and examples: materials used in industry, items learners may have not seen before e.g. strange vegetables, food items, product samples, etc. 7 When 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 these with colleagues to reduce the workload on one person and to make the resources available to other classes as well. Activities This trainer guide provides for many and varied activities. These activities are not all included in the Learner Guide. Depending on your time and resource, you must identify what activities you can deliver based on time and facilities. Try to do as many activities as possible to facilitate Active Learning opportunities for your learners. See annex 1 for HITT teaching techniques methods and various tools and resources that can be applied to deliver this course Activities are provided in the following categories: Out of class research such as sourcing information in industry. Learners will do this out of class time and you will facilitate feedback on their findings and draw conclusions Practical activities: these include role-plays, tastings, identification tests, flashcard games, simulations, guest speakers, audio-visual sessions, industry visits, demonstrations and practice time Discussion-based: learners will have time to discuss various topics either as a large group or in smaller groups. Facilitate feedback from these discussions. How to use the Trainers Manual Icons Questions to ask participants Ice breaker Activity Tips Use resources 8 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Resources required In order to teach this course, please ensure that you have the following available. The specific resources needed for each topic are listed in the lesson plans and boxes. Resources Quantity Trainer's guide 1 (1 for each trainer) Trainers kit (see below) 1 Attendance register 1 Registration form 1 per learner Post-training evaluation form 1 per learner Stationery (pen, notepad, folder) 1 for each participant Whiteboard markers 1 multicolour pack (red, blue, black, green) Permanent markers 1 multicolour pack Brown/white paper 150 sheets Masking tape 2 rolls Metacards 200 pcs Glue-sticks 2 pcs Name tags As required Learners kits 1 per participant Learner Manuel 1 Attendance Register 1 Laptop and Data Projector 1 Contents of trainers kit Quantity Pictures related to food & beverage service 1 set Playing Card 1 set Sticker of different multicolour (red, green, yellow, blue) 1 set Scenarios (complaints) 1 set Cards with request written for role-play 1 set Meta-cards with key words and sentences organised into questions and answers 1 set Meta-cards of Restaurant Organizational Chart 1 set Restaurant cleaning materials 1 set Small Restaurant Utensils 1set Different types of menus 1set Different types of promotional pictures 1 set 9 MODULE 1 INTRODUCTION TO FOOD & BEVERAGE SERVICE 10 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant Learning objective & topics covered in module Skills: Tourism and tourism industry Knowledge: Overview of tourism industry, F&B service organization system and the career path for the waiter English terms: Restaurant Manager, Stations, Maitre de, Floor Plan, Duties, Responsibilities Attitude: Willingness to improve the services to tourist BOX 1 Activity : Icebreaker Teaching Methods and Specific Resources Ice break Introduction game of facilitator and learners: Divide people into pairs. Ask them to take three minutes to interview each other. Each interview has to find 5 interesting facts about their partner. Bring every one back to together ask everyone to present 5 interesting facts about their partners to the rest of the groups. Compiling expectations
Provide learners with meta-cards and ask them to write on the cards what they want to learn from this course. Collect the cards and read out each one, explaining whether the course will address learners expectations. Setting norms Discuss The organisation of the training. Division of tasks (who is the leader, who is the reporter, and who is the evaluator for the day?). Rules regarding use of mobile phones, talking in class, attendance, starting and closing time, and lunch breaks 11 BOX 2 1.1, Tourism Industry, Hotel and Restaurant Activity Teaching Methods and Specific Resources Discuss and explain: Explain about Tourist, tourism industry & hospitality industry. Give a brief description on your (server) role in the hospitality industry. Refer to: PPT Slides 1 and 2 Ask learners, How many of you have travelled within and out of Nepal? What do you call when you travel out of your home, village or country? What is tourism and tourism industry? What is the impact of tourism development in Nepal What are negative and positive impacts of tourism? Who is the tourist? What are their types? What is a hotel and what are the activities? How does it function? What is hospitality industry? What is your (server) role in the hospitality industry? List answers of learners. Explain them about tourism, tourist & their types & your (server) role in the hospitality industry. Resources: Marker Brown Paper/white board/PPT MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE 12 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Sub - Topic 1.2.1: Inter-department Relation Learning objective & topics covered in module Skills: Coordination skill, develop a good relationship between various departments Knowledge: Interdepartmental relationship in an establishment English terms: Front Office, Kitchen, Reservation, Housekeeping, Account Attitude: Friendly and open, acknowledge the importance of this duty 13 BOX 3 1.2.1, Inter-department Relation Activity Teaching Methods and Specific Resources Discuss and explain: Explain about inter depart mental relation & the importance of good relation between other departments. Refer to: PPT Slide 3 and 4 Ask Learners, Who do you order food from in a restaurant and where does it comes from? What do you call this? What is inter departmental relation? What are the different departments involved? Why should f & b service department have to coordinate with kitchen? Why should F&B service have to have good relation with different other departments? List answers of learners. Explain them about interdepartmental relation, importance of good relation between other departments. Resources: Marker Brown Paper/white board/PPT Role Play: Interdepartmental Relation Divide participants into 2 groups. Role play for first group A waiter takes an order from a customers and returns after 5 minutes, saying that there is no Chicken today. Customer not happy and complains, and when he returns to Kitchen, the Chef says, why you didnt check with the kitchen before? What went wrong? Facilitate the discussion Role play for second group Restaurant prepares X number of covers for in-house guests, all of a sudden, more guests come. No more tables left? What went wrong? Facilitate the discussion MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE 14 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 3: Restaurant Learning objective & topics covered in module Skills: Restaurant types and functions Knowledge: Function of restaurant, types of restaurant English terms: Fast Food, Speciality Restaurant, Cafeteria, Coffee Shop Attitude: Attentive, responsible, attention to detail BOX 4 1.3, Restaurant Activity Teaching Methods and Specific Resources Discuss and explain: Explain about restaurant, its function & its types. Refer to: PPT Slides 5 to 16 Ask Learners, Do you go out to eat? Where do you go out for eating? Do you know who you become when you eat outside? What is a restaurant? What is the function of the restaurant? What are the types of restaurant? List answers of learners. Explain them about restaurant, its function and its type. Resources: Marker Brown Paper/white board/PPT Poster Making: Restaurant and types of services offered. Divide group into 4 and