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 Trainers 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 1. 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 6 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 1 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, 2 and 3: Restaurant Equipment, Carrying Plates and Dispose of damaged Cutlery
26
Box 10, 3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of
damaged Cutlery
26
Topic 4: Restaurant Linen

Box 11, 3.4, Restaurant Linen
Topic 5: Restaurant Furniture
Box 12. 3.5, Restaurant Furniture
Topic 6, 7 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, 2 and 3: Menu, Types of Menu and The French Classic menu Sequence
34
Box 14, 4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence
34
MODULE 5: BEVERAGE & TOBACCO
35
Topic: 1, 2, 3, 4 and 5: Beverage, Tea, Coffee, Service of Tea and Coffee and Mocktails
36
Box 15, 5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of
Tea and Coffee and mocktails
Topic 6: Alcoholic Beverages
Box 16, Alcoholic Beverages
Topic 7, 8 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 1 and 2: Types of Service and Briefing Before Service
42
Box 19, 6.1 and 6.2, Types of Service and Briefing before Service
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 1 and 2: Marketing and Trends in Food and Beverage Operations
50
Box 24, 8.1 and 8.2, Marketing and Trends in Food and Beverage Operations
50
MODULE 9: UNDERSTANDING RISKS AND PREVENTIVE MEASURES
51
Topic 1, 2 and 3: Responsibilities and Food Handler, Waste Management and Pest Control
52
Box 25, 9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control
Topic 4 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 6 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 learners
manual in effective and efficient manner within an allocated time frame.
Course Duration and training venue

This course is designed to complete in 390 hours consisting of theory, practical activity
and internship in a relevant establishment. Ideally, a classroom should have maximum 20
participants. The training venue should have sufficient space available to conduct various
activities described in the trainer guide and other facilities such restaurant, bar equipment,
cutlery, crockery, linen, alcoholic and non-alcoholic beverage and related tools for
demonstration, role play and to practice the learning of the course.
Target Audience of the trainer guide

This trainer guide is designed to be used any restaurant, kitchen and service staffs and
owners/managers, who have experience in food production and in service, especially those
who run restaurants in Nepal. In order to extend the teaching capacity and to empower
with technical and practical knowledge in the course, it is highly recommended that you
attend HITT training program delivered by the HITT master trainer.
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 do as many activities as
possible to facilitate Active Learning opportunities for your learners. See annex 1 for HITT
teaching techniques methods and various tools and resources that can be applied to
deliver this course
Activities are provided in the following categories:

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

Icons
Activity
Questions to ask
participants
Tips
Ice breaker
Use resources
Resources required
In order to teach this course, please ensure that you have the following available.
The specific resources needed for each topic are listed in the lesson plans and boxes.
Resources
Quantity
Trainer's guide
1 (1 for each trainer)
Trainers kit (see below)
Attendance register
Registration form
1 per learner
Post-training evaluation form
1 per learner
Stationery (pen, notepad, folder)
1 for each participant
Whiteboard markers
1 multicolour pack
(red, blue, black, green)
Permanent markers
1 multicolour pack
Brown/white paper
150 sheets
Masking tape
2 rolls
Metacards
200 pcs
Glue-sticks
2 pcs
Name tags
As required
Learners kits
1 per participant
Learner Manuel
Attendance Register
Laptop and Data Projector
Contents of trainers kit
Quantity
Pictures related to food & beverage service
1 set
Playing Card
1 set
Sticker of different multicolour

(red, green, yellow, blue)
1 set
Scenarios (complaints)
1 set
Cards with request written for role-play
1 set
Meta-cards with key words and sentences

organised into questions and answers
1 set
Meta-cards of Restaurant Organizational Chart
1 set
Restaurant cleaning materials
1 set
Small Restaurant Utensils
1set
Different types of menus
1set
Different types of promotional pictures
1 set
MODULE 1
INTRODUCTION TO FOOD & BEVERAGE SERVICE
Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant

