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(ROOM ATTENDANT)
TRAINER GUIDE
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
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
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Learning Outcomes
Upon successful completion of this course, the beneficiaries should be able to demonstrate
and practice the following :
• Explain the role, function and organisation of the housekeeping department of a hotel
• Demonstrate the principles and practices of cleaning as applied to the duties of a room
attendant
• Understanding of basic room setup and components of the guest rooms
• Trolley (maid cart) set up and management
• Cleaning techniques, methods, sequences and processes applied in guest rooms and
public area cleaning
• Laundry operation and linen management
• Common injuries and First Aid
• Understanding risk and preventive measures
Formative Assessment
Learners may be formatively assessed throughout the course. This will take place in the form
of quizzes, practical exercises and/or application.
Summative Assessment
A final summative assessment may be given to learners at the end of the course and will
be based on the learning outcomes for the course.
This assessment is (indicate what format this assessment will take, for example, a 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 :
• 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
Questions to ask
Use resources
participants
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Resources required
In order to teach this course, please ensure that you have the following available.
The specific resources needed for each topic are listed in the lesson plans and boxes.
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
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MODULE 1
HOTEL AND HOUSEKEEPING
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : Able to classify hotel on the basis of facilities they provide, ownership and
management, size, location and number of rooms
Box 1, Icebreaker
Activity Teaching Methods and Specific Resources
Compiling expectations Provide learners with meta-cards and ask them to write
on the cards what they want to learn from this course.
10
MODULE1: HOTEL AND HOUSEKEEPING
Box 2,
1.1, 1.2 and 1.3, Introduction of hotel, classification and different departments of the hotels
Resources :
• A0 White paper
• Color marker
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Box 3
1.4, The Role of Housekeeping Department
Resources :
• Marker
• Brown Paper/white board
Resources :
• Flashcards of hotel staff
• housekeeping department positions
12
MODULE1: HOTEL AND HOUSEKEEPING
• Skills : Recognition of housekeeping personnel duties, dress codes and personnel Hygiene
Box 4
1.5, 1.6 and 1.7 Housekeeping Personnel, Dress Codes and Uniforms of the Housekeepin
and Personnel Hygiene
Resources :
• Marker
• Brown Paper/white board
Resources :
• Hand washing gel & Towel
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Box 5
1.8, 1.9 and 1.10, Communication, Guest Complaints and Handling Guest Complaints
Resources :
• Marker
• Brown Paper/white board
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.
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
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
16
MODULE 2
PRINCIPLES & PRACTICE OF CLEANING
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• 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
Box 6
2.1, 2.2 and 2.3, Definition of Cleaning, Definition of Soiling, Equipment and Material
Resources :
• Marker
• Brown Paper/white board
18
MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING
Cleaning quipment
Purpose
Item
1.
2.
3.
Discuss :
why various
things are
cleaned more or
less often than
other things ?
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : Selecting proper cleaning agents, best cleaning methods, procedures and
practices applied
Box 7
2.4 and 2.5, Cleaning Agents, Principal of Cleaning & Cleaning Procedure
Resources :
• Marker
• Brown Paper/white board
20
MODULE 2 : PRINCIPLES & PRACTICE OF CLEANING
Departure
room
Resources :
• Cleaning agents used in the housekeeping
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
22
MODULE 3
GUEST ROOMS, ROOM COMPONENTS AND KEY
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : Identifying various types of Rooms, Bed sizes and Keys used in housekeeping
management
• English terms : Twin, Deluxe, Duplex, Cabana, Penthouse, Bed size, Baby Cot,
Duvets, Pillows, Master Key and Key Card
Box 8,
3.1, 3.2 and 3.3, Room Types & Guest Room Components
24
MODULE 3 : GUEST ROOMS, ROOM COMPONENTS AND KEY
Box 9
3.4, Key & Key Control
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
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• English terms : Trolley, Shower Cap, Toiletries, Sewing Kids, Pillow Slips, Bath Towels
Box 10
4.1, Function of Housekeeping Trolley (maid cart)
Resources :
• Collection of various housekeeping supplies.
