Waiter trainer guide english

FOOD AND BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE F U N D investing in nepal's future THE HITT PROGRAMME One of the several skills building products developed by the High Impact Tourism Training for Jobs & Income programme (HITT) is the Food and Beverage Service - Waiter curriculum and training materials to support informal workers and potential workers in the tourism sector of Nepal, to enhance their productivity and professionalism, and increase their employability and income opportunities The HITT programme is implemented by the Netherlands Development Organisation (SNV) through the financial assistance of European Commission (EC) Investing in People programme The HITT initiative aims to contribute to sustainable pro-poor growth of the informal tourism sector in seven least developed and developing countries in Sub-Saharan Africa and Asia Within the framework of this initiative, SNV and its local partners have elaborated a skill development programme for informal sector actors, notably women and youth, unskilled and semi-skilled workers, in close collaboration with the private sector In Nepal, the HITT programme has been working with the tourism sector to identify demanded occupations, develop training curriculums, produce training material and deliver training to its beneficiaries The six selected occupations include assistant cook, waiter, housekeeper, service excellence and hygiene, trekking guide, and homestay and lodge operators ACKNOWLEDGEMENTS SNV would like to thank first Employment Fund Secretariat (EFS) for coordinating among TVET service providers to produce the training materials We acknowledge expertise shared by Jhapa technical institute, Global Institute of Hotel Management, Oriental Hospitality and Tourism Training, Sahara School of Hospitality Management, Janahit Trading and Training and Lisa Gordon-Davis in the development of the training model of Food and Beverage Service - Waiter SNV appreciates the contribution of Hospitality Solutions (HS) and Zaeem Ahmed in developing the training materials and coordinating with key stakeholders to develop the final product Many thanks also to Monica Oliveros, Prakriti Sherchan from HITT for their inputs Special thanks go to Bibek Shrestha who coordinated the publication of this series of manuals We would also like to express our sincere thanks to Sanjay Madnani and his team at Umbrello Design for design and illustration Contributions This publication has been produced with the financial assistance of the European Union The contents of this publication are the sole responsibility of SNV and can in no way be taken to reflect the views of the European Union For more information on Europe Aid, please visit http://ec.europa.eu/europeaid/ Table of Contents About the Food and Beverage Service - Waiter trainer guide Objective of the Food and Beverage Service trainer guide Trainers Kit Activities How to use the Trainer’s Manual Resources required MODULE 1: INTRODUCTION TO TOURISM, HOSPITALITY AND FOOD AND BEVERAGE Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant 10 Box Icebreaker 10 Box 2, 1.1, Tourism Industry Tourism Industry, Hotel and Restaurant 11 Sub - Topic 1.2.1: Inter-department Relation Box 3, 1.2.1, Inter-department Relation Topic 3: Restaurant Box 4, 1.3, Restaurant Topic 4: Staffing and Management Box 5, 1.4, Staffing and Management Topic 5: Attributes of a Waiter Box 6, 1.5, Attributes of a Waiter Topic and 7, Communication & Handling Guest Complaints Box 7, 1.6, and 1.7, Communication & Handling Guest Complaints 12 13 14 14 15 15 16 16 18 18 MODULE 2: HYGIENE 21 Topic and 2: Personal Hygiene & Personnel Grooming 22 Box 8, 2.1 and 2.2, Personal hygiene and Professional Appearance Topic 3: Restaurant Hygiene Box 9, 2.3, Restaurant Hygiene 22 23 23 MODULE 3: RESTAURANT, BAR EQUIPMENT & HANDLING TECHNIQUE 25 Topic 1, and 3: Restaurant Equipment, Carrying Plates and Dispose of damaged Cutlery 26 Box 10, 3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of damaged Cutlery 26 Topic 4: Restaurant Linen Box 11, 3.4, Restaurant Linen Topic 5: Restaurant Furniture Box 12 3.5, Restaurant Furniture Topic 6, and 8: Bar Equipment, Handling Glassware and Using Tray Box 13, 3.6, 3.7, 3.8, Bar and Bar Equipment, Handling Glassware and Using Tray 28 28 29 29 30 30 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE MODULE 4: RESTAURANT MENU 33 Topic 1, and 3: Menu, Types of Menu and The French Classic menu Sequence 34 Box 14, 4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence 34 MODULE 5: BEVERAGE & TOBACCO 35 Topic: 1, 2, 3, and 5: Beverage, Tea, Coffee, Service of Tea and Coffee and Mocktails 36 Box 15, 5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of Tea and Coffee and mocktails Topic 6: Alcoholic Beverages Box 