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Food and
and Beverage
Beverage Service
Service &
& Accommodation
Accommodation Operations
Operations
‘ON –THE-JOB’ TRAININGGUIDE
TRAINER’S TRAINER’S GUIDE
TABLE OF CONTENT
Table of Content 1
Introduction 4
Objective of this Course 4
Course Duration 4
Target Audience 4
Characteristics of Beneficiaries 4
Learning Outcomes 5
Assessment 5
Instructions to Trainers 6
Training Kits 6
Activities 6
How to use the Trainer’s Manual 7
Resources required 7
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MODULE 6: MENUS
6.1 Menu 93
6.2 Menu as a Selling Tool 93
6.3 Forms of Menu 94
6.4 Types of Menu 94
6.5 Sections of Menu 95
6.6 Description of Menu 95
6.7 Presentation of Food to Guests 95
6.8 Non-Alcoholic Beverages 96
6.9 Service of Non-Alcoholic Beverages 96
6.10 Service of Alcoholic Beverages 98
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Introduction
Welcome to the Food & Beverage Service and Accommodation Operations course. The
purpose of this guide is to provide you, the trainer, with guidelines on the presentation and
learner support requirements for the course. It will enable you to plan, prepare, conduct and
evaluate this course.
By the end of the training the learners will be able to demonstrate improved knowledge and
skills required for working in the hospitality industry.
Course Duration
The duration of this course is subject to the discretion and availability of the hospitality
facility.
Target Audience
Persons with little knowledge on hospitality industry, food and beverage service, and
guestroom attending skills.
Age 18 – 25
Literate
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Learning Outcomes
Assessment
Formative Assessment
Learners may be formatively assessed throughout the course. This will take place in the
form of quizzes, practical exercises and/or application.
Summative Assessment
A final summative assessment may be given to learners at the end of the course and will be
based on the learning outcomes for the course.
This assessment is (indicate what format this assessment takes, for example, a paper-based
assessment, practical, simulation) to be completed at the end of the course; for practical
assessments, the practical components of the course must be combined into an integrated
assessment to ensure that learners can demonstrate an entire process.
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Instructions to Trainers
Training kits
To effectively train in this course, you will have to invest time and effort into putting a
training kit together. Ideas for the content of the kit are provided in the “Resources” column
of the detailed guide for each module.
The materials and resources will enhance your training. Your kit should contain resources
such as:
• Paper-based: books, photos, magazines, posters, notices, signs, advertisements,
brochures, maps, etc.
• Equipment-based resources: utensils, cleaning equipment, knives, etc.
• Samples and examples: materials used in industry, items learners may have not seen
before – e.g. certain types of crockery
Preparing for your classes, go through the resources required and collect or prepare these
well in advance, especially where you will need industry samples and examples, flashcards,
new articles and so on. If possible, share the work involved with colleagues to reduce the
workload on one person and to make the resources available to other classes as well.
Activities
This trainer guide provides for many and varied activities. These activities are not all
included in the Learner Guide. Depending on your time and resource, you must identify
what activities you can deliver based on time and facilities. Try to do as many activities as
possible to facilitate Active Learning opportunities for your learners.
• Out of class research – such as sourcing information from industry. Learners will do
this out of class time and you will facilitate feedback on their findings and draw
conclusions
• Practical activities: these include role-plays, tastings, identification tests, flashcard
games, simulations, guest speakers, audio-visual sessions, demonstrations and practice
time
• Discussion-based: Learners will have time to discuss various topics either as a large
group or in smaller groups. Facilitate feedback from these discussions.
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Icons
For quick reference, the following icons are used in the Learner’s Guide:
Activity
Tips
Use resources
Ice breaker
Resources required
In order to teach this course, please ensure that you have the following resources. The
specific resources needed for each topic are listed in the lesson plans and boxes.
Resources Quantity
Trainer Guide 1 (1 for each trainer)
Trainer’s kit (see below) 1
Flip chart sheets 1
Attendance register 1
Registration form 1 per learner
Post-training evaluation form 1 per learner
Stationery (pen, notepad, folder) 1 for each participant
Whiteboard markers 1 multicolour pack (red, blue, black, green)
Permanent markers 1 multicolour pack
Meta–cards 200 pieces
Name tags 24 pieces (as required)
Learners’ kits 1 per participant
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Group training at 3 – 5 star rated hotel facilities using high impact learning
Training
methods and tools which include demonstrations, role plays, simulations
model
and flip files.
