Sei sulla pagina 1di 64

HOUSEKEEPING

(ROOM ATTENDANT)

TRAINER GUIDE

F U N D investing in nepal's future


THE HITT PROGRAMME
One of the several skill building products developed by the High Impact Tourism Training
for Jobs & Income programme (HITT) is The Housekeeping – Room Attendant curriculum and
training material. It is designed to support informal workers and potential workers from the
tourism sector of Nepal; to enhance their productivity and professionalism, and increase
their employability and income opportunities.

The HITT programme has been implemented by the Netherlands Development Organisation
(SNV), through the financial assistance of European Commission (EC) Investing in People
programme. The HITT initiative aims to contribute to sustainable pro-poor growth in the
informal tourism sector in seven least developed and developing countries in Sub-Saharan
Africa and Asia. Within the framework of this initiative, SNV and its local partners designed
a skill development programme for informal sector workers, specially women and youth,
unskilled and semi-skilled workers, in close collaboration with the private sector. In Nepal,
the HITT programme has been working with the tourism sector to identify the occupations
in demand, develop training curriculums, produce training material and deliver training to
the beneficiaries. The six selected occupations include assistant cook, waiter, housekeeper,
service excellence and hygiene, trekking guide, and homestay and lodge operators.

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

Contributions

This publication has been produced with the financial assistance of the European Union.
The contents of this publication are the sole responsibility of SNV and can in no way be
taken to reflect the views of the European Union. For more information on Europe Aid,
please visit http ://ec.europa.eu/europeaid/
Table of Contents
About the Housekeeping - Room Attendant trainer guide 5
Objective of the housekeeping trainer guide 5
Trainers Kit 6
Activities 7
How to use the Trainer Guide 7
Resources required 8

MODULE 1 : HOTEL AND HOUSEKEEPING 9


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

MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING 17


Topic 1, 2 and 3 : Definition of Cleaning, Definition of Soiling, Equipment and Material 18
Box 6, 2.1, 2.2 and 2.3, Definition of Cleaning,
Definition of Soiling, Equipment and Material 18
Topic 4 and 5 : Cleaning Agents, Principles of Cleaning and Cleaning Procedures 20
Box 7, 2.4 and 2.5, Cleaning Agents, Principal of Cleaning & Cleaning Procedure 20

MODULE 3 : GUEST ROOMS, ROOM COMPONENTS AND KEY 23


Topic 1 to 4 : Types of Rooms, The Components of the Guest bed Room,
Bed Types and Linen Requirements Standards, Key and Key Control 24
Box 8, 3.1, 3.2 and 3.3, Room Types & Guest Room Components 24
Box 9, 3.4, Key & Key Control 25

MODULE 4 : HOUSEKEEPING TROLLEY MANAEMENT,


GUEST ROOM CLEANING AND HANDOVER PROCEDURE 27
Topic 1 : Function of Housekeeping Trolley (maid cart) 28
Box 10, 4.1, Function of Housekeeping Trolley (maid cart) 28
Topic 2 to 4 : Efficient Room Cleaning, Cleaning of a Vacant Room,
Closing down and preperation for the next shift 29
Box 11, 4.2 and 4.3 Efficient Room Cleaning and Cleaning of a Vacant Room 29
Box 12, 4.4, Closing down and prepering for next shift 31
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

MODULE 5 : CLEAN PUBLIC AREAS 33

Topic 1 : Public Area Cleaning 34


Box 13, 5.1 to 5.1.3 Public Areas 34

MODULE 6 : LAUNDARY FUNCTIONS AND LINEN MANAGEMENT 37

Topic 1, 2 and 3 : Laundry, Laundry Equipment, Maintainting Linen Room and Linen 38
Box 14, 6.1 and 6.2, Laundry and Laundry Equipment 38
Box 15, 6.3, Maintaining Linen Room & Linen 39

MODULE 7 : HOUSEKEEPING SERVICES AND OTHER DUTIES 41

Topic 1 : Other Guest Services 42


Box 16, 7.1 to 7.1.8, Room Transfers, Guest Requests, Staff requests,
Service Housekeeping Requests, Checking Room Allocations,
Room Status, Guest Information and Room Allocation 42
Box 17, 7.1.9 to 7.1.11, Assginig cleaning rooms, Turndown
service, Lost and Found Property 43
Topic 2, 3 and 4 : Responding to VIPs, Looking after
Plants and Housekeeping Supply Management 44
Box 18, 7.2, 7.3 and 7.4, Responding to VIPs,
Looking after Plants and Housekeeping Supply management 44

MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS 45

Topic 1 to 4 : Reporting Maintenance Problems ,Safe Work


Practices, Safety in Room Cleaning and Servicing, Preventing Accidents 46
Box 19, 8.1 to 8.4, Reporting Maintenance Problems, Safe Work
Practices, Safety in Room Cleaning and Servicing, Preventing Accidents 46
Topic 5 to 8 : Safely Handling Cleaning Agents, Equipment and Machinary,
Hygiene and Safety Risks in Bathrooms, Precaution against infectious Disease,
Personnel Safety Issues 47
Box 20, 8.5 to 8.8, Safely Handling Cleaning Agents, Equipment
and Machinary, Hygiene and Safety Risks in Bathrooms, Precaution
against infectious Disease, Personnel Safety Issues 47
Topic 9 to 12 : First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in Hotel 48
Box 21, 8.9 to 8.12, First Aid, Proper Use of Hazard Signs
and Safety Inspections, Security in Hotel 48
Box 22, First Aid, Housekeeping harzards and common risk scenarios 50
Topic 13 : Pest Control 51
Box 23, 8.13, Pest Control 51
Topic 14 : Fire 52
Box 24, 8.14, Fire 52
Box 25, 8.14, Assesing Fire Risks 52
Annex-1 : Introduction to HITT teaching Techniques 53
About the Housekeeping –
Room Attendant trainer guide
This trainer guide is developed to help the trainer give training for the Housekeeping –
Room Attendant course, based on the learner manual and with clear guidance. It is
sequenced and follows the content of the leaners manual and provides each step in
delivering each topic, with activities and interactive questions as well as particular resources
and materials that trainer may require to teach the specific topic. The guide incorporates
adult learning and active teaching methods specifically adopted and refined for the level
of target trainer and beneficiaries alike. Throughout the development of the material, the
competence of the service personnel in the Kathmandu valley was considered through
market needs analysis in the food and beverage sector. Industry experts and TVET services
provided further technical and practical inputs focusing on the industry demands and
requirements. The learning from the pilot phase has been integrated into the final set of
training materials.