16, Alcoholic Beverages Topic 7, and 9, Beer, Wine and Cocktail 36 37 37 38 Box 17, 5.7, 5.8 and 5.9, Beer, Wine, Cocktail 39 Topic 10 and 11: Tobacco and Serving Cigarette 40 Box 18 5.10 and 5.11, Tobacco and Serving Cigarette 40 MODULE 6: TYPES OF SERVICE & SERVICE SEQUENCE 41 Topic and 2: Types of Service and Briefing Before Service 42 Box 19, 6.1 and 6.2, Types of Service and Briefing before Service Topic 3: Mis en scene & Mis en place Box 20, 6.3, Mis en scene & Mis en place Topic 4: Service Sequence Box 21, 6.4, Service Sequence 42 43 43 44 44 MODULE 7: FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES 45 Topic 1: Cost Control & Selling Techniques 46 Box 22, 7.1, Cost Control & Selling Technique Topic 2: Understanding Our Customer Box 23, 7.2, Understanding our customer 46 47 47 MODULE 8: MARKETING AND TRENDS 49 Topic and 2: Marketing and Trends in Food and Beverage Operations 50 Box 24, 8.1 and 8.2, Marketing and Trends in Food and Beverage Operations 50 MODULE 9: UNDERSTANDING RISKS AND PREVENTIVE MEASURES 51 Topic 1, and 3: Responsibilities and Food Handler, Waste Management and Pest Control 52 Box 25, 9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control Topic and 5: First Aid and Restaurant Hazards and Safety Measure and Handling 52 54 Box 26, 9.4 and 9.5, First Aid in the Restaurant, Restaurant Hazards Safety Measure and Handling 54 Topic and 7: Fire and Maintenance Box 27, 9.6 and 9.7, Fire and Maintenance Annex-1: Introduction to HITT teaching Techniques 55 55 56 About the Food and Beverage Service Waiter trainer guide This trainer guide is developed to help the trainer to deliver the training for the Waiter course based on learner manual with a clear guidance It is sequenced and follow the contents of the learners manual and represents each and every step in delivering each topic, with activities and interactive questions, as well as particular resources and materials that the trainer may require to deliver on each specific topic The guide incorporates adult learning and active teaching methods specifically adapted and refined for the level of target trainer and beneficiaries alike Throughout the development of the material, the competence of the service personnel in the Kathmandu valley were considered through market need analysis in the food and beverage sector Industry experts and TVET services provided further technical and practical inputs focusing on the industry demands and requirements The learning from pilot phase has been integrated in final set of training materials Objective of the Food and Be verage Service trainer guide The goal of this guide is to equip the trainer to deliver the actual content of the learner’s manual in effective and efficient manner within an allocated time frame Course Duration and training venue This course is designed to complete in 390 hours consisting of theory, practical activity and internship in a relevant establishment Ideally, a classroom should have maximum 20 participants The training venue should have sufficient space available to conduct various activities described in the trainer guide and other facilities such restaurant, bar equipment, cutlery, crockery, linen, alcoholic and non-alcoholic beverage and related tools for demonstration, role play and to practice the learning of the course Target Audience of the trainer guide This trainer guide is designed to be used any restaurant, kitchen and service staffs and owners/managers, who have experience in food production and in service, especially those who run restaurants in Nepal In order to extend the teaching capacity and to empower with technical and practical knowledge in the course, it is highly recommended that you attend HITT training program delivered by the “HITT master trainer” FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Learning Outcomes Upon successful completion of this course, the beneficiaries should be able to demonstrate and practice: • • • • • • • • • • Explain the tourism, hospitality, food and beverage industry Provide excellent customer service Maintain personnel hygiene Preparation for food and beverage service Provide a food service to guests Provide a beverage service to guests Carry out general food and beverage and closing procedures in a restaurant Cost controlling measures and responding to customer needs Identify trends in the food and beverage industry Safety and security risks in the restaurants and preventive measures Formative Assessment Learners may be formatively assessed throughout the course This will take place in the form of quizzes, practical exercises and/or application Summative Assessment A final summative assessment may be given to learners at the end of the course and will be based on the learning outcomes for the course This assessment is (indicate what format