• Amenities
28
MODULE 4 : HOUSEKEEPING TROLLEY MANAGEMENT
• Skills : Guest room cleaning procedure, making a bed, cleaning bathroom and
shift closing
Box 11
4.2 and 4.3 Efficient Room Cleaning and Cleaning of a Vacant Room
Resources :
• Marker
• Brown Paper/white board
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Flashcard game Hold up flashcards with the various room status codes,
and the group must shout out the status once they
recognise the code.
Resources :
• Flashcards
Activity : Learner Instructions : List the items that you might find
Mini Bar Items : in a hotel mini-bar.
30
MODULE 4 : HOUSEKEEPING TROLLEY MANAGEMENT
Box 12
4.4, Closing down and prepering for next shift
Resources :
• Marker
• Brown Paper/white board
Resources :
• Monitoring Forms
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
32
MODULE 5
CLEAN PUBLIC AREAS
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : cleaning lifts, restaurants and rest rooms, preparing maintenance report
• English terms : public area, gardening, rest room, waste and rubbish, maintenance
Box 13
5.1 to 5.1.3 Public Areas
Resources :
• Marker
• Brown Paper/white board
34
MODULE 5 : CLEAN 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
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
36
MODULE 6
LAUNDRY FUNCTIONS AND LINEN MANAGEMENT
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Knowledge : Laundry, types of laundry equipment, linen room activities and linen
types
Box 14
6.1 and 6.2, Laundry and Laundry Equipment
Refer to :
Resources :
• PPT Slide 50
• Marker
• Brown Paper/white board
Resources :
• Images of laundry and equipment
38
MODULE 6 : LAUNDRY FUNCTIONS AND LINEN MANAGEMENT
Box 15
6.3, Maintaining Linen Room & Linen
Resources :
• Marker
• Brown Paper/white board
Resources :
• Pictures of Linen room
• Linen Samples
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
40
MODULE 7
HOUSEKEEPING SERVICES AND OTHER DUTIES
41
HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : Room transfers, Guest request, Room allocations, Room status and Turn down
services
• English terms : Room transfers, Room allocation, turn down, lost and found
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
Resources :
• Marker
• Brown Paper/white board
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
Resources :
• Marker
• Brown Paper/white board
Resources :
• Lost and found form
• Lost property items : wallet, camera, watch,
jewellery, cell phone, other
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : Attending to VIPs, maintain and looking after Garden/ plants and Managing
Housekeeping Supply
Box 18
7.2, 7.3 and 7.4, Responding to VIPs, Looking after Plants and Housekeeping Supply
management
Resources :
• Marker
• Brown Paper/white board
44
MODULE 8
MAINTENANCE, SAFETY, SECURITY & RISKS
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Skills : Reporting and maintenance, safe work practice, making safety checklist
• Knowledge : Responsibility of safety & risks, working safely, safety warning, safety in
room cleaning & service
Box 19
8.1 to 8.4, Reporting Maintenance Problems, Safe Work Practices, Safety in Room Cleaning
and Servicing, Preventing Accidents
Resources :
• Marker
• Brown Paper/white board
46
MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS
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
Resources :
• Marker
• Brown Paper/white board
• 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
Box 21
8.9 to 8.12, First Aid, Proper Use of Hazard Signs and Safety Inspections, Security in 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.
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Box 22
First Aid, Housekeeping harzards and common risk scenarios
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
Resources :
• Red Color for Blood
50
MODULE 8 : MAINTENANCE, SAFETY, SECURITY & RISKS
• 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
Box 23
8.13, Pest Control
Resources :
Refer to : • Brown Paper
• Permanent Marker
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Topic 14 : Fire
• Knowledge : Hotel fire, types of fire, causes of fire, types of fire extinguisher
Box 24
8.14, Fire
Box 25
8.14, Assesing Fire Risks
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
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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.
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.
• 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.
• 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.
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
• Training must be about trainees doing things instead of remembering things. It should be
based more on practical than on theory.
• Instruction should take into account the wide range of different backgrounds of learners.