The entire course will be conducted between 24 and 29 days with a
minimum of 3 hours training per day, divided into 3 clusters as follows: 4
– 5 days for generic /core courses, 3 - 5 days for room attending and
public area cleaning and 17 - 19 days for food and beverage service with 3
- 4 hours per day (e.g. a total of 24, 32 and 40 hours respectively) and
divided into three compulsory clusters:
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Group size: 20
Trainer materials:
• Flip file – very picture based (drawings), e.g. use photos of best
and worst practice, diagrams and illustrations to explain concepts
• Facilitator guide including training programme/schedule
• Content manual of notes to provide guidance to trainer
Training • A functional restaurant and or hotel
materials • Resources – e.g. Flash cards, stories for storytelling.
needed
Learner materials:
• Learner guide
• Samples of Drink menu, food menu; food order form, housekeeping
materials (equipment, linen, guest supplies and cleaning agents)
• Hand-outs
Venue Brief A functional hotel or restaurant with sufficient space and facilities to
accommodate a group of 10 learners.
Group size Cluster 1: no. of trainees per course will be 6 - 10 per training session.
Cluster 3: no. of trainees per course will be 6 -10 per training session.
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Timing
Training times:
NB: Not very high literacy, not very skilled but with some have good
English language skills and ready to improve skills.
Total number of learners per course per batch will be a minimum of 6 and
Group size
a maximum of 10
By the end of the training courses the learners would have improved
knowledge in their jobs as a waiters/waitresses and be able to provide
Goal
more consistent professional service reflecting high standards in food and
beverage operations
By the end of the learning programme, the learner will :
Objectives Be equipped with enhanced skills to be able to provide professional
service in food and beverage operations.
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The entire course content excluding the generic /core modules will be
conducted between 17 – 19 days, with a minimum of 3 hours per
day. The breakdown is as follows
Compulsory Cluster 1
Module 1: the World of Tourism and Hospitality: (10 - 14 hours)
Module 2: Professional Hospitality: (4 - 7 hours)
Structure content in such a way that the trainer teaches the core skills first
to form a foundation upon which the technical module in food and
beverage operations will be built
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Module 4: Restaurant
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Course
Accommodation Operations.
Name
Training Adequate space to serve as training room, guestrooms and public areas
model for practice sessions.
Training to be scheduled at the discretion of the hotel
Low season preference suits both trainers and beneficiaries/trainees
During daytime: morning theory and afternoon practice in the vacant
Timing hotel rooms
Training times:
Morning and Afternoon session. Deliver minimum3 hours a day.
HITT learning approach including demonstrations, role plays and
Training simulations suitable to the trainees profile
method Flip file based training method
NB: Not very high literacy, not very skilled but some have basic English
language skills and ready to improve skills.
Total number of learners per course per batch will be a minimum of 6 and
Group size a maximum of 10.
By the end of the training course the learner would have updated
knowledge of his/her job as guestroom and public area attendants and be
Goal able to provide more consistent professional service, reflecting high
standards of cleaning and exhibiting customer care service and best
operational practices.
At the end of the learning programme, the learner will be able to:
Explain the importance of housekeeping in accommodation operations
Explain the housekeeping organizational structure
Objectives
Clean guestrooms and public areas to established standards
Demonstrate enhanced knowledge and skills in cleaning methods,
routines and end of day duties.
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Compulsory Cluster 1
• Module 1: the World of Tourism and Hospitality: (10 - 14 hours)
• Module 2: Professional Hospitality: (4 - 7 hours)
Structure content in such a way that the trainer teaches the core waiting-
on skills and facilitates additional modules where delegates can learn
about waiting in the service sector:
Generic/Core Knowledge
Module 1:The World of Hospitality and Tourism
Module 2: Professional Hospitality
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Trainer materials:
• Flip files
• Facilitator guide including training programme and schedules
Training • Training Content manual (Reader)
materials • Resources
needed
Learner materials:
• Simple manual – based on pictures, tips, checklists, processes
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Module Overview
Venue Brief Training Room for 10 learners, with 2 extra seats for monitors.
At the completion of this module learners will be able to acquire the
following:
Teaching
Resources
Paper-based resources and Flip File as specified
specific to this
module
The module would deliver the following topics:
• The world of tourism and hospitality
Content • Effective communication
• Service Excellence
• Handling complaints
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Icebreaker
Box 1. Activity Teaching Methods and Specific Resources
Ice break
Introduction game of facilitator and learners:
• Group learners in pairs. Ask them to take
three minutes to interview each other.
• Each interviewer has to find 5 interesting
facts about the partner.
• When learners return to their seats, each
will present 5 interesting facts about their
partners to the rest of the groups.
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Trainer to establish the relevance of the topic by explaining the need for
learners to know:
Establish
• the main components of the industry,
relevance of
• the career opportunities in the industry
topic
• the uniqueness of the industry.