Objective of the housekeeping trainer guide


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

Course Duration and training venue


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

Target Audience of the trainer guide


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

5
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

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

Formative Assessment
Learners may be formatively assessed throughout the course. This will take place in the form
of quizzes, practical exercises and/or application.

Summative Assessment
A final summative assessment may be given to learners at the end of the course and will
be based on the learning outcomes for the course.

This assessment is (indicate what format this assessment will take, for example, a paper-
based assessment, a practical, simulation) to be completed at the end of the course; for
practical assessments, the practical components of the course must be combined into an
integrated assessment to ensure that learners can demonstrate the entire process.

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

Trainers Kit
To train this course effectively, you will have to invest time and effort into putting a training
kit together. Ideas for the content of the kit are provided in the “Resources” column of the
detailed guide for each module.

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

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


brochures, maps, etc.

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

• Samples and examples : materials used in industry, items learners may have not seen
before – e.g. strange vegetables, food items, product samples, etc.…

6
When preparing for your classes, go through the resources needed; collect or prepare
these well in advance, especially where you need industry samples and examples,
flashcards, new articles etc. If possible, share these with colleagues to reduce the workload
on one person, and to make the resources available to other classes as well.

Activities
This trainer guide provides for many and varied activities. These activities are not all
included in the Learner Guide. Depending on your time and resource, you must identify
what activities you can deliver based on time and facilities available. Try to do as many
activities as possible to facilitate Active Learning opportunities for your learners. See annex 1
for HITT teaching techniques methods and various tools and resources that can be applied
to deliver this course

Activities are provided in the following categories :


• Out of class research – such as sourcing information in industry. Learners will do this out
of class time and you will facilitate feedback on their findings and draw conclusions
• Practical activities : these include role-plays, tastings, identification tests, flashcard
games, simulations, guest speakers, audio-visual sessions, industry visits, demonstrations
and practice time
• Discussion-based : learners will have time to discuss various topics either as a large
group or in smaller groups. Facilitate feedback from these discussions.

How to use the Trainer Guide


Icons

Activity Tips Ice breaker

Questions to ask
Use resources
participants

7
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

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

Resources Quantity
Trainer’s guide 1 (1 for each trainer)
Trainer’s kit (see below) 1
Attendance register 1
Registration form 1 per learner
Post-training evaluation form 1 per learner
Stationery (pen, notepad, folder) 1 for each participant
Whiteboard markers 1 multicolour pack (red, blue, black, green)
Permanent markers 1 multicolour pack
Brown/white paper 150 sheets
Masking tape 2 rolls
Meta–cards 200 pcs
Glue-sticks 2 pcs
Name tags As required
Learners’ kits 1 per participant
Learner Manuel 1
Attendance Register 1
Laptop and Data Projector 1
Housekeeping Amenities / linen 1 set

Contents of trainer’s kit Quantity


Pictures related to housekeeping department 1 set
Playing Card 1 set
Sticker of different multicolour 1 set
(red, green, yellow, blue)
Scenarios (complaints) 1 set
Cards with request written for role-play 1 set
Meta-cards with key words and sentences 1 set
organised into questions and answers
Meta-cards of Housekeeping Organizational Chart 1 set
Housekeeping cleaning materials 1 set
Housekeeping amenities 1set
Housekeeping linen 1set
Forms used in housekeeping department 1 set

8
MODULE 1
HOTEL AND HOUSEKEEPING

9
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1, 2 and 3 : Introduction of Hotel, Classification of Hotel and


Different Department of the Hotel

Learning objective & topics covered in module

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

• Knowledge : Classification of hotel, Hotel organization and Room Division

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

• Attitude : Responsible, seek to learn, attentive, curious and acknowledge the


importance of hotel and its type

Box 1, Icebreaker
Activity Teaching Methods and Specific Resources

Ice break Introduction game of facilitator and learners :


-Divided people into pairs. Ask them to take three
minutes to interview each other.

-Each interview has to find 5 interesting facts about


their partner.

-Bring everyone back to together ask everyone to


present 5 interesting facts about their partners to the
rest of the groups.

Compiling expectations Provide learners with meta-cards and ask them to write
on the cards what they want to learn from this course.

Collect the cards and read out each one, explaining


whether the course will address learners’ expectations.

Setting norms Discuss...


The organisation of the training.

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


and who is the evaluator for the day?).

Rules regarding use of mobile phones, talking in class,


attendance, starting and closing time, and lunch
breaks…

10
MODULE1: HOTEL AND HOUSEKEEPING

Box 2,
1.1, 1.2 and 1.3, Introduction of hotel, classification and different departments of the hotels

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• Have you ever been to a hotel?
Organisation of a • What is a hotel?
hotel, hotel classification • What are different types of hotel?
and different departments • What do you understand by classification of hotels?
in the hotel and their • What are the departments in a hotel and what are
functions their functions?
• List answers of learners and explain them about
• The organisation of a hotel
• The classification of a hotel
• Different departments in the hotel and their
Refer to : functions
PPT Slide Page 1 to 9
Resources :
• Marker
• Brown Paper/white board

Activity : 1. Divide into groups of 2 or 3. Each group must take


one of the hotel departments in the Learner Guide,
Poster
and draw a poster showing how it engages with
Presentation
the housekeeping department.