ask them to draw specific types of restaurant and services offered. Resources: Brown paper Marker Different coloured pencils 15 Topic 4: Staffing and Management Learning objective & topics covered in module Skills: Restaurant types and functions Knowledge: Function of restaurant, types of restaurant English terms: Fast Food, Speciality Restaurant, Cafeteria, Coffee Shop Attitude: Attentive, responsible, attention to detail BOX 5 1.4, Staffing and Management Activity Teaching Methods and Specific Resources Discuss and explain: Explain them about staffing & manage-ment, different positions in the restaurants & the organization chart. Refer to: PPT Slides 17 and 18 Ask Learners, Who takes care of you when you go to the restaurant and what do they do? What do you understand by staffing? What is organisation chart? What are the different positions in the restaurants? Who is a waiter? List answers of learners. Explain them about staffing & management, different positions in the restaurants & the organization chart. Resources: Marker Brown Paper/white board/PPT Role Play: Organisation chart Prepare a card with different hierarchies as per the restaurant hierarchy. Place these cards on the table & ask each learner to pick one, discuss & form a human organisation chart and explain their duties in a restaurant to the class. Resources: Flash Card with different positions of restaurant MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE 16 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 5: Attributes of a Waiter Learning objective & topics covered in module Skills: Good conduct, good memory, concentration, salesmanship, honesty, punctuality Knowledge: Good personal hygiene & appearance, ability to follow responsibly English terms: Personality, Communication, Honesty, attitude, Sincerity, Concentration Attitude: Responsible, attention to details, acknowledge the importance of this duty BOX 6 1.5, Attributes of a Waiter Activity Teaching Methods and Specific Resources Discuss and explain: Explain about the attributes of a waiter, communication skills, telephone handling skills & complaint handling skills Refer to: PPT Slide 19 Ask Learners, When you visit a restaurant what do you expect from a waiter? What are the attributes of a waiter? Why do you expect these attributes? Have you ever been confused when interacting with different people? What was the problem? Resources: Marker Brown Paper/white board/PPT 17 Group activity: brainstorm about hospitality and service attitude. Divide participants into 4 groups and ask them to discuss and list the following: Group 1: what waiter/waitress can do to express hospitality, e.g., greet guests with a warm Namaste, smile, and offer to fill their water bottles or show them where they can do so... Group 2: how to be inhospitable, e.g., by giving an angry welcome, showing a lack of attention, being impolite, having a dirty appearance or bad smell... Group 3: good waiter/ waitress need to have a positive attitude (be alert and friendly, show attention to detail, respect privacy, be service-oriented). Ask each group to list down on brown paper and present their work to the other groups. Ask participants to think about other attitudes and services. Tip: it is important to emphasise that waiter/ waitress must allow guests their personal space and privacy, especially in a restaurant environment. Tip: in the hospitality industry, we call our customers guests. Resources Brown paper (2 sheets) Coloured (2) meta-cards Marker d MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE 18 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 6 and 7, Communication & Handling Guest Complaints Learning objective & topics covered in module Skills: Communication and handling guest complaint, taking HEAT approach Knowledge: What is courtesy and types of communication, special guest needs and request, handling guest complaints English terms: Courtesy, communication, facial expression, gesture, complaint Attitude: Hospitable, attentive, helpful and positive and responsible BOX 7 1.6, and 1.7, Communication & Handling Guest Complaints Activity Teaching Methods and Specific Resources Discuss and explain: Display courtesy and good commu-nication skills. Provide information to guests on requests. Respond to special needs of guests. Handle guest complaints. Ask Learners, What is communication? Why is it important? What are the different types of communication Ask all learners which problems and complaints can occur with guests. List answers of learners and explain them about to: Display courtesy and good communication skills Provide information to guests on requests Respond to special needs of guests Handle guest complaints Resources: Marker Brown Paper/white board Demonstration: Discuss Gestures and Symbols as a means of communication using Flashcards of internationally recognised symbols to illustrate that all people have some common communication and understanding. Discuss gestures, expressions and body language as a means of communication Resources: Flashcards 19 Group Activities: enact a complaint from the guest followed by a good way and bad way of handling it Ask all learners which problems and complaints can occur with guest Divide learners into groups of 3: one as a restaurant staff and two as guests. Ask each group to select (make up) a problems/ complaints scenario (trainers kit) and enact it. The staff has to try and handle the issue smartly. Ask participants to observe both performances and identify what went well and what went wrong in each session. Capture and summarise the observations on a brown sheet of paper. Provide tips for handling complaints Resources: Marker Brown Paper/white board Scenarios (For complaints) HEAT What is HEAT? What are the major focus points of HEAT and why HEAT is effective. H: Hear them out E: Empathy A: Apology T: Take action How do you apply the HEAT sequence? Resources: Develop for HEAT (one card for each letter). Display them in the class and ask them to express the meaning of each letter. Activity HEAT Role Play Divide into groups of three and role play the guest complaint scenarios that you will be given. Use the HEAT method to handle the complaint (develop a compliant scenarios for each pair). Resources: Role play cards MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE 20 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE 21 MODULE 2 HYGIENE 22 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1 and 2: Personal Hygiene & Personnel Grooming Learning objective & topics covered in module Skills: Develop personal hygiene, professional appearance Knowledge: Personal hygiene principles & practices, dress code for restaurant staff including hair, makeup, jewellery etc., reporting procedure for illness & injuries English terms: Hygiene, illness, uniform make up, jewellery Attitude: Responsible, attentive & attention to details BOX 8 2.1 and 2.2, Personal hygiene and Professional Appearance Activity Teaching Methods and Specific Resources Discuss and explain: Personal hygiene, personal grooming & methods of maintaining the personal hygiene and grooming. Refer to: PPT Slides 20 and 21 Ask learners, How do you want to see a waiter when you visit a restaurant? and why? Why do you wash your hands, cut your nails, hair, take shower & wash clothes? When should you wash your hands? How do you wash your hands? What is personal hygiene? How do you maintain personal hygiene? What is grooming? How do you maintain personal grooming? List answers of learners. Explain them about personal hygiene, personal grooming & method of maintaining personal hygiene and grooming. Resources: Marker Brown Paper/white board/PPT Demonstration: Hand washing techniques & practice. Demonstrate hand washing technique to learners. Resources: PPT showing hand-washing techniques. 