Learning objective & topics covered in module
Skills: Tourism and tourism industry
Knowledge: Overview of tourism industry, F&B service organization system and
the career path for the waiter
English terms: Restaurant Manager, Stations, Maitre de, Floor Plan, Duties,
Responsibilities
Attitude: Willingness to improve the services to tourist
BOX 1
Activity : Icebreaker
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 5 interesting facts about
their partner.
Bring every one back to together ask everyone to
present 5 interesting facts about their partners to
the rest of the groups.
Compiling expectations
Provide learners with meta-cards and ask them to write

on the cards what they want to learn from this course.
Collect the cards and read out each one, explaining
whether the course will address learners expectations.
Setting norms
Discuss
The organisation of the training.
Division of tasks (who is the leader, who is the reporter,
and who is the evaluator for the day?).
Rules regarding use of mobile phones, talking in
class, attendance, starting and closing time, and
lunch breaks
10
MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE
BOX 2
1.1, Tourism Industry, Hotel and Restaurant

Activity
Discuss and
explain:
Explain about Tourist,
tourism industry & hospitality
industry. Give a brief
description on your (server)
role in the hospitality
industry.
Refer to:
PPT Slides 1 and 2

Ask learners,
How many of you have travelled within and
out of Nepal?
What do you call when you travel out of your home,
village or country?
What is tourism and tourism industry?
What is the impact of tourism development in Nepal
What are negative and positive impacts of tourism?
Who is the tourist?
What are their types?
What is a hotel and what are the activities?
How does it function?
What is hospitality industry?
What is your (server) role in the hospitality industry?
List answers of learners. Explain them about
tourism, tourist & their types & your (server) role in
the hospitality industry.
Resources:
Marker
Brown Paper/white board/PPT
11
Sub - Topic 1.2.1: Inter-department Relation

Skills: Coordination skill, develop a good relationship between various departments
Knowledge: Interdepartmental relationship in an establishment
English terms: Front Office, Kitchen, Reservation, Housekeeping, Account
Attitude: Friendly and open, acknowledge the importance of this duty
12
BOX 3
1.2.1, Inter-department Relation

Activity
Discuss and
explain:
Ask Learners,
Explain
about inter depart
mental relation & the
importance of good
relation between other
departments.
Refer to:
PPT Slide 3 and 4
Who do you order food from in a restaurant and

where does it comes from?
What do you call this?
What is inter departmental relation?
What are the different departments involved?
Why should f & b service department have to
coordinate with kitchen?
Why should F&B service have to have good relation
with different other departments?
interdepartmental relation, importance of good
relation between other departments.
Resources:
Marker
Role Play:
Divide participants into 2 groups.
Interdepartmental
Relation
Role play for first group

A waiter takes an order from a customers and returns
after 5 minutes, saying that there is no Chicken today.
Customer not happy and complains, and when he
returns to Kitchen, the Chef says, why you didnt check
with the kitchen before? What went wrong?
Facilitate the discussion
Role play for second group
Restaurant prepares X number of covers for in-house
guests, all of a sudden, more guests come. No more
tables left? What went wrong?
Facilitate the discussion
13
Topic 3: Restaurant
Skills: Restaurant types and functions
Knowledge: Function of restaurant, types of restaurant
English terms: Fast Food, Speciality Restaurant, Cafeteria, Coffee Shop
Attitude: Attentive, responsible, attention to detail
BOX 4
1.3, Restaurant
Activity
Discuss and
explain:
Ask Learners,
Explain about
restaurant, its
function & its types.
Refer to:
PPT Slides
5 to 16
Do you go out to eat?

Where do you go out for eating?
Do you know who you become when you
eat outside?
What is a restaurant?
What is the function of the restaurant?
What are the types of restaurant?
List answers of learners. Explain them about restaurant,
its function and its type.
Resources:
Marker
Poster Making:
Restaurant and
types of services
offered.
14
Divide group into 4 and ask them to draw specific

types of restaurant and services offered.
Resources:
Brown paper
Marker
Different coloured pencils
Topic 4: Staffing and Management

Skills: Restaurant types and functions
Knowledge: Function of restaurant, types of restaurant
English terms: Fast Food, Speciality Restaurant, Cafeteria, Coffee Shop
Attitude: Attentive, responsible, attention to detail
BOX 5
1.4, Staffing and Management