this assessment takes, for example, a paper-based assessment, practical, simulation) to be completed at the end of the course; for practical assessments, the practical components of the course must be combined into an integrated assessment to ensure that learners can demonstrate an entire process Trainers Kit To train this course effectively, you will have to invest time and effort into putting a training kit together Ideas for the content of the kit are provided in the “Resources” column of the detailed guide for each module The materials and resources will enhance your training Your kit should contain resources such as: • Paper-based: books, photos, magazines, posters, notices, signs, advertisements, brochures, maps, etc • Equipment-based resources: utensils, cleaning equipment, knives, etc • Samples and examples: materials used in industry, items learners may have not seen before – e.g strange vegetables, food items, product samples, etc.… When preparing for your classes go through the resources required and collect or prepare these well in advance, especially where you will need industry samples and examples, flashcards, new articles and so on If possible, share these with colleagues to reduce the workload on one person and to make the resources available to other classes as well Activities This trainer guide provides for many and varied activities These activities are not all included in the Learner Guide Depending on your time and resource, you must identify what activities you can deliver based on time and facilities Try to as many activities as possible to facilitate Active Learning opportunities for your learners See annex 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 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’s Manual Icons Activity Questions to ask participants Tips Ice breaker Use resources FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Resources required In order to teach this course, please ensure that you have the following available The specific resources needed for each topic are listed in the lesson plans and boxes Resources Quantity Trainer's guide (1 for each trainer) Trainer’s kit (see below) Attendance register Registration form per learner Post-training evaluation form per learner Stationery (pen, notepad, folder) for each participant Whiteboard markers multicolour pack (red, blue, black, green) Permanent markers multicolour pack Brown/white paper 150 sheets Masking tape rolls Meta–cards 200 pcs Glue-sticks pcs Name tags As required Learners’ kits per participant Learner Manuel Attendance Register Laptop and Data Projector Contents of trainer’s kit Quantity Pictures related to food & beverage service set Playing Card set Sticker of different multicolour (red, green, yellow, blue) set Scenarios (complaints) set Cards with request written for role-play set Meta-cards with key words and sentences organised into questions and answers set Meta-cards of Restaurant Organizational Chart set Restaurant cleaning materials set Small Restaurant Utensils 1set Different types of menus 1set Different types of promotional pictures set MODULE INTRODUCTION TO FOOD & BEVERAGE SERVICE FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant Learning objective & topics covered in module • Skills: Tourism and tourism industry • Knowledge: Overview of tourism industry, F&B service organization system and the career path for the waiter • English terms: Restaurant Manager, Stations, Maitre de, Floor Plan, Duties, Responsibilities • Attitude: Willingness to improve the services to tourist BOX Activity : Icebreaker Ice break Teaching Methods and Specific Resources Introduction game of facilitator and learners: • Divide people into pairs Ask them to take three minutes to interview each other • Each interview has to find interesting facts about their partner • Bring every one back to together ask everyone to present 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 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic 1, and 3: Responsibilities as a Food Handler, Waste Management and Pest Control Learning objective & topics covered in module • Skills: safety measure and precautions at work and how to be responsible when handling food • Knowledge: different risks involved in the restaurant, dining and public area • English terms: Risk, waste and pests • Attitude: Responsible, attentive & attention to details BOX 25 9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control Activity Teaching Methods and Specific Resources Discuss and explain: Ask learners, Responsibilities of food handler, waste disposal, type of waste and pest control Refer to: • PPT Slide 53, 54 • What are the responsibilities of a food handler? • What would be the result, if you are not careful when handling food; • And how would this