2. Learners must present their poster to the rest of the


class to explain what that department does, and
how it relates to housekeeping.

Resources :
• A0 White paper
• Color marker

Continue with the topic by presenting and discussing


the staffing in the housekeeping department with the
delegates.

11
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 4 : The Role of Housekeeping department

Learning objective & topics covered in module

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


housekeeping department

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


responsibilities

• English terms : Housekeeping, duties, role and responsibility

• Attitude : Responsible, acknowledge the importance of the duty

Box 3
1.4, The Role of Housekeeping Department

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What is Housekeeping Department?
Housekeeping • What is the function of housekeeping?
department • How does housekeeping links with other departments?
• What are the positions in the housekeeping
department and what are their duties &
responsibilities?
• What is role of Executive Housekeeper?
• List answers of learners and explain them about;
• Housekeeping department,
Refer to : • The housekeeper & Room attendant
• Personal Hygiene
PPT Slide Page 10 to 16
• Dress code
• Attributes & qualities of staffs.

Resources :

• Marker
• Brown Paper/white board

Activity : Prepare set or sets of flashcards with the names of the


positions in an organ gram. Hand these out to the
Flashcard
delegates. They must place each flashcard in the
organogram
right position on a wall or table to make up the proper
levels of a house keeping brigade.

Resources :
• Flashcards of hotel staff
• housekeeping department positions

12
MODULE1: HOTEL AND HOUSEKEEPING

Topic 5 to 7; Housekeeping Personnel, Dress Codes and Uniforms of the


Housekeeping and Personnel Hygiene

Learning objective & topics covered in module

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

• Knowledge : Understand the specific duties assigned to the housekeeping


personnel. Popper uniforms and quality and character of the housekeeping staffs

• English terms : Grooming, Dress Code, Uniform and attributes

• Attitude : Self-confidence, attention to detail and responsible

Box 4
1.5, 1.6 and 1.7 Housekeeping Personnel, Dress Codes and Uniforms of the Housekeepin
and Personnel Hygiene

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Resources :
• Marker
• Brown Paper/white board

Activity : Practical of Hand washing Technique


Hand washing

Resources :
• Hand washing gel & Towel

13
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 8, 9 and 10 : Communication, Guest Complaints and Handling


Guest Complaints

Learning objective & topics covered in module

• Skills : Communication and handling guest complaint, taking HEAT approach

• Knowledge : What is courtesy and types of communication, special guest needs


and request and handling guest complaints

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

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

Box 5
1.8, 1.9 and 1.10, Communication, Guest Complaints and Handling Guest Complaints

Activity Teaching Methods and Specific Resources

Discuss and Ask Learners,


explain :
Communication, • What is communication?
complaint and • Why is it important?
handling • What are the different types of communication?
• Ask all learners which problems and complaints can
occur with guests.
• Why do guest complain and what would be the
result if you do not address properly?
• List answers of learners and explain them about;
Refer to :
• Display courtesy and good communication skills.
• PPT Slides 17 to 21 • 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

14
MODULE1: HOTEL AND HOUSEKEEPING

Group Activities, Ask all learners which problems and complaints can
Sequence 1 : occur with guest
enact a
complaint from Divide learners into groups of 3 : one as a
the guest followed by a Housekeeping staff and two as guests.
good way and bad way Ask each group to select (make up) a problems/
of handling it complaints scenario (trainer’s kit) and enact it. The staff
has to try and handle the issue professionally.

Ask participants to observe both performances and


identify what went well and what went wrong in each
session.

Capture and summarise the observations on a brown


sheet of paper.

Provide tips for handling complaints.

Resources :

• Marker
• Brown Paper/white board
• Scenarios (For complaints)

Activity : Divide into groups of three and role play the guest
complaint scenarios that you will be given. Use the
HEAT Role Play,
HEAT method to handle the complaint
Sequence 2

Resources :
• Role play cards

15
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

16
MODULE 2
PRINCIPLES & PRACTICE OF CLEANING

17
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1, 2 and 3 : Definition of Cleaning, Definition of Soiling, Equipment


and Material

Learning objective & topics covered in module

• Skills : Handling, cleaning equipment, agents and cleaning techniques

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

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

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

Box 6
2.1, 2.2 and 2.3, Definition of Cleaning, Definition of Soiling, Equipment and Material

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What is the definition of Cleaning?
Cleaning, soiling • What is the definition of Soiling?
and housekeeping • What do you understand by cleaning equipment &
equipments materials?
• What are manual equipment?
• What are the mechanical equipment?
• List answers of learners and explain them about;
• Cleaning
Refer to : • Soiling
• Manual and mechanical equipment.
• PPT Slides 22 to 24

Resources :
• Marker
• Brown Paper/white board

18
MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING

Identification : tools, Delegate instruction : List the different types of


equipments and their cleaning equipment used in your Hotel and or
purpose workplace. Include a note on what each one is used
for. The following table may help :

Cleaning quipment
Purpose
Item
1.

2.

3.

Identification test : Various items and agent used in cleaning and


Demonstrate each item servicing housekeeping areas. Include, for example
of equipment and allow various brushes, vacuum attachments, different types
each delegate to examine of cloths.
them.