Activity
Discuss and explain:
Ask Learners,
Explain them
about staffing &
manage-ment, different
positions in the restaurants
& the organization chart.
Who takes care of you when you go to the

restaurant and what do they do?
What do you understand by staffing?
What is organisation chart?
What are the different positions in the restaurants?
Who is a waiter?
Refer to:
List answers of learners. Explain them about staffing &

management, different positions in the restaurants &
the organization chart.
PPT Slides
17 and 18
Resources:
Marker
Role Play:
Organisation chart
Prepare a card with different hierarchies as per the

restaurant hierarchy. Place these cards on the table &
ask each learner to pick one, discuss & form a human
organisation chart and explain their duties in
a restaurant to the class.
Resources:
Flash Card with different positions of restaurant
15
Topic 5: Attributes of a Waiter

Skills: Good conduct, good memory, concentration, salesmanship, honesty,
punctuality
Knowledge: Good personal hygiene & appearance, ability to follow responsibly
English terms: Personality, Communication, Honesty, attitude, Sincerity, Concentration
Attitude: Responsible, attention to details, acknowledge the importance of this duty
BOX 6
1.5, Attributes of a Waiter
16
Activity
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?
Have you ever been confused when interacting with
different people?
What was the problem?
Refer to:
Resources:
PPT Slide 19
Marker
Group activity:
brainstorm
d
about hospitality and
service attitude.
Divide participants into 4 groups and ask them to

discuss and list the following:
Group 1: what waiter/waitress can do to express
hospitality, e.g., greet guests with a warm Namaste,
smile, and offer to fill their water bottles or show them
where they can do so...
Group 2: how to be inhospitable, e.g., by giving an
angry welcome, showing a lack of attention, being
impolite, having a dirty appearance or bad smell...
Group 3: good waiter/ waitress need to have a positive
attitude (be alert and friendly, show attention to detail,
respect privacy, be service-oriented).
Ask each group to list down on brown paper and
present their work to the other groups.
Ask participants to think about other attitudes
and services.
Tip: it is important to emphasise that waiter/ waitress
must allow guests their personal space and privacy,
especially in a restaurant environment.
Tip: in the hospitality industry, we call our
customers guests.
Resources
Brown paper (2 sheets)
Coloured (2) meta-cards
Marker
17
Topic 6 and 7, Communication & Handling Guest Complaints

Skills: Communication and handling guest complaint, taking HEAT approach
Knowledge: What is courtesy and types of communication, special guest needs and
request, handling guest complaints
English terms: Courtesy, communication, facial expression, gesture, complaint
Attitude: Hospitable, attentive, helpful and positive and responsible
BOX 7
1.6, and 1.7, Communication & Handling Guest Complaints

Activity
Discuss and
explain:
Ask Learners,
Display courtesy
and good commu-nication
skills.
Provide information to
guests on requests.
List answers of learners and explain them about to:
Respond to special needs

of guests.
Handle guest
complaints.
What is communication?
Why is it important?
What are the different types of communication
Ask all learners which problems and complaints can
occur with guests.
Display courtesy and good communication skills

Provide information to guests on requests
Respond to special needs of guests
Handle guest complaints
Resources:
Marker
Brown Paper/white board
Demonstration:
Discuss Gestures and Symbols as a means of

communication using Flashcards of internationally
recognised symbols to illustrate that all people have
some common communication and understanding.
Discuss gestures, expressions and body language as a
means of communication
Resources:
Flashcards
18
Group Activities:
enact a complaint
from the guest
followed by a good
way and bad way of
handling it
Ask all learners which problems and complaints can

occur with guest
Divide learners into groups of 3: one as a restaurant
staff and two as guests.
Ask each group to select (make up) a problems/
complaints scenario (trainers kit) and enact it. The staff
has to try and handle the issue smartly. Ask participants
to observe both performances and identify what went
well and what went wrong in each session.
Capture and summarise the observations on a brown
sheet of paper.
Provide tips for handling complaints
Resources:
Marker
Scenarios (For complaints)
HEAT
What is HEAT?
What are the major focus points of HEAT and why HEAT
is effective.
H: Hear them out
E: Empathy
A: Apology
T: Take action
How do you apply the HEAT sequence?
Resources:
Develop for HEAT (one card for each letter). Display
them in the class and ask them to express the
meaning of each letter.
Activity
HEAT Role Play
Divide into groups of three and role play the guest

complaint scenarios that you will be given. Use the
HEAT method to handle the complaint (develop a
compliant scenarios for each pair).
Resources:
Role play cards
19
20
MODULE 2
HYGIENE
21
Topic 1 and 2: Personal Hygiene & Personnel Grooming