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Key notes
Define: Tourism – This arises from the movement of people to, and their stay in, various
destinations.
Key notes
• Tourism products mainly cannot be touched as they are experiences which can only
be recalled.
• It is a labour intensive industry focused on people from all parts of the world.
• This industry is a constantly changing one with staff ensuring to meet the demands
of the guest.
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Key notes
Cross cultural issues and awareness
1. Sense of self and space –What constitutes adequate space between individuals such
as distance or closeness?
2. Communication and language – consider verbal and non-verbal exchange, body
language and gestures etc.
3. Dress and appearance – typical or distinctive outward garments, dress requirements
for various events e.g. business or religious etc.
4. Food and feeding habits – selection, presentation, diet or religious needs, use of
cutlery or chopsticks or hands.
5. Time and time consciousness – sense of time exact or relative, precise or casual.
6. Relationship – how are individual or organizational relationships determined (e.g.
age, gender, status, wealth, power)? Family arrangements, use of titles etc.
7. Values and norms – customs, and practices.
8. Beliefs and attitudes – spirituality, faith etc.
9. Work habits and practices – attitude to work and labour, dominant type of work,
rewards and promotions etc.
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• Communication
• Types of communication
Content
• Barriers to effective Communication
• Effective listening and speaking
Ask some of the learners to send a message to someone else in the class
or write a short note to someone else in the class or tell someone in the
Attention getter class what they learnt from Topic 1. After this exercise ask them to
explain what they just did and the essence of the exercise.
Definition of communication
The process of passing on information from one person to the other with understanding and
receiving a feedback, it entails the following elements: sender, message, receiver and
environment.
Effective communication.
Communication is effective when it is sent vividly and convincingly to the receiver who
interprets it correctly. It combines a set of skills including nonverbal communication,
attentive listening, and the capacity to recognize and understand your own emotions and
those of the person you are communicating with, accurately and without any factors
distorting the message.
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Components of communication
Communication requires a SENDER, a MESSAGE, a RECEIVER and AN ENVIRONMENT.
• THE SENDER has an idea, thought or impression. The idea, thought or impression is
encoded or translated into words or symbols that now becomes the message:
• THE MESSAGE has to be passed on to the receiver;
• RECEIVER picks up the symbols and translates it back into an idea to denote
understanding, and because understanding has been achieved, sends some form of
feedback to the sender. Feedback completes the process of communication because
communication cannot be assumed to have occurred until the receiver demonstrates
understanding of the message.
• THE ENVIRONMENT in which communication occurs must be conducive to the
process or understanding will not be achieved and communication will be impaired.
Consequently, there will be no feedback, and communication will not be complete.
TYPES OF COMMUNICATION
There are 2 main types of communication.
1) Verbal Communication – The use of words and phrases in any language. The
process of actually speaking to pass on information from one person to another.
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ACTIVE LISTENING
Active listening means being wholly involved in the listening process. An active listener
makes a determined effort to be part of the process and does not leave things to happen by
chance.
Adopt the following procedures to develop skills of an active listener;
• Show interest in what is being said
• Determine the purpose of the interaction
• Take mental notes
• Ask clarifying and probing questions to discover what the customer wants
• Show that you are paying attention by nodding, keeping eye contact, or showing
other body language which is appropriate
• Do not be distracted by the words the guest uses.
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• Types of guest
• Guest expectations
Content • Service journey
• SPIRIT of hospitality
Case study – A guest drives into a hotel where he has a booking only to
meet the security man sleeping at post and the porter talking on the
phone. At the reception he is told by the front desk staff the rooms are
Attention getter fully booked and he has to pass the night at another hotel he has no idea
of. Ask the class to identify the short falls in the delivery of service in this
hotel.
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Service Excellence is about identifying our customers' needs expectations and making efforts
to meet those needs and if possible exceed their expectations.
Understanding the needs of the various types of guests
An aspect of providing excellent service is identifying the different needs of groups of
guests, for example, the business guest versus the holidaymaker. The former needs
business services, the latter leisure services. There are other guests, who may be less
obvious to you, but who have important needs also. These include:
• Elderly - some need more help than others.
• Children - comfort if lost and try to find parents.
• Disabled guests – Render support and assistance.
• Visitors from different cultural backgrounds may need help with interpreting a menu.
• Business guests – fast, efficient service so that they can get back to work
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1. Material service is usually something tangible and visible that the guest can easily
identify. It relates to the quality, quantity, price and timing of food, drink, physical comfort,
and information and working methods provided by the hotel. For example:
• A large selection of breads and pastries in The Cake Shop.