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

19
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 4 and 5 : Cleaning Agents, Principles of Cleaning and Cleaning


Procedures

Learning objective & topics covered in module

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

• Knowledge : Cleaning agents, principle of cleaning procedure and practices

• English terms : Cleaning agents, cleaning principles and procedure

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

Box 7
2.4 and 2.5, Cleaning Agents, Principal of Cleaning & Cleaning Procedure

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Resources :
• Marker
• Brown Paper/white board

Identification test : Allow the participant to examine Various cleaning


Demonstrate cleaning agents used in cleaning and servicing in housekeeping.
agents, chemicals etc and. Please try to provide as many items as possible.

20
MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING

Activity : Discuss : Cleaning Frequency : Why various things are


Cleaning cleaned more or less often than other things
Frequencies
Learner Instructions : In the table below, write in how
often each item should be cleaned.

Items Frequency of Cleaning


Carpets
Ashtrays
Toilets

Departure
room

Demonstration : Applying Apply proper cleaning technique on a suitable surface


best cleaning practices. or item, using the correct equipment and safety
observations.

Allow practice time for learners

Resources :
• Cleaning agents used in the housekeeping

21
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

22
MODULE 3
GUEST ROOMS, ROOM COMPONENTS AND KEY

23
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 to 4 : Types of Rooms, The Components of the Guest bed Room,


Bed Types and Linen Requirements Standards, Key and Key Control

Learning objective & topics covered in module

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

• Knowledge : Understanding of different types of rooms, Room components, Types


of Key and management

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

• Attitude : Responsible, serviceable, alert, attentive

Box 8,
3.1, 3.2 and 3.3, Room Types & Guest Room Components

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What are different types of rooms?
Room types and • What are different room components?
components of • What is mini-bar?
guest bed room • What do you understand by Baby cot?
• What is bed linen?
• List answers of learners and explain them about;
• Room types
• Guest room components
Refer to : • List different bed types?
• PPT Slide 25 to 34
Resources :
• Marker
• Brown Paper/white board

Activity : Guest Room Set-up : Show the learners the standard


Demonstration : room set up and different types of Linen
Room setup
Resources :
• Pictures of Room types
• Beds and linen

24
MODULE 3 : GUEST ROOMS, ROOM COMPONENTS AND KEY

Box 9
3.4, Key & Key Control

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What is key?
Key and Key • What are the types of Key?
Control • Explain emergency & m aster Key?
• Different between key card & metal key?
• Why is key control system important?
• List answers of learners and explain them about;
• Different types of Key and its purpose
Refer to :
PPT Slide 35 Resources :
• Marker
• Brown Paper/white board

Identification Check what kind of keys are available, explain them to


test : Key the participants and let them be familiar with them
Demonstration.

Resources :
• Sample or picture of different key

25
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

26
MODULE 4
HOUSEKEEPING TROLLEY MANAGEMENT, GUEST
ROOM CLEANING AND HANDOVER PROCEDURE

27
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 : Function of Housekeeping Trolley (maid cart)

Learning objective & topics covered in module

• Skills : Using and handling housekeeping trolley

• Knowledge : Setting up trolley, different types of housekeeping supplies

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

• Attitude : Responsible, serviceable, caring, alert, attentive

Box 10
4.1, Function of Housekeeping Trolley (maid cart)

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What is Housekeeping trolley?
Housekeeping • What are Room supplies and equipment carried in
supplies and trolley a trolley?
• How do you set up the trolley?
• How do you use the trolley?
• What are housekeeping supplies?
• List answers of learners and explain them about;
• Trolley setup
Refer to : • Housekeeping supplies and trolley management
PPT Page 36
Resources :
• Marker
• Brown Paper/white board

Activity : Trolley Set-up : Learner Instructions : Prepare and set


up a trolley for cleaning six departure rooms. Note how
Demonstration
long it takes. Practice and improve your speed.
of trolley setup

Resources :
• Collection of various housekeeping supplies.
• Amenities

28
MODULE 4 : HOUSEKEEPING TROLLEY MANAGEMENT

Topic 2 to 4 : Efficient Room Cleaning, Cleaning of a Vacant Room,


Closing down and preparation for the next shift

Learning objective & topics covered in module

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

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


handover

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

• Attitude : Attentive, tactful, attention to detail and responsible

Box 11
4.2 and 4.3 Efficient Room Cleaning and Cleaning of a Vacant Room

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What do you understand by room cleaning?
Guest room • How would you enter a room?
allocation, entering rules, • Is there specific rules applied in entering a guest room?
room cleaning procedure • How do you clean room efficiently?
and shift handover. • What is guest room cleaning procedure?
• What is the key principle to remember to clean
rooms efficiently?
• What is the sequence of cleaning & making guest
bedroom?
• How do you make a bed?
• What is a mitred corner?
• What do you understand of room amenities?
• How do you clean bathroom & floor?
• What are the important areas that you need to
Refer to : focus when cleaning guest bathroom?
• PPT Slides 37 to 44 • What is a final inspection?
• How is the guest room inspection report prepared?
• List answers of learners and explain them about;
• Room entering procedure and rules applied
• Clean and service a guest room
• Close down and prepare for the next shift

Resources :
• Marker
• Brown Paper/white board

29
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Flashcard game Hold up flashcards with the various room status codes,
and the group must shout out the status once they
recognise the code.

Demonstrate and explain, provide time to practice.

Resources :
• Flashcards

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

Activity : Learner Instructions : When you carry out the final


Observation observation check of a bedroom, you must look at
Check the room as if you are a guest. Practice “seeing things
through the eyes of the guest” by doing the following :

1. Sit in the chair and look at the floor. What do you


see?

2. Go out into the corridor, and then walk back into


the room. What is the first thing you see when you
open the door?