affect food hygiene, contamination and image of the restaurant? • What is Waste? • Why it is important to manage waste? • What are the types of waste? • Can we use them for better purpose and; • How can we dispose the waste better, environment friendly way? • What is pest? And what harm they can cause to food and restaurant? • Why pest control is important in restaurant? • What the different ways to control pest? List answers of learners Explain them about responsibilities of a food handler, waste management, and pest control Resources: • Marker • Brown Paper/white board 52 MODULE : UNDERSTAND RISK AND PREVENTIVE MEASURES List the responsiblities of food handler List the type of waste Activity 1: Divide them into groups of 4, ask them to list the types of risks and their preventive measures Activity 2: Divide them into groups of 4, ask them to list the type of waste and how would you sort/dispose them Resources: • White paper A0, Chart paper • Pen, pencil and colour marker Tip: Please put emphasis on major responsibilities, hygiene and types of waste 53 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Topic and 5: First Aid and Restaurant Hazards and Safety Measure and Handling Learning objective & topics covered in module • Skills: To respond appropriately to small injuries, maintain a First aid Box and learn how to prevent accidents • Knowledge: First aid, restaurant hazards, safety measures and prevention • English terms: First Aid, Safety measures, Hazards and Prevention, maintenance • Attitude: Anticipating, responsible, caring and attentive BOX 26 9.4 and 9.5, First Aid in the Restaurant, Restaurant Hazards Safety Measure and Handling Activity Teaching Methods and Specific Resources Discuss and explain: Ask learners, Responsibilities of food handler, waste disposal, type of waste and pest control Refer to: PPT Slide 55 to 58 • What you understand by First Aid? • Why first aid is important in the restaurant? • Are the following considered hazards? o Water o Oil o Electricity o Gas o Sharp objects o Chemicals • How are safety measures handled in the restaurant against hazards? • Should it be individual level or collective? • List answers of learners • Explain them about First Aid, restaurant hazards, safety measures, fire, types of fire and maintenance Resources: • Marker • Brown Paper/white board Listing of common hazards and preventive measures Activity 1: Divide them into groups of 4, ask them to list the types of fire and their preventive measures Resources: • White paper A0, Chart paper • Pen, pencil and colour marker Tip: Please put emphasis on staffs and guest health safety issue resulting from lack of standards 54 MODULE : UNDERSTAND RISK AND PREVENTIVE MEASURES Topic and 7: Fire and Maintenance Learning objective & topics covered in module • Skills: To respond appropriately to the risk of fire and how to prevent it Reporting and maintenance • Knowledge: Types of fire, measure to prevent fire incidents, safety rules and reporting maintenance at work • English terms: Fire, Prevention, Risk, Safety, Handling and Maintenance • Attitude: Observing, communicative, anticipating, responsible, caring and attentive BOX 27 9.6 and 9.7, Fire and Maintenance Activity Teaching Methods and Specific Resources Discuss and explain : Ask learners, Causes of fire accidents at work and how to prevent, importance of the maintenance • Have you been involved in a fire incident? o Facilitate the discussion • What the common causes of the fire in a restaurant? • What can be done prevent fire accidents? • What are different types of fire extinguisher? • Why is it necessary to use an appropriate fire extinguisher? • If we not maintain the restaurant with systematic control and observation, it may lead to fire! (yes or no) • Can proper maintenance and reporting can reduce of fire, such as electrical problems • What would be the image of the restaurant if notwell maintained • List the answer and facilitate the discussion Resources: • Marker • Brown Paper/white board Listing of common fire prevetive measures Activity 1: Divide them into groups of 4, ask them to list the types of fire and their preventive measures Activity 2: Ask each group to create/fill the maintenance template Resources: • White paper A0, Chart paper • Pen, pencil and colour marker Tip: emphasise fire related incidents in Kathmandu during the session 55 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Introduction to HITT teaching Techniques Introduction This module teaches you about HITT andragogy principles & Multi Skills applied in the teaching techniques HITT Teaching & Technical Skills The HITT Learning Approach is a set of core elements that will promote High Impact training for our targeted beneficiaries These elements, as explained below, are integrated into HITT training