• How clean the washroom or surrounding is.
Whether the quantity of food is worth the amount I am paying for it;
2. Personal service, on the other hand, is not tangible and is about creating a sense of
well-being in the guest - making them feel welcome and valued while at the same time
ensuring that their needs are looked after. Personal service is subjective and will mean
different things to different people, depending on how it affects them individually. While you
may not be able to actually see personal service, you will notice it if it is not there. YOU, the
service giver, are the key to providing good personal service. This is true whether the staff
member is a receptionist, a waiter in the restaurant or a room attendant. The key to success
in the hotel and tourism industry is to provide a high standard of both material and personal
service.
SPIRIT
S: Seek what the customer really wants
P: Place the needs of the customer ahead of your own
I: Ignore distractions and focus on what you are doing
R: Reach beyond expectations to pleasantly surprise your customer/guest
I: Invest in yourself
T: Team up with co-workers to deliver the best service possible
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• Handling complaints
• Benefits of complaint
Content • Misconceptions of complaints
• Using the HEAT approach in handling complaints
Ask learners to share one thing in their room that makes them
uncomfortable. List what they share and develop this to how different
Attention getter
people complain about different things.
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Definition:
A complaint is an expression of discontent, regret, resentment, lamentation or fault-finding.
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Misconceptions of Complaints
• The customer is difficult and unreasonable
• Complaints will put the employee into trouble
• Guests who do not want to give “tips” complain
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Module Overview
Venue Brief Training Room for 10 learners, with 2 extra seats for monitors
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Attention getter
Box 1. Activity Teaching Methods and Specific Resources
Ice breaker Show pictures of unprofessionally dressed staff,
stained bed sheet, dirty restaurant to the
learners. Ask if these are acceptable and if not,
why not? What should be done differently?
Activity: Learners
to brainstorm on
acceptable 40 minutes
standards of grooming as a
room attendant/ waitress:
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Key notes
Grooming
Do you know that how you look is part of a guest’s first impression about your
establishment?
Grooming explained
Grooming is the hygienic appearance of a person in an acceptable dress code (from hair
down to toe).
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Key notes
Personal Hygiene
This involves keeping your body clean and healthy, while feeling fresh, looking relaxed and
at your best. We are all carriers of disease causing bacteria so to avoid the spread of
bacteria we will do well to follow the following basic rules of hygiene to avoid contaminating
food. It is very important to you as a food and beverage server as you will be coming into
close contact with guests.
Appropriate Clothing
This will protect you against accidents in your work area and make you look like a
professional
• Never wear outdoor clothes into a food area
• Always put protective clothes on before going to a food production area (protect
yourself and food from contamination)
• Clothes should be appropriate for the task being undertaken
• Light coloured clothes are appropriate so they will show when dirty
• Clothes should be easy to clean
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Key notes
Behaving Ethically at Work
• Do not give your workplace information out
• Be punctual
• Do not have romantic relationship with co-workers or guests
• Do not be absent without permission
• Do not steal hotel, guests or co-workers property
2.7 Teamwork
Illustration:
Illustrate the roles of all the
people/members of a team involved in
ensuring that customers are served a cold
glass of beer in a restaurant.
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Key notes
Teamwork
The concept of teamwork is for all staff to work together to achieve a common aim of
satisfying the guests
Benefits of Teamwork
• Problem solving: Teamwork can lead to better decisions, products, or services.
• Each team member has a responsibility to contribute equally and offer their unique
perspective on a problem to arrive at the best possible solution.
• Accomplish tasks faster: A single person undertaking multiple tasks will not be
able to perform at a same pace as a team can. When people work together they can
complete tasks faster by dividing the work to people of different abilities and
knowledge.
• Healthy competition: A healthy competition in groups can be used to motivate
individuals and help the team excel.
• Developing Relationships: A team that continues to work together will eventually
develop an increased level of bonding. This can help people avoid unnecessary
conflicts since they have become well acquainted with each other through team work.
• Everyone has unique qualities: Every team member can offer their unique
knowledge and ability to help improve other team members.
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Training room with seating capacities for 10 learners, with 2 extra for
Venue Brief
monitors.
At the completion of this topic learners will be able to:
• Explain the importance of housekeeping in accommodation
operations
Learning • Describe the functions of housekeeping operations
Objectives • Describe housekeeping organization structure, job titles and duties.
• Describe housekeeping areas of responsibility.
• Describe good personal attributes of housekeeping staff.
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Establish that:
• Once there are people performing
various activities in these places,
the need for regular cleaning is
extremely important. The
responsibility for cleaning must also
be clearly defined.