23 Topic 3: Restaurant Hygiene Learning objective & topics covered in module Skills: Maintaining a clean and hygienic restaurant according to the proper product and schedules Knowledge: Restaurant hygiene, cleaning products of restaurants, types of cleaning English terms: Hygiene, Mopping, Vacuum Cleaning, Skirting Boards, Trolley, Fitting Attitude: Responsible, attentive & attention to details BOX 9 2.3, Restaurant Hygiene Activity Teaching Methods and Specific Resources Discuss and explain: Restaurant hygiene, its cleaning procedure & types of cleaning Refer to: PPT slides 22 to 29 Ask learners, What is restaurant hygiene & why it is important? How do you clean restaurants? What is the cleaning procedure of a restaurant? What are the different types of cleaning? Explain to them about restaurant hygiene, its cleaning procedure, types of cleaning. and reporting maintenance. Resources: Marker Brown Paper/white board Demonstration: Show them the process of restaurant cleaning. First observe what cleaning equipment is available at the venue and demonstrate to them the process of cleaning the restaurant and ask the learners to practice cleaning MODULE 2 : HYGIENE 24 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE 25 MODULE 3 RESTAURANT HYGIENE 26 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1,2 and 3: Restaurant Equipment, Carrying Plates and Dispose of damaged Cutlery Learning objective & topics covered in module Skills: Cleaning & handling restaurant equipment Knowledge: Recognition of different types of restaurant equipment, method of cleaning & their uses English terms: Cutlery, Crockery, Teaspoon, Dessert Spoon Attitude: Responsible, alert, attentive & attention to details BOX 10 3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of damaged Cutlery Activity Teaching Methods and Specific Resources Discuss and explain: Different equipment used in the restaurant. Refer to: PPT Slides 30 to 36
Ask learners, How do you eat food in the restaurant? What are the different types of equipment used in the restaurant? What is crockery? What are the different types crockery used in a restaurant? What are the different techniques of carrying plates? What would you do if crockery or cutlery are broken, how and why? What is cutlery and its type? How do you clean the cutlery and how do you store them? List answers of learners. Explain to them about the precautions and how to deal with broken crockery. What are the precautions and how would you deal with broken crockery? Resources: Marker Brown Paper/white board 27 Tip: When speaking of disposal of cutlery and crockery, please emphasize on sorting and recycling. Demonstration and practice: Cleaning & Handling restaurant equipment. First observe which cutlery and crockery can be shown at the training venue. List down the items and discuss their types & show them how to use & hold & clean them. Resources: Glassware Cutleries Crockeries MODULE 3 : RESTAURANT HYGIENE 28 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 4: Restaurant Linen Learning objective & topics covered in module Skills: Using & Handling restaurant Linen Knowledge: Recognition of different types of restaurant Linen & their uses English terms: Napkin, Table cloths, Overlays, Mats, Multan, Frill, Tray cloth Attitude: Responsible, alert, attentive & attention to details BOX 11 3.4, Restaurant Linen Activity Teaching Methods and Specific Resources Discuss and explain: Different Types of linen used in the restaurant, their uses & the sizes. Refer to: PPT Slide 37 Ask learners, What do you see on the top of the table in the restaurant? What do you understand by Linen? What are the types of Linen used in the restaurant? What are the different sizes of Linen? List answers of learners. Explain them about different Types of linen used in the restaurant, their uses & the sizes. Resources: Marker Brown Paper/white board Demonstration and practical: Restaurant Linen. First observe which Linen can be shown at the training venue. List down the items and discuss their types, sizes & show them how to use them. Resources: Restaurant Linen 29 Topic 5: Restaurant Furniture Learning objective & topics covered in module Skills: Using & Handling restaurant Furniture Knowledge: Recognition of different types of restaurant Furniture & their uses English terms: Rectangle table, Oval table, Chairs, Conference Table Attitude: Clean, neat, responsible, alert, attentive & attention to details BOX 12 3.5, Restaurant Furniture Activity Teaching Methods and Specific Resources Discuss and explain: Different types of tables used in the restaurant, their uses & the sizes. Refer to: PPT Slides 38 add 39 Ask learners, What do you understand by furniture? What is restaurant furniture? What are the types of furniture used in the restaurant? What are the different sizes of furniture? What do you mean by dummy waiter? List answers of learners Resources: Marker Brown Paper/white board Demonstration and practical: Restaurant furniture. First observe which furniture can be shown at the training venue. List down the items and discuss their types, sizes. Resources: Restaurant furniture. MODULE 3 : RESTAURANT HYGIENE 30 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 6, 7 and 8: Bar Equipment, Handling Glassware and Using Tray Learning objective & topics covered in module Skills: Cleaning & handling restaurant equipment Knowledge: Recognition of different types of bar equipment, characteristics, distinctiveness and handling and cleaning English terms: Assorted glasses, Bottle openers, Mixing and stirring items, Ice bucket, Wine Decanter, Tot/spirit measures and draining stand etc Attitude: Responsible, alert, attentive & curious and attentive to details BOX 13 3.6, 3.7, 3.8, Bar and Bar Equipment, Handling Glassware and Using Tray Activity Teaching Methods and Specific Resources Discuss and explain: Different equipment used in the restaurant. Refer to: PPT 40-43
Ask learners, How often you go out for drinks? Do you recognize differences if you go to restaurants where they serve meals and drinks, and where they serve only drinks with some snacks? What is the meaning of bar? What are the different types of equipment used in the bar? A professional, upscale bar has more than 20 different types of glassware, but why?. How do you handle the glassware everyday? o Why there are specific methods to handle glassware (Hygiene/security/safety/ handling and storing) What other types of tools / machines required in a bar? What is a tray? And what is its purpose? Do you know that there are different carrying methods and loading principles, but why? (Hygiene/security/safety/ handling and storing) Resources: Marker Brown Paper/white board 31 Tip: When speaking of disposal of glassware, please emphasize on sorting and recycling. Demonstration and practice: Cleaning & Handling restaurant equipment. Glassware: First observe which glassware can be shown at the training venue. List down the items and discuss their types & show them how to use & hold & clean them. Tray: Apply the same practices for to demonstrate proper loading, carrying and handling of the tray. Resources: Bar tool and equipment Glassware Tray MODULE 3 : RESTAURANT HYGIENE 32 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE 33 MODULE 4 RESTAURANT MENU 34 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1, 2 and 3: Menu, Types of Menu and The French Classic menu Sequence Learning objective & topics covered in module Skills: Characteristics of different menus and their purpose Knowledge: Recognition of different types of menu and the importance of a menu English terms: A la carte, Table dhote, Appetizer, Main Course, Dessert Attitude: Open-minded and attentive & attention to details BOX 14 4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence Activity Teaching Methods and Specific Resources Discuss and explain: Menu & types of menu. Refer to: PPT Slides 44 and 45 Ask learners, Have