programmes by trainers who are trained in the HITT Learning Approach All training programmes are designed and delivered using this HITT Learning Approach These core elements are also reflected in the templates used for the development of training materials for HITT training programmes Core elements of the HITT Learning Approach The following core elements have been identified as the foundation for any HITT learning interventions: • • • • • Andragogy Acknowledge Prior Learning Active Learning Integrated Learning Creating Motivation for Learning Andragogy Andragogy is the process of helping adults learn Adults learn best when learning is focused on them, not the teacher The following should be kept in mind when training adults: • Experience: as people mature they accumulate their own individual, growing bank of experience that provide a useful resource for learning • Orientation to learning: as people mature their time perspective changes from one of postponed application of knowledge to immediate application They also need to understand the relevance of content in order to learn easily 56 ANNEX-1 : HITT TEACHING TECHNIQUES Principles of Andragogics: Adults: • Need to know why they need to learn something; what value does it hold for them? • Learn best when the topic is of immediate value They are most interested in learning things that have immediate relevance to their job or personal life • Need to learn experientially (learn by doing) Therefore, some form of practical experience, including the opportunity to make mistakes, provides the basis for learning activities • Approach learning as problem solving; therefore adult learning is problem-based rather than theory-based When training adults, the following should be kept in mind: • Explain why specific things are being taught • Training must be about trainees doing things instead of remembering things It should be based more on practical than on theory • Instruction should take into account the wide range of different backgrounds of learners Learning materials and activities should allow for different levels/types of previous experience (see Prior Learning below) • Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made Prior Learning HITT targeted beneficiaries will possess existing knowledge, beliefs, attitudes and a range of skills and experience This will have been gained in other courses, formal and non-formal employment and through daily life Trainees bring this prior learning into HITT training, which will influence how they filter and interpret what they are learning We need to understand that this prior knowledge can help or hinder learning For example, they could enter the training knowing certain ways of doing things If these are not correct, we will have to encourage them to change their habits and learn new ones This will take time and an understanding that changing work habits can be difficult However, if they arrive at the training with existing knowledge that is correct, this can speed up the learning of additional skills Active Learning Active Learning requires people to become involved in the process of their own learning – simply put, it is learning by doing The diagram below depicts a Cone of Learning (Edgar Dale) that shows how much people retain from learning in different ways It is easy to see that active learning such as doing the job, simulating the job, and presenting or participating in discussions creates the highest level of retention of learning The HITT Teaching Methods provide a range of active learning strategies and ideas to engage HITT trainees at the highest levels of learning 57 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Cone of Learning Cone of Learning After weeks we tend to remember Nature of Involvement Doing the Real Thing 90% of what we say and 70% of what we say Simulating the Real Experience Doing a Dramatic Presentation Active Giving a Talk Participating in a Discussion Seeing Done on Location 50% of what we hear and see Watching a Demonstration Looking at an Exhibit Watching a Demosntration Watching a Movie 58 30% of what we see Looking at Pictures 20% of what we hear Hearing Words 10% of what we read Reading Passive ANNEX-1 : HITT TEACHING TECHNIQUES Integrated Learning Integrated learning occurs across two levels: • Integrating theory and workplace learning • Integrating learning outcomes across different topics or subjects of learning Integration of theory and workplace: Learning is most effective when it is integrated with real work In order to integrate learning effectively with real work, it is important that the trainer fully understands the work If the trainer has not done the work themselves, then, in order to fully understand what the work entails, the trainer should watch workers, talk to workers and think like the