30
MODULE 4 : HOUSEKEEPING TROLLEY MANAGEMENT

Box 12
4.4, Closing down and prepering for next shift

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Resources :
• Marker
• Brown Paper/white board

Activity : Learner Instructions : Provide room inspection form to


Room Inspection the participants and request them to fill properly.
Form

Resources :
• Monitoring Forms

31
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

32
MODULE 5
CLEAN PUBLIC AREAS

33
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 : Public Area Cleaning

• Learning objective & topics covered in module

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

• Knowledge : public area and cleaning procedures, maintenance reporting,


handling plants and cleaning schedule

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

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

Box 13
5.1 to 5.1.3 Public Areas

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What do you understand by Public Area?
Public area • What are the public areas in a hotel?
cleaning procedure and • What is the procedure of cleaning different public
guidelines. areas?
• What is periodic cleaning?
• List answers of learners and explain them about;
Refer to : • Public area cleaning
• Procedure and frequency
• PPT Slides 45 to 49 • Specific methods and procedure when cleaning
such as lifts, toilets, chairs and other furniture.

Resources :
• Marker
• Brown Paper/white board

34
MODULE 5 : CLEAN PUBLIC AREAS

Activity team Divide group into two teams :


presentation :
Each team should brainstorm and present to the other
team on their topic. One must define and identify
‘public areas’ of a hotel. The other must define and
identify what are not public areas.

Answers :
• Public : front of house areas : parking lots, swimming
pool area, lobby, reception, stairs, lifts, restaurant,
terrace, bars, etc.
• Non-public : back of house areas : stores, offices,
workshops, kitchen, laundry, etc

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

Resources :
• Images of the public areas

Activity : Learner Instruction :


Thinking on your
feet : Public area What would you do if?
cleaning and 1. A guest, sitting in the Reception area, tells you to
common scenarios stop vacuuming because the noise is giving her a
headache?

2. The Night Porter is supposed to vacuum the


Reception area, but the standard of the finished
job is always poor.

3. You have just finished cleaning the lobby when a


guest drops cigarette ashes on the carpet?

4. You are trying to clean the Reception area, but


there is a tour group checking out and their
luggage is all over the place?

5. While you are cleaning the lobby, a guest


approaches you and orders a cup of tea?

35
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

36
MODULE 6
LAUNDRY FUNCTIONS AND LINEN MANAGEMENT

37
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1, 2 and 3 : Laundry, Laundry Equipment, Maintaining Linen Room


and Linen

Learning objective & topics covered in module

• Skills : Laundry operations, equipment and linen management

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

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

• Attitude : Responsible, serviceable, alert and attentive

Box 14
6.1 and 6.2, Laundry and Laundry Equipment

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Refer to :
Resources :
• PPT Slide 50
• Marker
• Brown Paper/white board

Activity : Laundry layout : Show the learners the laundry picture


Demonstration
Laundry Equipments : Show the learners the
equipments picture

Resources :
• Images of laundry and equipment

38
MODULE 6 : LAUNDRY FUNCTIONS AND LINEN MANAGEMENT

Box 15
6.3, Maintaining Linen Room & Linen

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What is a Linen room?
Linen Room • What are the different activities of the linen room?
activities, Linen • Layout of a linen room?
Management and types • Major function of Linen room?
• Different types of Linen?
• List answers of learners and explain them about;
Refer to : • Linen Room
• Different types of linen
• PPT Slide 51 • Activities
• Equipment and its function

Resources :
• Marker
• Brown Paper/white board

Activity : Laundry and Linen room layout :


Demonstration
Show the learners the linen room picture and layout

Activity : Quality check for linen


Demonstration
Show samples of different types of linen

Resources :
• Pictures of Linen room
• Linen Samples

39
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

40
MODULE 7
HOUSEKEEPING SERVICES AND OTHER DUTIES

41
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 : Other Guest Services

Learning objective & topics covered in module

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

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

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

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

Box 16
7.1 to 7.1.8, Room Transfers, Guest Requests, Staff requests, Service Housekeeping Requests,
Checking Room Allocations, Room Status, Guest Information and Room Allocation

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What are the different types of services provided by
Other housekeeping department to the guest?
Housekeeping • What are specific procedures of the following? And why?
services • Room Transfers
• Guest Requests
• Staff Requests
• Service Housekeeping Requests
• Checking Room Allocations,
Refer to : • Room Status
• PPT Page 52 to 54 • Guest Information Directory
• Room Allocation
• List answers of learners and explain them about
specifics of above;

Resources :
• Marker
• Brown Paper/white board

Demonstration : Housekeeping Form & Format : Show the learners form


& format of housekeeping related above box.
Housekeeping
request forms Demonstrate how to fill the forms & report.

Resources :
• Samples of Room Status report
• Information directory

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

42
MODULE 7 : HOUSEKEEPING SERVICES AND OTHER DUTIES

Box 17
7.1.9 to 7.1.11, Assigning cleaning rooms, Turndown service, Lost and Found Property

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• How do you assign a clean room?
Room Assigning, • What do you understand by turndown service?
evening turndown service, • What is the preparation & procedure of offering the
lost and found property turn down service?
• What do you mean by lost & found?
• How do you record lost property
• List answers of learners and explain them about;
• Assigning clean room
• Provide turndown service
• Deal with lost and found property
Refer to :

Resources :
• Marker
• Brown Paper/white board

Activity 1 : Leave some obvious things lying around the classroom


Demonstration for the learners to find. They must each complete a
and role play lost and found form for the items. Use a range of items
such as an old camera, wallet, watch etc. that do not
Lost and Found property work or are broken, costume jewellery that looks real,
and reporting raincoat, cell phone, etc.

Activity 2 : Learner Instructions; What will you do when the


House Policy following situation occurs?
for Lost and
Found : • A room maid finds a gold bracelet under the bed
when cleaning a departure room.
• A briefcase is left behind at the Reception desk.
• A guest has left their cell phone on a sun bed at
the pool and cannot find it.