Key notes
Define: Accommodation – means the space and facilities needed for sleeping and or
living. Accommodation is provided by a number of establishments including large hotels,
small ones, hostels and hospitals.
Define: Housekeeping – the provision of a clean comfortable and safe environment for
both guests and staff.
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Key notes
Common misconceptions about housekeeping
• Only the housekeeping department is responsible for cleaning.
• Anyone can get a job in housekeeping even without education
• Housekeeping is for school dropouts
• Housekeeping is a menial job
• You can make quick money by indulging in immoral activities
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Key notes
Housekeeping Organization Structure
• An organization structure is a staffing chart that shows the different job titles in an
organization or department.
• A job title means the position one holds in an establishment or department.
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Key notes
Guest Expectations and Housekeeping of Responsibility
Every guest expects to live, eat, sleep, work, relax in a clean environment, and it is up to
the housekeeping department to ensure that cleaning is regular and efficient and everything
else is provided to make the guest comfortable.
(Housekeeping areas of responsibility are key terms which learners must understand and be
familiar with.).
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End of Day’s Ask if there are any specific topics or terms 5 minutes
Lesson with that need further clarification.
Questions &
Answers
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Training room with seating capacities for 10 learners, with 2 extra for
Venue Brief
monitors.
At the completion of this topic learners will be able to:
• Demonstrate knowledge of housekeeping cleaning supplies
• Demonstrate knowledge of cleaning principles
Learning • Demonstrate knowledge of housekeeping cleaning procedures and
Objectives routines
• Explain the importance of setting and maintaining high standards
of cleanliness.
Teaching
Resources
Paper-based resources and Flip files as specified
specific to this
module
To use appropriate and safe cleaning supplies and to follow acceptable
Relevance procedures to maintain clean and safe environments.
This topic covers the following content
Housekeeping cleaning supplies.
Cleaning principles
Content Cleaning procedures and routines
Setting and maintaining cleaning standards
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Key notes
Reasons for cleaning:
• Aesthetic appeal(beauty)
• Hygienic(removal of dust, dirt, stains, tarnish, debris
• Maintenance(keeping the item in good working order)
• Safety(free from germs and harmful bacteria)
• Odour control(removal of bad smells)
These are key aspects of housekeeping that the learner needs to know and be familiar with)
• Demonstrate how to clean using a simple procedure as a step towards emphasizing
the reasons for cleaning.
• Use simple steps in cleaning a dusty table,(or any other surface or item in the
training room)
• Link the process you have demonstrated to emphasize the 4 reasons of cleaning as
listed above
Key notes
Cleaning Principles
• Remove all surface soil and obstructions before cleaning.
• Follow the least obtrusive and non-disturbing methods of cleaning
• Restore all surfaces to as near perfect condition as soon as possible
• Always use the simplest method first and the mildest cleaning agent.
• Beware of safety hazards
• Remove all dust, and dirt, do not transfer to another area.
• Carry out cleaning in the quickest possible time.
Cleaning principles are therefore rules to follow for all cleaning operations.
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General overview of day’s Give out the activity sheet on the 5 minutes
lesson. • do’s and don’ts of trolley safety,
• how to load a trolley
• how to care for a vacuum
Link forward to next Give a brief summary of the next day’s 5 minutes
day’s lesson lesson: “PROFESSIONAL GUESTROOM
CLEANING”
• Explain that the knowledge and skills
gained in today’s lesson prepares the
learner for actual guestroom and
public area cleaning.
• Create the awareness of the
importance of tidying up at the end of
every cleaning operation.
• Allow learners to lend a hand with
packing and assembling cleaning
supplies for storage.
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Acquire skills, comply with industry standards and clean public areas at
Relevance
convenient times in the most efficient way.
Teaching Paper based resources and Flip Files as specified.
Resources
specific to this
module
The topic covers the following areas
Public areas
Public area cleaning
Content
Rubbish disposal
End of day’s duties
Attention Recap ‘The World of Tourism and Hospitality’ and link forward to the
getter day’s topic
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3.4.1 Recap Previous Lessons and Link forward to the day’s lesson
Box 1: Activity Teaching Methods and Specific Suggested
Resources Time
Establish learners Resources: Flip file presentation of the 15 minutes
understanding of steps in professional guestroom cleaning
professional outlined in wrong order.
guestroom cleaning. A4 paper
Each learner to re-write Changing room for learners, housekeeping
steps to professional cleaning supplies.
guestroom cleaning as Flip file presentation.
outlined on the flip chart but
in the correct order.