you ever been to a restaurant? How do you order food in the restaurant? What is a menu? Why the restaurant requires a menu? What are the different types of menu? What is a la carte menu? What is table dhote menu? What are the components of a good menu? What is a French classical menu? Why French classic is still important, despite other popular menus. List answers of learners. Explain them about menus, different types of menus. Resources: Marker Brown Paper/white board Demonstration and practical: Making and presenting a menu. Divide participant into groups of 4. Show them the different types of menus and ask them to prepare menu and present it. 35 MODULE 5 BEVERAGE & TOBACCO 36 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic: 1, 2, 3, 4 and 5: Beverage, Tea, Coffee, Service of Tea and Coffee and Mocktails Learning objective & topics covered in module Skills: knowledge about beverages and their characteristics and serving techniques Knowledge: Recognition of different types of beverage and the method of service English terms: Beverage, tea, coffee, mocktails, characteristics and serving. Attitude: Service-oriented, fair for appealing presentation, attentive to details BOX 15 5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of Tea and Coffee and mocktails Activity Teaching Methods and Specific Resources Discuss and explain: everages, types of beverages & serving methods. Refer to: PPT Slide 46 Ask learners, How many different types of drinks you had? Can you tell their differences? What are their types? What is non-alcoholic beverage? What are their types? What is tea/Coffee? What is the process of making tea/coffee? What is the method of serving different non-alcoholic beverages? What are called non-alcoholic beverages? What is the term used for non-alcoholic beverages? Is there are any differences between serving alcoholic and non-alcoholic beverages and how are they prepared? Please tell us the difference. Resources: Marker Brown Paper/white board Blind and open tasting: Beverage Tasting First observe which beverages are available at the training venue. List down the items and perform the blind & open tasting. 37 Topic 6: Alcoholic Beverages Learning objective & topics covered in module Skills: knowledge on beverages and their characteristics and serving techniques, focusing on Liquor Knowledge: Recognition of different types of liquor English terms: Liquor, Whisky, Gin, Vodka, Rum, Brandy, Tequila Attitude: Service-oriented, fair for appealing presentation, attentive to details BOX 16 Alcoholic Beverages Activity Teaching Methods and Specific Resources Discuss and explain: Beverages Liquor Refer to: PPT Slide 46 Ask learners, How many different types of liquor have you had? Can you tell their differences? What are their types? Can you tell difference between Whisky, Gin, Vodka, Rum, Brandy and Tequila? If so why and how they are categorized? Is there are any general or specific procedures applied when serving liquor? o Note down the answers and explain Resources: Marker Brown Paper/white board Blind and open tasting: Beverage Tasting First observe which beverages are available at the training venue. List down the items and perform the blind & open tasting. MODULE 5 : BEVERAGE & TOBACCO 38 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 7, 8 and 9, Beer, Wine and Cocktail Learning objective & topics covered in module Skills: recognition of characteristics of beer, wine, cocktail and serving techniques Knowledge: Understanding distinct characters between, beer, wine, cocktail and other type of drinks English terms: Beer, Wine and Cocktail Attitude: Service-oriented, fair for appealing presentation, attentive to details 39 BOX 17 5.7, 5.8 and 5.9, Beer, Wine, Cocktail Activity Teaching Methods and Specific Resources Discuss and explain: Beverages Beer, Wine, Cocktails Refer to: PPT Slide 47 Ask learners, Beer: Do you know the characteristics of Beer? Do you know how beer is processed? What are the different types of beers? Does each and every beer have to be served differently, and what is required to serve a beer, and what are serving methods? o Note down the answer, discuss and explain. Wine: Do you know characteristics of Wine? Do you know how wine is processed / fermented? What are different types of wine? How are they stored (temperature/condition/climate) Does each and every wine have to be served differently, and what is required to serve a wine, and what are serving methods? o Note down the answer, discuss and explain. Cocktail: Do you know wh at is a cocktail? What are the difference between cocktail and mocktail? What are the main mixtures of a cocktail? What techniques does a barman have to know a when preparing cocktail(ownership/ showman)? Does every cocktail have to be served differently; And what type of glassware is used; And what is cocktail garnishing and why? o Note down the answer, discuss and explain. Resources: Marker Brown Paper/white board Demonstartion: Beer, Wine, and Cocktail Observe what is available, wine, beer and cocktail making. Collect beer: tell the difference and characteristics. Display wine: explain, type and characteristics Make cocktails: using ingredients available Blind and open tasting: Beverage Tasting First observe which beverages are available at the training venue. List down the items and perform the blind & open tasting. MODULE 5 : BEVERAGE & TOBACCO 40 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 10 and 11: Tobacco and Serving Cigarette Learning objective & topics covered in module Skills: Serving cigarette and cigar Knowledge: Recognition of different types of tobacco and service standard of cigarette English terms: Ashtray, Cigar, Cigarette Attitude: Responsible, alert, attentive & attention to details BOX 18 5.10 and 5.11, Tobacco and Serving Cigarette Activity Teaching Methods and Specific Resources Discuss and explain: Tobacco & serving methods of cigarettes & cigar. Refer to: PPT Slides 48 and 49 Ask learners, What is Tobacco? What are their types? How do you serve cigarette? What is the process of serving cigar? How do you change ashtray? List answers of learners. Explain them about cigarette, cigar & serving methods. Resources: Marker Brown Paper/white board Demonstration and practical: Ashtray changing method. Divide a group of 4. Show them the process of changing the ashtray and ask them to practice 41 MODULE 6 TYPES OF SERVICE & SERVICE SEQUENCE 42 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1 and 2: Types of Service and Briefing Before Service Learning objective & topics covered in module Skills: Learn different types of service technique Knowledge: Room service procedure, per-plated service, buffet service, silver service English terms: Room Service, Trolley, Tray, Set Up Attitude: Responsible, alert, attentive to details, curious and learning oriented BOX 19 6.1 and 6.2, Types of Service and Briefing before Service Activity Teaching Methods and Specific Resources Discuss and explain: different types of food services and procedure. Refer to: PPT 50 Ask learners, What do you understand by food service? What are the different types of services? What is food service procedure? What are different types of food service procedure? Why it is necessary to brief before service. What are departments that are involved in the briefing; And how does it affect service? List answers of learners. Explain to them about different types of food service and service procedure. Resources: Marker Brown Paper/white board Demonstration & Practice: Trolley and tray set up Divide the participant into group of 4. Show them tray set up & trolley set up for room service & ask the participants to practice doing service. 