Refer to activity 1 and discuss additional housekeeping


services

Resources :
• Lost and found form
• Lost property items : wallet, camera, watch,
jewellery, cell phone, other

43
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 2, 3 and 4 : Responding to VIPs, Looking after Plants and


Housekeeping Supply Management

Learning objective & topics covered in module

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

• Knowledge : Importance of VIPs and responding appropriately to their needs, role


of housekeeping in maintaining plants and supply management.

• English terms : VIP, Plants and Supply Management

• Attitude : Caring, Attention and Service and business progress oriented

Box 18
7.2, 7.3 and 7.4, Responding to VIPs, Looking after Plants and Housekeeping Supply
management

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Resources :
• Marker
• Brown Paper/white board

44
MODULE 8
MAINTENANCE, SAFETY, SECURITY & RISKS

45
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 1 to 4 : Reporting Maintenance Problems, Safe Work Practices,


Safety in Room Cleaning and Servicing, Preventing Accidents

Learning objective & topics covered in module

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

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

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

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

Box 19
8.1 to 8.4, Reporting Maintenance Problems, Safe Work Practices, Safety in Room Cleaning
and Servicing, Preventing Accidents

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


explain :
• What is maintenance?
Maintenance, • What are the different types of maintenance?
reporting, safe work • What are the areas that housekeeping has to report
practices and accident on maintenance?
prevention. • What is the process of reporting the maintenance?
• What are safety warnings and why they are used?
• What are the safety measures you ensure during
Refer to : cleaning procedure?
• How do you practice safe work & what are the
• PPT Slides 55 to 56 guidelines?
• What are the safety precautions you have to follow
while cleaning & servicing the rooms?

Resources :
• Marker
• Brown Paper/white board

Demonstration : show examples of protective clothing – actual


Safe work examples of masks, gloves, etc. or photos
etiquette.

46
MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS

Topic 5 to 8 : Safely Handling Cleaning Agents, Equipment and


Machinery, Hygiene and Safety Risks in Bathrooms, Precaution against
infectious Disease, Personnel Safety Issues

Learning objective & topics covered in module


• Skills : Proper handling of cleaning agents and machinery, and applying best
practices working in toilets
• Knowledge : Risks of inappropriate handling of the cleaning agents, heavy objects
and machinery. Health risks in toilet cleaning and prevention
• English terms : Safe handling, cleaning agents, equipment, diseases and precaution
• Attitude : Responsible, caring, alert, attentive, attention to detail, risk prevention and
wellbeing oriented

Box 20
8.5 to 8.8, Safely Handling Cleaning Agents, Equipment and Machinary, Hygiene and Safety
Risks in Bathrooms, Precaution against infectious Disease, Personnel Safety Issues

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Resources :
• Marker
• Brown Paper/white board

Demonstration : Bathroom cleaning, practical session


Bathroom
cleaning, best
practices
47
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 9 to 12 : First Aid, Proper Use of Hazard Signs and Safety


Inspections, Security in Hotel

Learning objective & topics covered in module

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

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

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

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

Box 21
8.9 to 8.12, First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in Hotel

Activity Teaching Methods and Specific Resources

Discuss and Ask learners,


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

Resources :
• Marker
• Brown Paper/white board

48
MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS

Poster making : Divide the participants into group of and assign one of
First Aid, hazard the following task for each group.
and safety issues
• Presentation of First Aid box and its content.
• Illustration of hazard signs and presentation.
• Identify suspicious items that may compromise guest
and staff wellbeing and presentation.

Resources :
• White paper A0, Chart paper
• Pen, pencil and colour marker.

Activity : News article : Find a news article about a robbery or


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

49
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Box 22
First Aid, Housekeeping harzards and common risk scenarios

Activity Teaching Methods and Specific Resources

Role play : Divide the participants and ask them to role play the
following scenarios
Common
hazards and
First Aid 1. Some chemicals splashed into an eye of a room
attendant

2. Room attendant burned her arm on an iron that a


guest had left on

3. Sprain in the back from trying to move the bed to


clean under it

4. Colleague fell and cut her leg

5. Cut across three fingers from a broken glass in the


waste bin

Resources :
• Red Color for Blood

50
MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS

Topic 13 : Pest Control

Learning objective & topics covered in module

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

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

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

• Attitude : Alert, attentive and helpful and active

Box 23
8.13, Pest Control

Activity Teaching Methods and Specific Resources

Discuss and Ask learners


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

Resources :
Refer to : • Brown Paper
• Permanent Marker

51
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Topic 14 : Fire

Learning objective & topics covered in module

• Skills : Using Fire Extinguisher, Preventing fire

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

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


Sweep

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

Box 24
8.14, Fire

Activity Teaching Methods and Specific Resources

Discuss and Ask learners


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

PPT Slide 57 Resources :


• Brown Paper
• Permanent Marker
• First aid kit

Box 25
8.14, Assesing Fire Risks

Activity Teaching Methods and Specific Resources

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

Resources :
• A4 paper, white board.
• Marker
• Fire Extinguisher
52
ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

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

HITT Teaching & Technical Skills


The HITT Learning Approach is a set of core elements that promote High Impact training
for our learners. These elements, as explained below, are integrated into HITT training
programmes by trainers who are trained in the HITT Learning Approach.

All training programs are designed and delivered using this HITT Learning Approach. These
core elements are also reflected in the templates used for the development of training
materials for HITT training programmes.

Core elements of the HITT Learning Approach.


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

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

Andragogy
Andragogy is the process of helping adults learn. Adults learn best when learning is focused
on them, not the teacher. The following should be kept in mind when training adults :

• Experience : as people mature, they accumulate their own individual experiences that
provide useful resources for learning.
• Orientation to learning : as people mature, their perspective on time changes from one
of postponed application of knowledge to immediate application. They also need to
understand the relevance of the content in order to learn easily.