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4.1 Restaurant
Learners activity:
Trainer to refer to flip file and show
Trainer to facilitate
pictures of different restaurants and discussion on what restaurant
ask learners to take note of the operation entails and list the
following: categories
- Size with regards to sitting
capacity Refer to flip file page 1
- Facilities
- Ambience
- Décor and present a report on
this
Ask a leader from each group to make
a presentation on this
Key notes
Define: Restaurant – – This is any establishment well-appointed and formally fitted for
preparation and serving of food and beverage for consumption on or off the premises.
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Key notes
A Restaurant may be open air or indoors and occupy a whole building or part thereof. There
are three grades of restaurants:
• Grade one Restaurant is equivalent to a luxury restaurant that has excellent
ambience and décor, excellent quality furnishing, fixtures, fittings, extensive cuisine,
flawless, professional, faultless and high levels of service, superior quality tableware
and linen and a wide choice of drinks and wine.
• Grade two Restaurant is a restaurant with a high standard of cuisine set in a very
comfortable ambience, conducive to dining with good quality furnishing and skilled
service staff to offer high levels of service.
• Grade three Restaurant is a restaurant with a satisfactory choice of dishes, snacks or
refreshments served in a modest or normal setting, in an informal atmosphere with
trained staff offering satisfactory levels of service.
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Study Tour
Activity Teaching Methods and Specific Resources
Study tour Industry Visit: Take learners on tour a
good quality restaurant. They should pay
particular attention to the tables and their
wares, various equipment and tools, side
stations and position
5.2 Glassware
Box 2: Activity Teaching Methods and Specific Suggested Time
Resources
Group Activity: Facilitate feedback discussion 25 minutes
Explain the types, uses and
care of glass ware
Key notes
Glassware
Selecting the right glassware for your table and bar will enhance the appearance of your
presentation, and elegance to your service style and give flair to an aspect of ordinary dining
and entertaining that is often overlooked. Beyond the aesthetics, specialized glassware is
created to compliment the drink it is intended to serve. Knowing the basics of wine, beer
and cocktail glasses can ensure that each and every beverage you serve can be enjoyed at
the peak of its flavour.
Glassware should be kept as clean as flatware is, because both come in direct contact with
the guest’s mouth. Be absolutely fussy with your glasses – you can be sure your guests are.
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5.5 Crockery
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MODULE 6: MENU
Module Overview
Venue Brief 3-5 Star Hotel Restaurant
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6.1 Menu
Key notes
Define: Menu – A list of food items that an establishment has available on offer to
customers who are capable and interested to demand for it.
The menu is the primary selling tool of any establishment that offers food and beverages
for sale.
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Group activity:
Divide the learners Divide the learners into two groups. Each
into two groups. group to consider unique features of a
type of menu
Group 1: Among the
restaurants that learners Refer to flip file page 2
know or have been to
recently, which of them
offer a table d’hôte menu?
Learners to make a list and
see how many they can
name.
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Drink Menu
Serving drinks is an important part of a waiter’s job. This module will teach you about
the techniques of serving drinks, and what these drinks are. In the course of your job
as a food and beverage server, you will be required to serve beers, wine and other
alcoholic beverages to guests.
Serving both hot and cold non-alcoholic drinks to guests will be a key activity for any
server in a food and beverage establishment. The principles of good service should
remain the same, regardless of what is being served. However, there may be
differences in how each drink is served.
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Icebreaker
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7.11 Communicating Food and Beverage Orders to the Kitchen and Bar
Explain procedures
• Duplicate system Demonstrate effective communication
• Triplicate system in taking, processing and delivering
orders
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Explain the
procedures and
methods.
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EXECUTIVE
HOUSEKEEPER
HOUSEKEEPER
LAUNDRY, LINENE
ROOM AND UNIFORM
HOUSEPERSONS
ATTENDANTS ATTENDANTS,
SEAMSTRESS
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Restaurant
Manager
Reception
Head Waiter
Cocktail
Station Waiter
Bar Person
Waiter Hostess
Trainee
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etc.
precise or casual.
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SPIRIT OF HOSPITALITY
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SERVICE TIPS
• Can Do,
• Positive Approach,
• Eager To Please
• Alert,
• Empathetic,
• Proactive
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Dear Guest,
Kindly spare us a few minutes of your time to let us know how well the hotel met your
expectations in customer service.