person doing the tasks The trainer must understand their world, the day-to-day job pressures, the tools they use (or could use) and how they use them, the job inputs, processes and feedback mechanisms for people doing the job Integration at curriculum level: integrated lessons help trainees make connections across various topics in a course Integrative learning comes in many varieties: • Connecting skills and knowledge from multiple sources and experiences; • Applying skills and practices in various settings; and, • Understanding how different topics and skills work together Examples of integration between learning topics in HITT occupations are presented below: Table 1: Examples of Integration between Learning Topics in HITT Occupations Occupation Topics to integrate and teach together Tourist Guiding Customer service, communication, safety, destination knowledge, personal hygiene Food and Beverage service Customer service, communication, F&B service skills, personal hygiene Cooking Cookery skills, food hygiene and personal hygiene, safety Creating Motivation for Learning The HITT Learning Approach recognises that learners must have a motivation to learn In order to ensure that motivational strategies inspire learning to take place, the ARCS Model is used as one of the core elements of the HITT Learning Approach The ARCS principles provide a foundation for learning design The ARCS Model identifies four essential strategy components for motivating trainees: • Attention strategies for arousing and sustaining curiosity and interest; e.g a problem statement, challenge, humour, etc • Relevance strategies that link to trainees' needs, interests, and motives; e.g increasing earning power, able to get employment • Confidence strategies to help students gain confidence in their own abilities When they experience success at challenging tasks; e.g starting easy, and building skills and confidence to more difficult skills or topics • Satisfaction strategies to create a sense of achievement certificates, rewards, scores 59 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Table provides few tips for making ARCS work in HITT training: Tips for making ARCS work in HITT Training Principle Attention: Explanation 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 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 60 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 ANNEX-1 : HITT TEACHING TECHNIQUES Trainer Materials Innovative, High Impact training depends on the type and nature of tools and resources used by the trainer These may include, where practical and possible, the following: • • • • • • • • Laptop computer Data projector Screen or clean wall Speakers Black board or white board Flip-chart paper Training kits: contents as discussed below Other resources such as drawing materials and large sheets of paper for poster presentations, etc Trainers should assemble a range of resources to make training interesting and exciting for delegates It is highly recommended that each trainer assembles a kit that is relevant to the topics that they teach Training Kits Innovative, High Impact training kits should contain resources such as: • Paper-based: books, photos, magazines, posters, notices, signs, advertisements, brochures, maps, menus, industry examples such as order forms, reservation lists, etc • Equipment-based resources: utensils, service items, world globes, cleaning items and products, etc • Samples and examples: materials used in industry, items delegates may have not seen before – e.g strange vegetables, food items, marketing materials, product samples, linen, etc Training Presentations Innovative, High Impact presentations should reflect: • High quality: no excess graphics, poor quality clip art or text effects • Content: simple, clear and concise and not too much text – simple bullets or short sentences are enough • Graphics and pictures: serve a purpose, high quality and well placed • Hyperlinks: to other sources of information such as PDF documents, websites (if live), video clips, documents e.g policies, spread sheets, etc Add some audio-visual interest to the training by linking to video clips using hyperlinks embedded in the presentations • Animation: no excessive animations that will distract the trainees • Clean fonts: no word art or text effects – these detract from the presentation and from the learning 61 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Training Methods A training method is the process, technique or approach which a trainer uses in teaching The HITT Learning Approach has identified a number of training methods that will deliver high impact, especially for adult learners There are many teaching methods that can be used for training HITT beneficiaries Some of these are well known and widely used – for example