Skills: Develop personal hygiene, professional appearance
Knowledge: Personal hygiene principles & practices, dress code for restaurant staff
including hair, makeup, jewellery etc., reporting procedure for illness & injuries
English terms: Hygiene, illness, uniform make up, jewellery
Attitude: Responsible, attentive & attention to details
BOX 8
2.1 and 2.2, Personal hygiene and Professional Appearance

Activity
Discuss and
explain:
Ask learners,
Personal hygiene,
personal grooming &
methods of maintaining
the personal hygiene and
grooming.
Refer to:
PPT Slides 20 and 21
How do you want to see a waiter when you visit

a restaurant? and why?
Why do you wash your hands, cut your nails, hair,
take shower & wash clothes?
When should you wash your hands?
How do you wash your hands?
What is personal hygiene?
How do you maintain personal hygiene?
What is grooming?
How do you maintain personal grooming?
List answers of learners. Explain them about personal
hygiene, personal grooming & method of maintaining
personal hygiene and grooming.
Resources:
Marker
Demonstration:
Demonstrate hand washing technique to learners.
Hand washing
techniques &
practice.
Resources:
PPT showing hand-washing techniques.
22
MODULE 2 : HYGIENE
Topic 3: Restaurant Hygiene

Skills: Maintaining a clean and hygienic restaurant according to the proper product
and schedules
Knowledge: Restaurant hygiene, cleaning products of restaurants, types of cleaning
English terms: Hygiene, Mopping, Vacuum Cleaning, Skirting Boards, Trolley, Fitting
BOX 9
2.3, Restaurant Hygiene

Activity
Discuss and
explain:
Ask learners,
Restaurant hygiene,
its cleaning
procedure & types
of cleaning
Refer to:
PPT slides
22 to 29
Demonstration:
Show them the
process of
restaurant
cleaning.
What is restaurant hygiene & why it is important?

How do you clean restaurants?
What is the cleaning procedure of a restaurant?
What are the different types of cleaning?
Explain to them about restaurant hygiene, its
cleaning procedure, types of cleaning. and reporting
maintenance.
Resources:
Marker
First observe what cleaning equipment is available at
the venue and demonstrate to them the process of
cleaning the restaurant and ask the learners to
practice cleaning
23
24
MODULE 3
RESTAURANT HYGIENE
25
Topic 1,2 and 3: Restaurant Equipment, Carrying Plates and Dispose of

damaged Cutlery
Skills: Cleaning & handling restaurant equipment
Knowledge: Recognition of different types of restaurant equipment, method of
cleaning & their uses
English terms: Cutlery, Crockery, Teaspoon, Dessert Spoon
Attitude: Responsible, alert, attentive & attention to details
BOX 10
3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of damaged Cutlery
Activity
Discuss and
explain:
Ask learners,
Different equipment
used in the restaurant.
Refer to:
PPT Slides 30 to 36
How do you eat food in the restaurant?

What are the different types of equipment used in
the restaurant?
What is crockery?
What are the different types crockery used in
a restaurant?
What are the different techniques of carrying plates?
What would you do if crockery or cutlery are broken,
how and why?
What is cutlery and its type?
How do you clean the cutlery and how do
you store them?
List answers of learners.
Explain to them about the precautions and how to
deal with broken crockery.
What are the precautions and how would
you deal with broken crockery?
Resources:
Marker
26
MODULE 3 : RESTAURANT HYGIENE
Tip: When speaking of disposal of cutlery and crockery,

please emphasize on sorting and recycling.
Demonstration
and practice:
Cleaning & Handling
restaurant equipment.
First observe which cutlery and crockery can be shown

at the training venue. List down the items and discuss
their types & show them how to use & hold & clean
them.
Resources:
Glassware
Cutleries
Crockeries
27
Topic 4: Restaurant Linen

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
BOX 11
3.4, Restaurant Linen