1. Name: _____________________________________________________________
2. Address: ___________________________________________________________
3. Email: _____________________________________________________________
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9. PLEASE GIVE DETAILS OF ANY COMPLAINTS ABOUT THIS HOTEL, THEIR SERVICES
AND EMPLOYEES
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ACTIVITY SHEET
WORD MEANINGS
EXAMPLE a) Car
An apple is a b) Fruit
c) Vegetable
1) CLEAN
A. Free from danger or risk
2) COMFORTABLE
B. Removal of dirt and all unwanted substances
3) SAFE
C. Feeling physically relaxed
Case study
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HOUSEKEEPING DEPARTMENT
Date ___________________________
PUBLIC WASHROOMS
7:00 am
7:30 am
8: am
8:30 am
9:00 am
9:00 am
10:00 am
10:00 30
11:00 am
11:30 am
12:00 pm
12:00 pm
12:30 pm
1 pm
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(PUBLIC AREAS)
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Not acceptable
Acceptable
D N D sign Clean, no dust, no hangers missing two laundry bags; two laundry
sheets
Wardrobe rack
Carpet Vacuumed no debris (including behind drapes between beds and
under spread, no dust around edges or under furniture clean;
between connecting doors). Report spots and gum stains to
supervisor
Furniture No dust on tops or sides including legs; under desk free from
cobwebs chair cushions in position; cushion turned regularly so
the cover stays in place, drawers clean in c/o room, all furniture in
proper position.
Pictures and
mirror No dust on frames, no streaks on mirror
Watt lamps
No dust or bulbs, scan or shade turned to the back, shade straight,
Bedside table correct wattage bulb
cabinetlamp lamp
No dust; drawers cleaned out; guest literature in place; no litter
Floor/table lamp hidden behind
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Room status
MAINTENANCE/MISSING
Room No.
ITEMS/OTHERS
AM PM
214
302
308
310
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Food and Beverage Service & Accommodation Operations
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Date:
________
________
_______
_______
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FOUND ITEMS
Department: Date:
______
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Procedure:
Ventilate room
Dispose of waste
Damp dust and or polish furniture and fittings and windows
Do not tamper with any papers or documents.
Clean floor according to kind.
Report all maintenance defects
Cleaning Entrances
Cleaning supplies needed : Caution signs, mop, mop bucket, short handled brush,
long handled broom, trash bag, glass and window cleaner, damp and dry dusters.
Procedure
Put up caution signs
Clean floor according to kind
Divide the area into two parts for easy access for passersby.
Clean one part, and then the other.
Mop using the same procedure.
For carpeted areas, vacuum using the same procedure.
Keep the cord of the vacuum along the wall and away from traffic areas to avoid
accidents
Ensure that the floor is dry before leaving.
Procedure
Tie back curtains or blinds out of the way.
Protect floor and base of wall below the window with dust sheets to prevent
wetting surrounding areas.
Put up caution signs
Do not use abrasives for cleaning glass.
Apply glass cleaner into cleaning cloth and not onto glass surface, as this is
wasteful.
Use a spiral motion to polish glass till clear.
Overlap each area as you clean.
For extremely dirty windows, use multi surface cleaner solution and a squeegee.
Ensure that there are no water droplets on surrounding surfaces and on the metal
frame.
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Cleaning Floors
Cleaning supplies needed: Long handled broom, mop, mop bucket, dust pan, caution
sign, vacuum cleaner, damp and dry dusters, trash bags.
Procedure:
Put up caution signs Put up caution signs
Divide the floor into two.
Clean one area, then move to the other
Mop using the same procedure.
For carpeted areas, vacuum using the same procedure.
Keep the cord of the vacuum along the wall and away from traffic areas for
safety.
detergents or pads
When carrying items up staircases, always ensure that your view of the
stair is unobstructed. Watch out for items left on stairways or loose/ripped
carpets.
Before leaving the lift, check that it has stopped level with the floor so that
you do not stumble. Report faulty lifts immediately.
Do not carry trays that are too heavy for you — you may strain yourself, or
drop the tray, sending shattered service-ware in all directions, and splashing
hot food and beverages that could cause burns or slipping accidents.
Don’t forget your service cloth. The tray may be cool, but the dishes you
have to remove may be very hot.
Keep an eye open for guests or other staff in traffic areas, and for
housekeeping trolleys in corridors.