Learning materials and activities should allow for different levels/types of previous
experience (see Prior Learning below).
• Since adults are self-directed, instruction should allow learners to discover things for
themselves, providing guidance and help when mistakes are made.
Prior Learning
HITT targeted beneficiaries possess existing knowledge, beliefs, attitudes and a range of
skills and experience. This will have been gained in other courses, formal and non-formal
employment and through daily life. Trainees bring this prior learning into HITT training, which
will influence how they filter and interpret what they are learning. We need to understand
that this prior knowledge can help or hinder learning.
For example, they could enter the training knowing certain ways of doing things. If these
are not correct, we will have to encourage them to change their habits and learn new
ones. This will take time and an understanding that changing work habits can be difficult.
However, if they arrive at the training with existing knowledge that is correct, this can speed
up the learning of additional skills.
Active Learning
Active Learning requires people to become involved in the process of their own learning –
simply put, it is learning by doing. The diagram below depicts a Cone of Learning (Edgar
Dale) that shows how much people retain from learning in different ways.
It is easy to see that active learning such as doing the job, simulating the job, and
presenting or participating in discussions creates the highest level of retention of learning.
The HITT Teaching Methods provide a range of active learning strategies and ideas to
engage HITT trainees at the highest levels of learning.
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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES
Cone of Learning
Cone of Learning
After 2 weeks
Nature of Involvement
we tend to remember
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
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Integrated Learning
Integrated learning occurs across two levels :
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 :
Examples of integration between learning topics in HITT occupations are presented below :
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
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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES
Table 2 provides few 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 :
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.
Confidence This is about making learners feel that they can meet objectives and
succeed. This links back to motivation.
Satisfaction : To develop satisfaction, learners need to feel that the new skill is
useful and they have chances to use these skills in the real world. This
is created by feedback and reinforcement.
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Trainer Materials
Innovative, High Impact training depends on the type and nature of the tools and
resources used by the trainer. These may include, where practical and possible, the
following :
• Laptop computer
• Data projector
• Screen or clean wall
• Speakers
• Black board or white board
• Flip-chart paper
• Training kits : contents as discussed below
• Other resources such as drawing materials and large sheets of paper for poster
presentations, etc.
Trainers should assemble a range of resources to make training interesting and exciting for
delegates. It is highly recommended that each trainer assembles a kit that is relevant to
the topics that they teach.
Training Kits
Innovative, High Impact training kits should contain resources in several formats such as :
• 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.
• Clean fonts : no word art or text effects – these detract from the presentation and from
the learning.
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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES
Training Methods
A training method is the process, technique or approach that the trainer uses. The HITT
Learning Approach has identified a number of training methods that will deliver high
impact learning, especially for adult learners.
There are many teaching methods that can be used for training HITT beneficiaries. Some
of these are well known and widely used – for example lectures, while others are more
particular to our industry. We will not discuss the obvious ones such as lectures, but we will
provide some ideas on activities that will make lectures far more engaging so that trainees
participate in Active Learning.
The range of training methods can be used and adapted to any situation or training topics,
and no specific criteria apply to which methods of training apply to specific topics. That
said, a basic rule of thumb is that hard skills usually have a practical training method such
as demonstrations, whereas soft skills use methods such as role plays for effective teaching.
Many of these training ideas can be adapted to use in the informal sector by field or on-
location trainers. These methods and ideas are not restricted to a classroom setting.
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Where and when to apply : It allows you to present real life incidents
to the classroom, such as cases of food poisoning.
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ANNEX-1: INTRODUCTION TO HITT TEACHING TECHNIQUES
Role Play Purpose : To bring into classroom real life incidents and scenarios.
Class debate Purpose : Explore, discuss and share the experience of the learners
on specific issue, usually the issue is subjective – open ended.
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.
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
Where and when to apply : This can be applied in any stage of the
training to create more fun and motivation.
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.
Case studies Purpose : To provide insight into well document incidents to the
learners relating to service and food production – implications.
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HOUSEKEEPING (ROOM ATTENDANT) TRAINER GUIDE
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