lectures, while others are more particular to our industry We will not discuss the obvious ones such as lectures, but we will provide some ideas on activities that will make lectures far more engaging so that trainees participate in Active Learning The range of training methods can be used and adapted to any situation or training topics, and no specific criteria apply to which methods of training apply to specific topics That said, a basic rule of thumb is that hard skills usually have a practical training method such as demonstrations, whereas soft skills use methods such as role plays for effective teaching Many of these training ideas can be adapted to use in the informal sector by field or onlocation trainers These methods and ideas are not restricted to a classroom setting at all Teaching tool and techniques Following table depicts HITT teaching techniques and tools that you can apply to deliver the training of Waiter course Poster making and presentations Purpose: To display, communicate message though visual image and extend knowledge Skills: designing and lay out, presentation of message in a clear and concise manner Where and when to apply: It can applied to warn and to remind, like hand washing procedure Materials required: Paper, pencil and marker Audio-visual sessions Purpose: To display, communicate message though audio and visual sources Skills: emphasis on listening and observing message - reflection Where and when to apply: It allows you to present real life incidents to the classroom, such as cases of food poisoning Materials required: computer / projector / radio and video equipment 62 ANNEX-1 : HITT TEACHING TECHNIQUES ID Test Purpose: To create awareness and knowledge on the tools / equipment / glassware / fruits, vegetable and any other service or food related commodities It should be tangible Skills: Equip learners on use and purposes of the items presented Where and when to apply: To identify any type of physical objects, such as different types of plates – glassware and ladles Materials required: selection of physical objects related to service and food production Experiments Purpose: To create a real life case, scenario Skills: Learners will be able to experience implications of not following good practices, and how it can impact food production and service delivery Where and when to apply: This can be applied to show learners how food gets contaminated, cross- contamination by making a jelly experiment Materials required: Jelly experiment (jelly, dirt, hair etc.) Role Play Purpose: To bring into classroom real life incidents and scenarios Skills: learners shall observe skills on communication (verbal and non-verbal), listening, handling and problem solving Where and when to apply: To show learners real working environment problems related to service and food production, such as bad service and customer complain Materials required: An incident, scenario and actors Demonstration Purpose: To show learners how to 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 (For example, things required to a proper table setup) 63 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Class debate Purpose: Explore, discuss and share the experience of the leaners on specific issue, usually the issue is subjective – open ended Skills: Equip learners on knowledge mobilizations, facilitate discussion and find solutions on the issue Where and when to apply: Class debate can be applied on issue like designing and layout of kitchen Materials required: A subject, Issue, participants and audience Guest lecture Purpose: To provide inside knowledge to the learners from industry expert on food production and service delivery and relevant issues Skills: Remember not all lectures are good or great! This allows learners to reflect on presentation skills, communication, message delivery, and this can be further discussed among participants Where and when to apply: This can be applied to benchmark between different trainers when needed to observe soft-skills Materials required: Industry expert and a topic Quiz Purpose: To mobilize knowledge, increase the energy of the learners, creates fun Skills: knowledge mobilization, class management, facilitation and coordination skills within a classroom Where and when to apply: This can be applied in any stage of the training to create more fun and motivation Materials required: Questions related to food production and service delivery or on any related topic Site visits/ excursions Purpose: To provide insight into real working environment so that learners are familiar with real working environment, setups, task, duties and functions Ability to apply learning Skills: practical and theoretical knowledge from the industry Where and when to apply: It is always recommended to site visits whenever there