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The principal attributes necessary in food and beverage service personnel are listed
below:
1. A professional and hygienic appearance.
2. Knowledge of food and drink
3. Punctuality
4. Local knowledge
5. Personality
6. Attitude to customers
7. Memory
8. Honesty
9. Loyalty
10. Conduct
11. Sales ability
12. Sense of urgency
13. Customer satisfaction
14. Complaints
TEA SERVING EQUIPMENT
The equipment required for the service of tea includes:
Tray or salver
Tray cloth
Tea pot
Hot water jug
Jug of cold milk
Slices of lemon
Slop basin (if using loose tea leaves)
Tea strainer (if using loose tea leaves)
Stands for tea pot and hot water jug
Sugar basin and sugar spoon or tongs depending on whether using sugar
granules or cubes
Tea cup and saucer
Teaspoon
EQUIPMENT REQUIRED FOR THE SERVICE OF COFFEE
Tray or salver
Tray cloth/napkin
Tea cup and saucer
Teaspoon
Sugar basin and tongs or a teaspoon according to the type of sugar offered
Coffee pot
Jug of hot milk or cream
Stands for the coffee pot and hot milk jug
HANDLING GLASSES PROFESSIONALLY
Wine glasses have three parts:
bowl
stem
base
NOTE
- Handle glasses as little as possible.
- Do not lift glasses by the bowl
- Lift glasses by the stem and occasionally by the base.
- Never pick up glasses with the rims between thumb and fingers.
- Remove broken glasses immediately.
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The table below identifies the service sequence for food and beverages
There are usually three different meals: breakfast, lunch and dinner. For dinner in an up-
class restaurant, the following important procedures should take place on arrival of the
guest:
1. Guests enter and are greeted by the Reception Head Waiter. The reception head
waiter checks to see if the guests have reservation. If not, sees if a table is available.
2. The reception head waiter asks if the guests would like an aperitif in the lounge or
reception area or prefer to have it at the table.
3. The guests are then taken to their table. The reception head waiter indicates to the
Station Head Waiter who the host is, and hands over to him/her.
4. The station head waiter unfolds serviettes and places them on guests’ laps.
5. The Sommelier then comes.
6. Rolls and Melba toast are offered and the butter is placed on the table.
7. Menus are presented to the host and his guests. Allow time to make choice.
8. At this stage recognition of the host is very important.
9. The station head waiter takes orders of the party through the host standing to his
left.
10. The sommelier comes to see if wine is required.
11. The Waiter adjusts the table where necessary for the service of the first course.
12. Plate is laid as the first course is served.
13. Clear the first course.
14. Lay cover for the fish course.
15. Correct wine glasses are placed on the table if wine is to be served.
16. The wine is presented to the host and opened.
17. Lay fish plates and serve fish course.
18. Clear the fish course.
19. Lay the cover for the main course.
20. Lay the joint plates and serve the main course.
21. Under-flat should be used under vegetable dishes and sauce boats. Hot food should
be served piping hot onto hot joint plates.
22. The sommelier should top up the wine glasses whenever necessary.
23. Clear the main course.
24. Crumb down.
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BOOKING SHEET
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Assorted Dressings
Red Red
Saffron Rice
Chocolate Sauce
Fruit Salad
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SANDWICH SELECTION
Toasted or Plain Wheat Meal or Whole Meal Bread
Choose either
Cured Ham/ prime Roast Beef/ Herb Chicken/ Mature Cheddar Cheese offered with French
Fries, Condiments & Pickles. [GH¢ 9.50]
WRAPS
Hickory Smoked Salmon
Cucumber, Sour Cream & Chives [GH¢ 10.50]
Ocean Prawns
Crisp Leaves, Tomato and Citrus Mayonnaise. [GH¢ 10.50]
BLT
Smoked Bacon, Organic Lettuce, Vine Tomatoes & Peppered Mayonnaise. [GH¢ 9.50]
Club House Sandwich
Toasted Triple Decker with Egg, Bacon, Tomato, Spiced Chicken, Crisp Leaves and
Mayonnaise. [GH¢ 10.00]
Mediterranean Panini
Filled with Brie, Sun-dried Tomatoes, Roast Capsicum, Black Olives and Dill Pickles flavoured
with Pesto & fresh leaf Basil. [GH¢ 9.50]
Minute Steak Panini
Seared Fillet Steak, Pommery Mustard and German Pickle. [GH¢ 9.50]
LIGHT BITES
Soup of the Day
Freshly made soup with Crusty Bread. [GH¢ 6.00]
Spaghetti or Penne
Bolognaise, Napolitan, or Carbonara All served with Garlic Bread. [GH¢ 8.50]
Beef or Chicken Burger
With tomato Relish, cheese and Chips. [GH¢ 9.00]
Pizza Margarita
Tomato, Mozzarella & Basil Oil. [GH¢ 9.00]
Lemon Prawn Satay
Malaysian shrimps with Citrus & Honey, served with Chili Sambal. [GH¢ 12.50]
Ghanaian Misto
Local Mollusc Bay Fish, Fried with Rock Salt, Cracked Pepper, served with Garlic Mayonnaise
Sauce. [GH¢ 11.00]
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Food and Beverage Service & Accommodation Operations
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