43 Topic 3: Mis en scene & Mis en place Learning objective & topics covered in module Skills: Mise en scene and Mise en place procedure, Napkin folding technique Knowledge: About Mise en scene and Mise en place and its importance English terms: Briefing, Layout, Cover, Pantry, Napkin, A la cart, Crown, Trifold Attitude: Responsible, alert, attentive & attention to details BOX 20 6.3, Mis en scene & Mis en place Activity Teaching Methods and Specific Resources Discuss and explain: Mis en scene, Mis en place, different types of table setting, napkin folding. Refer to: PPT 51 Ask learners, What is the first thing you do in the restaurant as a waiter? What is briefing & why it is important? What is mis en scene? What is mis en place? What are the procedures of setting up a table? How do you do the different types of table layout? What is difference between a la carte and table dhote setting? What is serviette and what are different types of napkin folding? How do you set a tray or trolley for room service? List answers of learners. Explain to them about different restaurant preparations such as briefing, mis en scene, mis en place, setting table , different types of setting (a la cart, table d hotel) and napkin folding Resources: Marker Brown Paper/white board Demonstration & practice: Napkin folding Divide them into group of 4 show them different types of napkin folding & ask them to practice. Divide groups into 4 and ask them to demonstrate setting of A la carte and table dhote, Each participant should get the chance. Resources: Napkins Cutleries Glassware Crockeries Decorative items MODULE 6 : TYPES OF SERVICE & SERVICE SEQUENCE 44 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 4: Service Sequence Learning objective & topics covered in module Skills: Different service sequences and procedures, applying them in a restaurant Knowledge: Silver service procedure, pre-plated procedure, payment producer, guest departure procedure English terms: Greetings, Serving, Order taking, Payment, Farewell Attitude: Responsible, alert, attentive & attention to details BOX 21 6.4, Service Sequence Activity Teaching Methods and Specific Resources Discuss and explain: Service sequence, different types of service, payment procedure & closing procedure. Ask learners, What is service sequence? What are the procedures of service sequence? What are the different types of food service? What is silver service? What is pre-plated service? How do you collect the payment from the guest? How do you bid farewell to the guest? What is handover takeover procedure & what is closing procedure? List answers of learners. Explain to them about service sequence, different types of service, payment procedure & closing procedure. Resources: Marker Brown Paper/white board Demonstration, practice and role play: Types of service. Divide them into groups of 4, show them different types of service & ask them to practice as waiter and guest from greeting to departure of guest 45 MODULE 7 FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES 46 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1: Cost Control & Selling Techniques Learning objective & topics covered in module Skills: Reducing cost and maximizing profit, develop different selling techniques, anticipating guests Knowledge: Cost control procedures, upselling and suggestive selling procedure English terms: Up selling, Suggestive selling, Anticipating, Cost control Attitude: Anticipating, responsible, selling technique, attentive & attention to details BOX 22 7.1, Cost Control & Selling Technique Activity Teaching Methods and Specific Resources Discuss and explain: Cost controlling method, types of selling technique and anticipating guest needs Refer to: Ask learners, What happens if you waste and what happens if you take wrong order? What do you understand by cost controlling in a restaurant? What is the importance of cost control? What are the different ways of controlling cost in a restaurant? What is upselling and suggestive selling? How do you anticipate guest needs? List answers of learners. Explain them about cost controlling method, types of selling technique and anticipating guest needs Resources: Marker Brown Paper/white board Menu making and listing Activity 1: Divide them into group of 4, ask them to create a menu for four cover It should cover starter, main course, and a desert. The group should present measurements for each course in grams or equivalent. Activity 2: Divide the class into 4 groups, ask them list down the things they would do as a waiter to reduce the cost and how they will implement it Tip: Put emphasis on interrelation and coordination in reducing the cost, such as between restaurant and kitchen. 47 Topic 2: Understanding Our Customer Learning objective & topics covered in module Skills: Servicing and handling of different types/categories of customers Knowledge: Client characteristics and responding appropriately English terms: target groups, single, families, business, kids, young and old Attitude: Flexibility, adaptability and strive to deliver the best as per client BOX 23 7.2, Understanding our customer Activity Teaching Methods and Specific Resources Discuss and explain: Various groups/ characteristics that often dine in the restaurants and how best to deliver their needs. Ask learners, Do you even notice how many different types of people go to dine in different restaurants? Should there be a difference when serving to business people, adults, young and families? If so; Why and why not? Tell us how would you approach these set of people? Why do restaurants have different approaches in serving different clients? How does this approach help to satisfy the clients and businesses? Resources: Marker Brown Paper/white board Responding as per client character: Activity: Divide them into groups of 4, ask them to describe their service approach to the following demographics/ groups, they should present it and justify. Business lunch Old people Family with kids Young people Resources: Marker Brown Paper/white board MODULE 7 : FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES 48 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE 49 MODULE 8 MARKETING AND TRENDS 50 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1 and 2: Marketing and Trends in Food and Beverage Operations Learning objective & topics covered in module Skills: How to be creative in selling and marketing of the restaurant as a waiter. Knowledge: various marketing and promotional methods and tools used in the food and beverage service and how to use them English terms: Guest trends, flyer, display, positioning, logos, posters, and coupons. Attitude: Anticipating, responsible, selling technique, attentive to details BOX 24 8.1 and 8.2, Marketing and Trends in Food and Beverage Operations Activity Teaching Methods and Specific Resources Discuss and explain: Marketing, importance of marketing, different promotional tools used for marketing, food and beverage trend. Refer to: PPT Slide 52 Ask learners, Did a billboard, poster, flyer or coupon from a restaurant ever catch you? What does it mean for you? Why was it effective? Or why not? What is marketing? Why is marketing important? What are the different promotional tools and techniques used in marketing? What do you understand by food and beverage trend? List answers of learners. Explain them about marketing, importance of marketing, different promotional tools used for marketing, food and beverage trend. Resources: Marker Brown Paper/white board Making posters and flyers Activity 1: Divide them into groups of 4, ask them to create a promotional poster Activity 2: Divide them into groups of 4, ask them to create a promotional flyer Resources: White paper A0, Chart paper Pen, pencil and colour marker. Tip: Please put emphasis on good presentation, choosing colour, clarity, and message. 