is an opportunity, it gives different dynamics to learners Materials required: A restaurant or a hotel 64 ANNEX-1 : HITT TEACHING TECHNIQUES 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 65 FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE FOOD AND BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE Also available in this series Food and Beverage Service – Waiter/Waitress, Learner Manual Food production – Assistant cook Learner manual Food production – Assistant cook Trainer Guide Housekeeping – Room Attendant, Learner Manual Housekeeping – Room Attendant, Trainer Guide Other series developed by the HITT programme in Nepal: Mountain Leaders Training Course Homestay and Small Lodge Operators Training Course Service Excellence and Food Hygiene Training Course 66 [...]... SERVICE (WAITER/ WAITRESS) TRAINER GUIDE 32 MODULE 4 RESTAURANT MENU 33 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 1, 2 and 3: Menu, Types of Menu and The French Classic menu Sequence Learning objective & topics covered in module • Skills: Characteristics of different menus and their purpose • Knowledge: Recognition of different types of menu and the importance of a menu • English. .. the venue and demonstrate to them the process of cleaning the restaurant and ask the learners to practice cleaning 23 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE 24 MODULE 3 RESTAURANT HYGIENE 25 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 1,2 and 3: Restaurant Equipment, Carrying Plates and Dispose of damaged Cutlery Learning objective & topics covered in module • Skills:... given Use the HEAT method to handle the complaint (develop a compliant scenarios for each pair) Resources: • Role play cards 19 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE 20 MODULE 2 HYGIENE 21 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 1 and 2: Personal Hygiene & Personnel Grooming Learning objective & topics covered in module • Skills: Develop personal hygiene, professional... different positions of restaurant 15 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 5: Attributes of a Waiter • Learning objective & topics covered in module • Skills: Good conduct, good memory, concentration, salesmanship, honesty, punctuality • Knowledge: Good personal hygiene & appearance, ability to follow responsibly • English terms: Personality, Communication, Honesty, attitude,... and services Tip: it is important to emphasise that waiter/ waitress must allow guests their personal space and privacy, especially in a restaurant environment Tip: in the hospitality industry, we call our customers ‘guests’ Resources • Brown paper (2 sheets) • Coloured (2) meta-cards • Marker 17 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 6 and 7, Communication & Handling Guest Complaints... guests come No more tables left? What went wrong? Facilitate the discussion 13 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 3: Restaurant Learning objective & topics covered in module • Skills: Restaurant types and functions • Knowledge: Function of restaurant, types of restaurant • English terms: Fast Food, Speciality Restaurant, Cafeteria, Coffee Shop • Attitude: Attentive, responsible,... Marker • Brown Paper/white board/PPT 11 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Sub - Topic 1.2.1: Inter-department Relation Learning objective & topics covered in module • Skills: Coordination skill, develop a good relationship between various departments • Knowledge: Interdepartmental relationship in an establishment • English terms: Front Office, Kitchen, Reservation, Housekeeping,... clean them Resources: • Glassware • Cutleries • Crockeries 27 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 4: Restaurant Linen Learning objective & topics covered in module • Skills: Using & Handling restaurant Linen • Knowledge: Recognition of different types of restaurant Linen & their uses • English terms: Napkin, Table cloths, Overlays, Mats, Multan, Frill, Tray cloth • Attitude:... you mean by dummy waiter? • List answers of learners Refer to: • PPT Slides 38 add 39 Resources: Demonstration and practical: First observe which furniture can be shown at the training venue List down the items and discuss their types, sizes Restaurant furniture • Marker • Brown Paper/white board Resources: Restaurant furniture 29 FOOD & BEVERAGE SERVICE (WAITER/ WAITRESS) TRAINER GUIDE Topic 6, 7 and... importance of this duty BOX 6 1.5, Attributes of a Waiter 16 Activity Teaching Methods and Specific Resources Discuss and explain: Ask Learners, Explain about the attributes of a waiter, communication skills, telephone handling skills & complaint handling skills • When you visit a restaurant what do you expect from a waiter? • What are the attributes of a waiter? • Why do you expect these attributes? •