Activity
Discuss and
explain:
Ask learners,
Different Types of
linen used in the
restaurant, their uses & the
sizes.
What do you see on the top of the table in the

restaurant?
What do you understand by Linen?
What are the types of Linen used in the restaurant?
What are the different sizes of Linen?
different Types of linen used in the restaurant,
their uses & the sizes.
Refer to:
Resources:
PPT Slide 37
Marker
Demonstration
and practical:
First observe which Linen can be shown at the training

venue. List down the items and discuss their types, sizes &
show them how to use them.
Restaurant Linen.
Resources:
28
Restaurant Linen
Topic 5: Restaurant Furniture

Skills: Using & Handling restaurant Furniture
Knowledge: Recognition of different types of restaurant Furniture & their uses
English terms: Rectangle table, Oval table, Chairs, Conference Table
Attitude: Clean, neat, responsible, alert, attentive & attention to details
BOX 12
3.5, Restaurant Furniture

Activity
Discuss and explain:
Ask learners,
Different types of
tables used in the
restaurant, their
uses & the sizes.
What do you understand by furniture?

What is restaurant furniture?
What are the types of furniture used in the
restaurant?
What are the different sizes of furniture?
What do you mean by dummy waiter?
List answers of learners
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
Resources:
Restaurant furniture.
29
Topic 6, 7 and 8: Bar Equipment, Handling Glassware and Using Tray

Skills: Cleaning & handling restaurant equipment
Knowledge: Recognition of different types of bar equipment, characteristics,

distinctiveness and handling and cleaning
English terms: Assorted glasses, Bottle openers, Mixing and stirring items, Ice bucket,
Wine Decanter, Tot/spirit measures and draining stand etc
Attitude: Responsible, alert, attentive & curious and attentive to details
BOX 13
3.6, 3.7, 3.8, Bar and Bar Equipment, Handling Glassware and Using Tray
Activity
Discuss and
explain:
Ask learners,
Different
equipment used
in the restaurant.
Refer to:
PPT 40-43
How often you go out for drinks?

Do you recognize differences if you go to restaurants
where they serve meals and drinks, and where they
serve only drinks with some snacks?
What is the meaning of bar?
What are the different types of equipment used in
the bar?
A professional, upscale bar has more than 20
different types of glassware, but why?.
How do you handle the glassware everyday?
o Why there are specific methods to handle
glassware (Hygiene/security/safety/ handling
and storing)
What other types of tools / machines required
in a bar?
What is a tray? And what is its purpose?
Do you know that there are different carrying
methods and loading principles, but why?
(Hygiene/security/safety/ handling and storing)
Resources:
Marker
30
Tip: When speaking of disposal of glassware, please

emphasize on sorting and recycling.
Demonstration
and practice:
Cleaning & Handling
restaurant equipment.
Glassware: First observe which glassware can be shown

at the training venue. List down the items and discuss
their types & show them how to use & hold & clean
them.
Tray: Apply the same practices for to demonstrate
proper loading, carrying and handling of the tray.
Resources:
Bar tool and equipment
Glassware
Tray
31
32
MODULE 4
RESTAURANT MENU
33
Topic 1, 2 and 3: Menu, Types of Menu and The French Classic menu
Sequence
Skills: Characteristics of different menus and their purpose
Knowledge: Recognition of different types of menu and the importance of a menu
English terms: A la carte, Table dhote, Appetizer, Main Course, Dessert
Attitude: Open-minded and attentive & attention to details
BOX 14
4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence
Activity
Discuss and
explain:
Menu & types of
menu.
Ask learners,
Refer to:
PPT Slides 44 and 45
Have you ever been to a restaurant?

How do you order food in the restaurant?
What is a menu?
Why the restaurant requires a menu?
What are the different types of menu?
What is a la carte menu?
What is table dhote menu?
What are the components of a good menu?
What is a French classical menu?
Why French classic is still important, despite other
popular menus.
List answers of learners. Explain them about menus,
different types of menus.
Resources:
Marker
Demonstration
and practical:
Making and
presenting a menu.
34
Divide participant into groups of 4. Show them the

different types of menus and ask them to prepare
menu and present it.
MODULE 5
BEVERAGE & TOBACCO
35
Topic: 1, 2, 3, 4 and 5: Beverage, Tea, Coffee, Service of Tea and Coffee

and Mocktails
Skills: knowledge about beverages and their characteristics and serving techniques
Knowledge: Recognition of different types of beverage and the method of service
English terms: Beverage, tea, coffee, mocktails, characteristics and serving.
Attitude: Service-oriented, fair for appealing presentation, attentive to details
BOX 15
5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of Tea and Coffee and mocktails
Activity
Discuss and
explain:
Ask learners,
everages, types of
beverages & serving
methods.
Refer to:
PPT Slide 46
How many different types of drinks you had?