51 MODULE 9 UNDERSTAND RISK AND PREVENTIVE MEASURES 52 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1, 2 and 3: Responsibilities as a Food Handler, Waste Management and Pest Control Learning objective & topics covered in module Skills: safety measure and precautions at work and how to be responsible when handling food Knowledge: different risks involved in the restaurant, dining and public area English terms: Risk, waste and pests Attitude: Responsible, attentive & attention to details BOX 25 9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control Activity Teaching Methods and Specific Resources Discuss and explain: Responsibilities of food handler, waste disposal, type of waste and pest control Refer to: PPT Slide 53, 54 Ask learners, What are the responsibilities of a food handler?. What would be the result, if you are not careful when handling food; And how would this affect food hygiene, contamination and image of the restaurant? What is Waste? Why it is important to manage waste? What are the types of waste? Can we use them for better purpose and; How can we dispose the waste better, environment friendly way? What is pest?. And what harm they can cause to food and restaurant? Why pest control is important in restaurant? What the different ways to control pest? List answers of learners. Explain them about responsibilities of a food handler, waste management, and pest control. Resources: Marker Brown Paper/white board 53 List the responsiblities of food handler List the type of waste Activity 1: Divide them into groups of 4, ask them to list the types of risks and their preventive measures. Activity 2: Divide them into groups of 4, ask them to list the type of waste and how would you sort/dispose them. Resources: White paper A0, Chart paper Pen, pencil and colour marker. Tip: Please put emphasis on major responsibilities, hygiene and types of waste MODULE 9 : UNDERSTAND RISK AND PREVENTIVE MEASURES 54 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 4 and 5: First Aid and Restaurant Hazards and Safety Measure and Handling Learning objective & topics covered in module Skills: To respond appropriately to small injuries, maintain a First aid Box and learn how to prevent accidents Knowledge: First aid, restaurant hazards, safety measures and prevention English terms: First Aid, Safety measures, Hazards and Prevention, maintenance Attitude: Anticipating, responsible, caring and attentive BOX 26 9.4 and 9.5, First Aid in the Restaurant, Restaurant Hazards Safety Measure and Handling Activity Teaching Methods and Specific Resources Discuss and explain: Responsibilities of food handler, waste disposal, type of waste and pest control Refer to: PPT Slide 55 to 58 Ask learners, What do you understand by First Aid? Why first aid is important in the restaurant? Are the following considered hazards? o Water o Oil o Electricity o Gas o Sharp objects o Chemicals How are safety measures handled in the restaurant against hazards? Should it be individual level or collective? List answers of learners. Explain them about First Aid, restaurant hazards, safety measures, fire, types of fire and maintenance Resources: Marker Brown Paper/white board Listing of common hazards and preventive measures Activity 1: Divide them into groups of 4, ask them to list the types of fire and their preventive measures. Resources: White paper A0, Chart paper Pen, pencil and colour marker. Tip: Please put emphasis on staffs and guest health safety issue resulting from lack of standards. 55 Topic 6 and 7: Fire and Maintenance Learning objective & topics covered in module Skills: To respond appropriately to the risk of fire and how to prevent it. Reporting and maintenance Knowledge: Types of fire, measure to prevent fire incidents, safety rules and reporting maintenance at work English terms: Fire, Prevention, Risk, Safety, Handling and Maintenance Attitude: Observing, communicative, anticipating, responsible, caring and attentive BOX 27 9.6 and 9.7, Fire and Maintenance Activity Teaching Methods and Specific Resources Discuss and explain : Causes of fire accidents at work and how to prevent, importance of the maintenance.
Ask learners, Have you been involved in a fire incident? o Facilitate the discussion What the common causes of the fire in a restaurant? What can be done do prevent fire accidents? What are different types of fire extinguisher? Why is it necessary to use an appropriate fire extinguisher? If we do not maintain the restaurant with systematic control and observation, it may lead to fire! (yes or no) Can proper maintenance and reporting can reduce of fire, such as electrical problems What would be the image of the restaurant if not- well maintained List the answer and facilitate the discussion. Resources: Marker Brown Paper/white board Listing of common fire prevetive measures Activity 1: Divide them into groups of 4, ask them to list the types of fire and their preventive measures. Activity 2: Ask each group to create/fill the maintenance template Resources: White paper A0, Chart paper Pen, pencil and colour marker. Tip: emphasise fire related incidents in Kathmandu during the session. MODULE 9 : UNDERSTAND RISK AND PREVENTIVE MEASURES 56 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Introduction to HITT teaching Techniques Introduction This module teaches you about HITT andragogy principles & Multi Skills applied in the teaching techniques. HITT Teaching & Technical Skills The HITT Learning Approach is a set of core elements that will promote High Impact training for our targeted beneficiaries. These elements, as explained below, are integrated into HITT training programmes by trainers who are trained in the HITT Learning Approach. All training programmes are designed and delivered using this HITT Learning Approach. These core elements are also reflected in the templates used for the development of training materials for HITT training programmes. Core elements of the HITT Learning Approach The following core elements have been identified as the foundation for any HITT learning interventions: Andragogy Acknowledge Prior Learning Active Learning Integrated Learning Creating Motivation for Learning Andragogy Andragogy is the process of helping adults learn. Adults learn best when learning is focused on them, not the teacher. The following should be kept in mind when training adults: Experience: as people mature they accumulate their own individual, growing bank of experience that provide a useful resource for learning. Orientation to learning: as people mature their time perspective changes from one of postponed application of knowledge to immediate application. They also need to understand the relevance of content in order to learn easily. 57 Principles of Andragogics: Adults: Need to know why they need to learn something; what value does it hold for them? Learn best when the topic is of immediate value. They are most interested in learning things that have immediate relevance to their job or personal life. Need to learn experientially (learn by doing). Therefore, some form of practical experience, including the opportunity to make mistakes, provides the basis for learning activities. Approach learning as problem solving; therefore adult learning is problem-based rather than theory-based. When training adults, the following should be kept in mind: Explain why specific things are being taught. Training must be about trainees doing things instead of remembering things. It should be based more on practical than on theory. Instruction should take into account the wide range of different backgrounds of learners. Learning materials and activities should allow for different levels/types of previous experience (see Prior Learning below). Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made. Prior Learning HITT targeted beneficiaries will possess existing knowledge, beliefs, attitudes and a range of skills and experience. This will have been gained in other courses, formal and non-formal employment and through daily life. Trainees bring this prior learning into HITT training, which will influence how they filter and interpret what they are learning. We need to understand that this prior knowledge can help or hinder learning. For example, they could enter the training knowing certain ways of doing things. If these are not correct, we will have to encourage them to change their habits and learn new ones. This will take time and an understanding that changing work habits can be difficult. However, if they arrive at the training with existing knowledge that is correct, this can speed up the learning of additional skills. Active Learning Active Learning requires people to become involved in the process of their own learning simply put, it is learning by doing. The diagram below depicts a Cone of Learning (Edgar Dale) that shows how much people retain from learning in different ways. It is easy to see that active learning such as doing the job, simulating the job, and presenting or participating in discussions creates the highest level of retention of learning. The HITT Teaching Methods provide a range of active learning strategies and ideas to engage HITT trainees at the highest levels of learning. ANNEX-1 : HITT TEACHING TECHNIQUES 58 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Cone of Learning Cone of Learning After 2 weeks we tend to remember Nature of Involvement 30% of what we see 20% of what we hear 10% of what we read 90% of what we say and do 70% of what we say Active Passive Doing the Real Thing Simulating the Real Experience Doing a Dramatic Presentation Participating in a Discussion Seeing Done on Location Looking at an Exhibit Watching a Demosntration Watching a Demonstration Giving a Talk Watching a Movie Looking at Pictures Hearing Words Reading 50% of what we hear and see 59 Integrated Learning Integrated learning occurs across two levels: Integrating theory and workplace learning Integrating learning outcomes across different topics or subjects of learning Integration of theory and workplace: Learning is most effective when it is integrated with real work. In order to integrate learning effectively with real work, it is important that the trainer fully understands the work. If the trainer has not done the work themselves, then, in order to fully understand what the work entails, the trainer should watch workers, talk to workers and think like the person doing the tasks. The trainer must understand their world, the day-to-day job pressures, the tools they use (or could use) and how they use them, the job inputs, processes and feedback mechanisms for people doing the job. Integration at curriculum level: integrated lessons help trainees make connections across various topics in a course. Integrative learning comes in many varieties: Connecting skills and knowledge from multiple sources and experiences; Applying skills and practices in various settings; and, Understanding how different topics and skills work together. Examples of integration between learning topics in HITT occupations are presented below: Table 1: Examples of Integration between Learning Topics in HITT Occupations Occupation Topics to integrate and teach together Tourist Guiding Customer service, communication, safety, destination knowledge, personal hygiene Food and Beverage service Customer service, communication, F&B service skills, personal hygiene Cooking Cookery skills, food hygiene and personal hygiene, safety Creating Motivation for Learning The HITT Learning Approach recognises that learners must have a motivation to learn. In order to ensure that motivational strategies inspire learning to take place, the ARCS Model is used as one of the core elements of the HITT Learning Approach. The ARCS principles provide a foundation for learning design. The ARCS Model identifies four essential strategy components for motivating trainees: Attention strategies for arousing and sustaining curiosity and interest; e.g. a problem statement, challenge, humour, etc. Relevance strategies that link to trainees' needs, interests, and motives; e.g. increasing earning power, able to get employment Confidence strategies to help students gain confidence in their own abilities. When they experience success at challenging tasks; e.g. starting easy, and building skills and confidence to more difficult skills or topics Satisfaction strategies to create a sense of achievement certificates, rewards, scores. ANNEX-1 : HITT TEACHING TECHNIQUES 60 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Table 2 provides few tips for making ARCS work in HITT training: Tips for making ARCS work in HITT Training Principle Explanation Attention: Grabbing attention is the most important part of the model because it motivates learners to learn. Once learners are interested in a topic, they are willing to invest their time, pay attention, and find out more. This component is split into three categories: Perceptual arousal is about using novel, surprising, incongruous, and uncertain events or situations; Concreteness Use specific, relatable examples. Incongruity and Conflict Stimulate interest by providing the opposite point of view. Humour Use humour to lighten up the subject. Inquiry arousal, offering challenging questions and/or problems to answer/solve; and Participation Provide role-play or hands on experience. Inquiry Ask questions that get students to do critical thinking or brainstorming. Variability, using a variety of resources and methods of teaching. Incorporate a variety of teaching methods (see the HITT Training toolbox). Relevance This includes a students need to feel that important personal needs are being met by the training programme. There are three methods for increasing a learners sense of relevance. These methods include familiarity, motive matching, and goal orientation. Familiarity: Familiarity is the use of concrete language, examples, and concepts that are related to the learners experience and existing knowledge. Motive matching: learners motivation will increase as they perceive the likelihood that the task will satisfy a basic need, motive, or value. Goal Orientation: if the training will help a trainee reach a personal goal, then the trainee will be motivated to learn. Confidence This is about making learners feel that they can meet objectives and succeed. This links back to motivation. Satisfaction: To develop satisfaction, learners need to feel that the new skill is useful and they have chances to use these skills in the real world. This is created by feedback and reinforcement. 61 Trainer Materials Innovative, High Impact training depends on the type and nature of tools and resources used by the trainer. These may include, where practical and possible, the following: Laptop computer Data projector Screen or clean wall Speakers Black board or white board Flip-chart paper Training kits: contents as discussed below Other resources such as drawing materials and large sheets of paper for poster presentations, etc. Trainers should assemble a range of resources to make training interesting and exciting for delegates. It is highly recommended that each trainer assembles a kit that is relevant to the topics that they teach. Training Kits Innovative, High Impact training kits should contain resources such as: Paper-based: books, photos, magazines, posters, notices, signs, advertisements, brochures, maps, menus, industry examples such as order forms, reservation lists, etc. Equipment-based resources: utensils, service items, world globes, cleaning items and products, etc. Samples and examples: materials used in industry, items delegates may have not seen before e.g. strange vegetables, food items, marketing materials, product samples, linen, etc. Training Presentations Innovative, High Impact presentations should reflect: High quality: no excess graphics, poor quality clip art or text effects Content: simple, clear and concise and