Principles of Andragogics : Adults :


• Need to know why they need to learn something; what value does it hold for them?

• They learn best when the topic is of immediate value. They are most interested in
learning things that have immediate relevance to their job or personal life.

• Need to learn experientially (learn by doing). Therefore, some form of practical experience,
including the opportunity to make mistakes, provides the basis for learning activities.

• Approach learning as problem solving; therefore adult learning is problem-based rather


than theory-based.

53
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

When training adults, the following should be kept in mind :


• Explain why specific things are being taught.

• Training must be about trainees doing things instead of remembering things. It should be
based more on practical than on theory.

• Instruction should take into account the wide range of different backgrounds of learners.
Learning materials and activities should allow for different levels/types of previous
experience (see Prior Learning below).

• Since adults are self-directed, instruction should allow learners to discover things for
themselves, providing guidance and help when mistakes are made.

Prior Learning
HITT targeted beneficiaries possess existing knowledge, beliefs, attitudes and a range of
skills and experience. This will have been gained in other courses, formal and non-formal
employment and through daily life. Trainees bring this prior learning into HITT training, which
will influence how they filter and interpret what they are learning. We need to understand
that this prior knowledge can help or hinder learning.

For example, they could enter the training knowing certain ways of doing things. If these
are not correct, we will have to encourage them to change their habits and learn new
ones. This will take time and an understanding that changing work habits can be difficult.
However, if they arrive at the training with existing knowledge that is correct, this can speed
up the learning of additional skills.

Active Learning
Active Learning requires people to become involved in the process of their own learning –
simply put, it is learning by doing. The diagram below depicts a Cone of Learning (Edgar
Dale) that shows how much people retain from learning in different ways.

It is easy to see that active learning such as doing the job, simulating the job, and
presenting or participating in discussions creates the highest level of retention of learning.

The HITT Teaching Methods provide a range of active learning strategies and ideas to
engage HITT trainees at the highest levels of learning.

54
ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Cone of Learning

Cone of Learning
After 2 weeks
Nature of Involvement
we tend to remember

Doing the Real Thing


90% of what we Simulating the Real
say and do Experience
Doing a Dramatic
Presentation Active

Giving a Talk
70% of what we say
Participating in a
Discussion

Seeing Done on
Location

Watching a Demonstration
50% of what we
hear and see Looking at an Exhibit
Watching a
Demosntration
Passive
Watching a Movie

30% of what we see Looking at Pictures

20% of what we hear Hearing Words

10% of what we read Reading

55
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Integrated Learning
Integrated learning occurs across two levels :

• Integrating theory and workplace learning


• Integrating learning outcomes across different topics or subjects of learning

Integration of theory and workplace : Learning is most effective when it is integrated with
real work. In order to integrate learning effectively with real work, it is important that the
trainer fully understands the work. If the trainer has not done the work themselves, then, in
order to fully understand what the work entails, the trainer should watch workers, talk to
workers and think in the way the person doing the tasks thinks. The trainer must understand
their world, the day-to-day job pressures, the tools they use (or could use) and how they
use them, the job input, processes and feedback mechanisms for people doing the job.

Integration at curriculum level : integrated lessons help trainees make connections across
various topics in a course. Integrative learning comes in many varieties :

• Connecting skills and knowledge from multiple sources and experiences;


• Applying skills and practices in various settings; and,
• Understanding how different topics and skills work together.

Examples of integration between learning topics in HITT occupations are presented below :

Table 1 : Examples of Integration between Learning Topics in HITT Occupations

Occupation Topics to integrate and teach together

Tourist Guiding Customer service, communication, safety, destination knowledge,


personal hygiene

Food and Ctustomer service, communication, F&B service skills, personal


Beverage service 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.

56
ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

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

Tips for making ARCS work in HITT Training

Principle Explanation

Attention : Grabbing attention is the most important part of the model because
it motivates learners to learn. Once learners are interested in a topic,
they are willing to invest their time, pay attention, and find out more.
This component is split into three categories :

Perceptual arousal is about using novel, surprising, incongruous, and


uncertain events or situations;
• Concreteness – Use specific, relatable examples.
• Incongruity and Conflict – Stimulate interest by providing the
opposite point of view.
• Humour – Use humour to lighten up the subject.

Inquiry arousal, offering challenging questions and/or problems to


answer/solve; and
• Participation – Provide role-play or hands on experience.
• Inquiry – Ask questions that get students to do critical thinking or
brainstorming.
Variability, using a variety of resources and methods of teaching.
• Incorporate a variety of teaching methods (see the HITT Training
toolbox).

Relevance This includes a student’s need to feel that important personal needs
are being met by the training programme. There are three methods
for increasing a learner’s sense of relevance. These methods include
familiarity, motive matching, and goal orientation.

Familiarity : Familiarity is the use of concrete language, examples,


and concepts that are related to the learner’s experience and
existing knowledge.

Motive matching : learner’s motivation will increase as they perceive


the likelihood that the task will satisfy a basic need, motive, or value.

Goal Orientation : if the training will help a trainee reach a personal


goal, then the trainee will be motivated to learn.

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

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

57
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

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

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

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

Training Kits
Innovative, High Impact training kits should contain resources in several formats such as :

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


brochures, maps, menus, industry examples such as order forms, reservation lists, etc.

• Equipment-based resources : utensils, service items, world globes, cleaning items and
products, etc.

• Samples and examples : materials used in industry, items delegates may have not seen
before – e.g. strange vegetables, food items, marketing materials, product samples, linen,
etc.

Training Presentations
Innovative, High Impact presentations should reflect :

• High quality : no excess graphics, poor quality clip art or text effects

• Content : simple, clear and concise and not too much text – simple bullets or short
sentences are enough.