Can you tell their differences?
What is non-alcoholic beverage?
What is tea/Coffee?
What is the process of making tea/coffee?
What is the method of serving different non-alcoholic
beverages?
What are called non-alcoholic beverages?
What is the term used for non-alcoholic beverages?
Is there are any differences between serving
alcoholic and non-alcoholic beverages and how are
they prepared? Please tell us the difference.
Resources:
Marker
Blind and open

tasting:
Beverage
Tasting
36
First observe which beverages are available at the

training venue. List down the items and perform the
blind & open tasting.
MODULE 5 : BEVERAGE & TOBACCO
Topic 6: Alcoholic Beverages

Skills: knowledge on beverages and their characteristics and serving techniques,

focusing on Liquor
Knowledge: Recognition of different types of liquor
English terms: Liquor, Whisky, Gin, Vodka, Rum, Brandy, Tequila
BOX 16
Alcoholic Beverages
Activity
Discuss and
explain:
Ask learners,
Beverages Liquor
Refer to:
PPT Slide 46
Blind and open

tasting:
Beverage
Tasting
How many different types of liquor have you had?

Can you tell their differences?
Can you tell difference between Whisky, Gin, Vodka,
Rum, Brandy and Tequila? If so why and how they are
categorized?
Is there are any general or specific procedures
applied when serving liquor?
o Note down the answers and explain
Resources:
Marker
37
Topic 7, 8 and 9, Beer, Wine and Cocktail

38
Skills: recognition of characteristics of beer, wine, cocktail and serving techniques
Knowledge: Understanding distinct characters between, beer, wine, cocktail and

other type of drinks
English terms: Beer, Wine and Cocktail
MODULE 5 : BEVERAGE & TOBACCO
BOX 17
5.7, 5.8 and 5.9, Beer, Wine, Cocktail

Activity
Discuss and
explain:
Ask learners,
Beverages Beer,
Wine, Cocktails
Beer:
Refer to:
PPT Slide 47
Do you know the characteristics of Beer?

Do you know how beer is processed?
What are the different types of beers?
Does each and every beer have to be served
differently, and what is required to serve a beer, and
what are serving methods?
o Note down the answer, discuss and explain.
Wine:
Do you know characteristics of Wine?

Do you know how wine is processed / fermented?
What are different types of wine?
How are they stored (temperature/condition/climate)
Does each and every wine have to be served
differently, and what is required to serve a wine, and
what are serving methods?
Cocktail:
Do you know wh at is a cocktail?

What are the difference between cocktail and mocktail?
What are the main mixtures of a cocktail?
What techniques does a barman have to know a
when preparing cocktail(ownership/ showman)?
Does every cocktail have to be served differently;
And what type of glassware is used;
And what is cocktail garnishing and why?
Resources:
Marker
Demonstartion:
Observe what is available, wine, beer and cocktail making.
Beer, Wine, and

Cocktail
Collect beer: tell the difference and characteristics.

Display wine: explain, type and characteristics
Make cocktails: using ingredients available
Blind and open

tasting:
Beverage Tasting

39
Topic 10 and 11: Tobacco and Serving Cigarette

Skills: Serving cigarette and cigar
Knowledge: Recognition of different types of tobacco and service standard of

cigarette
English terms: Ashtray, Cigar, Cigarette
BOX 18
5.10 and 5.11, Tobacco and Serving Cigarette

Activity
Discuss and
explain:
Ask learners,
Tobacco & serving

methods of
cigarettes & cigar.
Refer to:
What is Tobacco?
How do you serve cigarette?
What is the process of serving cigar?
How do you change ashtray?
List answers of learners. Explain them about cigarette,
cigar & serving methods.
PPT Slides
48 and 49
Resources:
Demonstration
and practical:
Divide a group of 4. Show them the process of

changing the ashtray and ask them to practice
Ashtray
changing method.
40
Marker
MODULE 6
TYPES OF SERVICE & SERVICE SEQUENCE
41
Topic 1 and 2: Types of Service and Briefing Before Service

Skills: Learn different types of service technique
Knowledge: Room service procedure, per-plated service, buffet service, silver

service
English terms: Room Service, Trolley, Tray, Set Up
Attitude: Responsible, alert, attentive to details, curious and learning oriented
BOX 19
6.1 and 6.2, Types of Service and Briefing before Service

Activity
Discuss and
explain:
Ask learners,
different types of
food services and
procedure.
Refer to:
PPT 50
What do you understand by food service?