not too much text simple bullets or short sentences are enough. Graphics and pictures: serve a purpose, high quality and well placed Hyperlinks: to other sources of information such as PDF documents, websites (if live), video clips, documents e.g. policies, spread sheets, etc. Add some audio-visual interest to the training by linking to video clips using hyperlinks embedded in the presentations. Animation: no excessive animations that will distract the trainees. Clean fonts: no word art or text effects these detract from the presentation and from the learning. ANNEX-1 : HITT TEACHING TECHNIQUES 62 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Training Methods A training method is the process, technique or approach which a trainer uses in teaching. The HITT Learning Approach has identified a number of training methods that will deliver high impact, especially for adult learners. There are many teaching methods that can be used for training HITT beneficiaries. Some of these are well known and widely used for example lectures, while others are more particular to our industry. We will not discuss the obvious ones such as lectures, but we will provide some ideas on activities that will make lectures far more engaging so that trainees participate in Active Learning. The range of training methods can be used and adapted to any situation or training topics, and no specific criteria apply to which methods of training apply to specific topics. That said, a basic rule of thumb is that hard skills usually have a practical training method such as demonstrations, whereas soft skills use methods such as role plays for effective teaching. Many of these training ideas can be adapted to use in the informal sector by field or on- location trainers. These methods and ideas are not restricted to a classroom setting at all. Teaching tool and techniques Following table depicts HITT teaching techniques and tools that you can apply to deliver the training of Waiter course. Poster making and presentations Purpose: To display, communicate message though visual image and extend knowledge. Skills: designing and lay out, presentation of message in a clear and concise manner. Where and when to apply: It can applied to warn and to remind, like hand washing procedure. Materials required: Paper, pencil and marker. Audio-visual sessions Purpose: To display, communicate message though audio and visual sources. Skills: emphasis on listening and observing message - reflection. Where and when to apply: It allows you to present real life incidents to the classroom, such as cases of food poisoning. Materials required: computer / projector / radio and video equipment. 63 ID Test Purpose: To create awareness and knowledge on the tools / equipment / glassware / fruits, vegetable and any other service or food related commodities. It should be tangible. Skills: Equip learners on use and purposes of the items presented. Where and when to apply: To identify any type of physical objects, such as different types of plates glassware and ladles. Materials required: selection of physical objects related to service and food production. Experiments Purpose: To create a real life case, scenario. Skills: Learners will be able to experience implications of not following good practices, and how it can impact food production and service delivery. Where and when to apply: This can be applied to show learners how food gets contaminated, cross- contamination by making a jelly experiment. Materials required: Jelly experiment (jelly, dirt, hair etc.) Role Play Purpose: To bring into classroom real life incidents and scenarios. Skills: learners shall observe skills on communication (verbal and non-verbal), listening, handling and problem solving. Where and when to apply: To show learners real working environment problems related to service and food production, such as bad service and customer complain. Materials required: An incident, scenario and actors. Demonstration Purpose: To show learners how to do specific job, sequence or a task. Skills: procedures, sequences, tasks and arrangements related to service and food production. Where and when to apply: This can be applied to show demonstrate proper table setup for any specific menu. Materials required: Depend on specific task you intend to do. (For example, things required to do a proper table setup) ANNEX-1 : HITT TEACHING TECHNIQUES 64 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Class debate Purpose: Explore, discuss and share the experience of the leaners on specific issue, usually the issue is subjective open ended. Skills: Equip learners on knowledge mobilizations, facilitate discussion and find solutions on the issue. Where and when to apply: Class debate can be applied on issue like designing and layout of kitchen. Materials required: A subject, Issue, participants and audience. Guest lecture Purpose: To provide inside knowledge to the learners from industry expert on food production and service delivery and relevant issues. Skills: Remember not all lectures are good or great!. This allows learners to reflect on presentation skills, communication, message delivery, and this can be further discussed among participants. Where and when to apply: This can be applied to benchmark between different trainers when needed to observe soft-skills. Materials required: Industry expert and a topic. Quiz Purpose: To mobilize knowledge, increase the energy of the learners, creates fun. Skills: knowledge mobilization, class management, facilitation and coordination skills within a classroom. Where and when to apply: This can be applied in any stage of the training to create more fun and motivation. Materials required: Questions related to food production and service delivery or on any related topic. Site visits/ excursions Purpose: To provide insight into real working environment so that learners are familiar with real working environment, setups, task, duties and functions. Ability to apply learning. Skills: practical and theoretical knowledge from the industry. Where and when to apply: It is always recommended to do site visits whenever there is an opportunity, it gives different dynamics to learners. Materials required: A restaurant or a hotel. 65 Case studies Purpose: To provide insight into well document incidents to the learners relating to service and food production implications. Skills: Through case studies learners shall be able to demonstrate problem solving, learn preventive measures and how to apply them in working environment Where and when to apply: It can be applied to service delivery issues, food production and food poisoning and contamination. Materials required: A very well documented and detailed case study. Flashcards Purpose: To identify sequences, procedures, duties, responsibilities etc. through material based imagery. Skills: learners should be able to properly arrange sequences, procedures, structures using images. Where and when to apply: This can be applied to service sequence, Restaurant staffing structure etc. Materials required: set of images relating to that particular topic you want to cover. ANNEX-1 : HITT TEACHING TECHNIQUES 66 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Also available in this series Food and Beverage Service Waiter/Waitress, Learner Manual Food production Assistant cook Learner manual Food production Assistant cook Trainer Guide Housekeeping Room Attendant, Learner Manual Housekeeping Room Attendant, Trainer Guide Other series developed by the HITT programme in Nepal: Mountain Leaders Training Course Homestay and Small Lodge Operators Training Course Service Excellence and Food Hygiene Training Course TRAINER GUIDE FOOD AND BEVERAGE SERVICE (WAITER/WAITRESS)
The Waiter & Waitress and Waitstaff Training Handbook: A Complete Guide to the Proper Steps in Service for Food & Beverage Employees Revised 2nd Edition