• Graphics and pictures : serve a purpose, high quality and well placed

• Hyperlinks : to other sources of information such as PDF documents, websites (if live),
video clips, documents e.g. policies, spread sheets, etc. Add some audio-visual interest
to the training by linking to video clips using hyperlinks embedded in the presentations.

• Animation : no excessive animations that will distract the trainees.

• Clean fonts : no word art or text effects – these detract from the presentation and from
the learning.

58
ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Training Methods
A training method is the process, technique or approach that the trainer uses. The HITT
Learning Approach has identified a number of training methods that will deliver high
impact learning, especially for adult learners.

There are many teaching methods that can be used for training HITT beneficiaries. Some
of these are well known and widely used – for example lectures, while others are more
particular to our industry. We will not discuss the obvious ones such as lectures, but we will
provide some ideas on activities that will make lectures far more engaging so that trainees
participate in Active Learning.

The range of training methods can be used and adapted to any situation or training topics,
and no specific criteria apply to which methods of training apply to specific topics. That
said, a basic rule of thumb is that hard skills usually have a practical training method such
as demonstrations, whereas soft skills use methods such as role plays for effective teaching.

Many of these training ideas can be adapted to use in the informal sector by field or on-
location trainers. These methods and ideas are not restricted to a classroom setting.

59
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Teaching tool and techniques


The following table shows the HITT teaching techniques and tools that can be applied in
the Housekeeping program.

Poster making Purpose : To display, communicate message though visual image


and presentations 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 Purpose : To display, communicate message though audio and


sessions visual sources.

Skills : emphasis on listening and observing message - reflection.

Where and when to apply : It allows you to present real life incidents
to the classroom, such as cases of food poisoning.

Materials required : computer / projector / radio and video


equipment.

ID Test Purpose : To create awareness and knowledge on the tools /


equipment / glassware / fruits, vegetable and any other service or
food related commodities. It should be tangible.

Skills : Equip learners on use and purposes of the items presented.

Where and when to apply : To identify any type of physical objects,


such as different types of plates – glassware and ladles.

Materials required : selection of physical objects related to service


and food production.

Experiments Purpose : To create a real life case, scenario.

Skills : Learners will be able to experience implications of not


following good practices, and how it can impact food production
and service delivery.

Where and when to apply : This can be applied to show learners


how food gets contaminated, cross- contamination by making a
jelly experiment.

Materials required : Jelly experiment (jelly, dirt, hair etc.)

60
ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES

Role Play Purpose : To bring into classroom real life incidents and scenarios.

Skills : learners shall observe skills on communication (verbal and


non-verbal), listening, handling and problem solving.

Where and when to apply : To show learners real working


environment problems related to service and food production, such
as bad service and customer complain.

Materials required : An incident, scenario and actors.

Demonstration Purpose : To show learners how to do specific job, sequence or a


task.

Skills : procedures, sequences, tasks and arrangements related to


service and food production.

Where and when to apply : This can be applied to show


demonstrate proper table setup for any specific menu.

Materials required : Depend on specific task you intend to do. (For


example, things required to do a proper table setup)

Class debate Purpose : Explore, discuss and share the experience of the learners
on specific issue, usually the issue is subjective – open ended.

Skills : Equip learners on knowledge mobilizations, facilitate


discussion and find solutions on the issue.

Where and when to apply : Class debate can be applied on issue


like designing and layout of kitchen.

Materials required : A subject, Issue, participants and audience.

Guest lecture Purpose : To provide inside knowledge to the learners from industry
expert on food production and service delivery and relevant issues.

Skills : Remember not all lectures are good or great!. This allows
learners to reflect on presentation skills, communication, message
delivery, and this can be further discussed among participants.

Where and when to apply : This can be applied to benchmark


between different trainers when needed to observe soft-skills.

Materials required : Industry expert and a topic.

61
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

Quiz Purpose : To mobilize knowledge, increase the energy of the


learners, creates fun.

Skills : knowledge mobilization, class management, facilitation and


coordination skills within a classroom.

Where and when to apply : This can be applied in any stage of the
training to create more fun and motivation.

Materials required : Questions related to food production and


service delivery or on any related topic.

Site visits/ Purpose : To provide insight into real working environment so that
excursions learners are familiar with real working environment, setups, task,
duties and functions. Ability to apply learning.

Skills : practical and theoretical knowledge from the industry.

Where and when to apply : It is always recommended to do site


visits whenever there is an opportunity, it gives different dynamics to
learners.

Materials required : A restaurant or a hotel.

Case studies Purpose : To provide insight into well document incidents to the
learners relating to service and food production – implications.

Skills : Through case studies learners shall be able to demonstrate


problem solving, learn preventive measures and how to apply them
in working environment

Where and when to apply : It can be applied to service delivery


issues, food production and food poisoning and contamination.

Materials required : A very well documented and detailed case


study.

Flashcards Purpose : To identify sequences, procedures, duties, responsibilities


etc. through material based imagery.

Skills : learners should be able to properly arrange sequences,


procedures, structures using images.

Where and when to apply : This can be applied to service


sequence, Restaurant staffing structure etc.

Materials required : set of images relating to that particular topic


you want to cover.

62
63
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE

HOUSEKEEPING (ROOM ATTENDANT)


TRAINER GUIDE

Also available in the series


Housekeeping – Room Attendant, Learner Manual
Food Production – Assistant Cook, Learner Manual
Food Production – Assistant Cook, Trainer Guide
Food and Beverage Service – Waiter / Waitress, Learner Manual
Food and Beverage Service – Waiter / Waitress, Trainer Guide

Other series developed by the HITT programme in Nepal :


Mountain Leaders Training Course
Homestay and Small Lodge Operators Training Course
Service Excellence and Food Hygiene Training Course

64

Potrebbero piacerti anche