What are the different types of services?
What is food service procedure?
What are different types of food service procedure?
Why it is necessary to brief before service.
What are departments that are involved in
the briefing;
And how does it affect service?
List answers of learners. Explain to them about
different types of food service and service
procedure.
Resources:
Marker
Demonstration
& Practice:
Trolley
and tray set up
42
Divide the participant into group of 4. Show them

tray set up & trolley set up for room service & ask the
participants to practice doing service.
MODULE 6 : TYPES OF SERVICE & SERVICE SEQUENCE
Topic 3: Mis en scene & Mis en place

Skills: Mise en scene and Mise en place procedure, Napkin folding technique
Knowledge: About Mise en scene and Mise en place and its importance
English terms: Briefing, Layout, Cover, Pantry, Napkin, A la cart, Crown, Trifold
BOX 20
6.3, Mis en scene & Mis en place

Activity
Discuss and
explain:
Ask learners,
Mis en scene,
Mis en place, different types
of table setting, napkin
folding.
Refer to:
PPT 51
What is the first thing you do in the restaurant as a waiter?

What is briefing & why it is important?
What is mis en scene?
What is mis en place?
What are the procedures of setting up a table?
How do you do the different types of table layout?
What is difference between a la carte and table
dhote setting?
What is serviette and what are different types of
napkin folding?
How do you set a tray or trolley for room service?
List answers of learners. Explain to them about
different restaurant preparations such as briefing, mis
en scene, mis en place, setting table , different types
of setting (a la cart, table d hotel) and napkin folding
Resources:
Marker
Demonstration
& practice:
Divide them into group of 4 show them different types

of napkin folding & ask them to practice.
Napkin folding
Divide groups into 4 and ask them to demonstrate

setting of A la carte and table dhote, Each participant
should get the chance.
Resources:
Napkins
Cutleries
Glassware
Crockeries
Decorative items
43
Topic 4: Service Sequence

Skills: Different service sequences and procedures, applying them in a restaurant
Knowledge: Silver service procedure, pre-plated procedure, payment producer,

guest departure procedure
English terms: Greetings, Serving, Order taking, Payment, Farewell
BOX 21
6.4, Service Sequence

Activity
Discuss and
explain:
Ask learners,
Service sequence,
different types of
service, payment
procedure & closing
procedure.
What is service sequence?

What are the procedures of service sequence?
What are the different types of food service?
What is silver service?
What is pre-plated service?
How do you collect the payment from the guest?
How do you bid farewell to the guest?
What is handover takeover procedure & what is
closing procedure?
List answers of learners. Explain to them about service
sequence, different types of service, payment
procedure & closing procedure.
Resources:
Marker
Demonstration,
practice and role
play:
Types of service.
44
Divide them into groups of 4, show them different types

of service & ask them to practice as waiter and guest
from greeting to departure of guest
MODULE 7
FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES
45
Topic 1: Cost Control & Selling Techniques

Skills: Reducing cost and maximizing profit, develop different selling techniques,
anticipating guests
Knowledge: Cost control procedures, upselling and suggestive selling procedure
English terms: Up selling, Suggestive selling, Anticipating, Cost control
Attitude: Anticipating, responsible, selling technique, attentive & attention to details
BOX 22
7.1, Cost Control & Selling Technique

Activity
Discuss and
explain:
Ask learners,
Cost controlling
method, types of
selling technique and
anticipating guest needs
Refer to:
What happens if you waste and what happens if you

take wrong order?
What do you understand by cost controlling in a restaurant?
What is the importance of cost control?
What are the different ways of controlling cost in a restaurant?
What is upselling and suggestive selling?
How do you anticipate guest needs?
List answers of learners. Explain them about cost
controlling method, types of selling technique and
anticipating guest needs
Resources:
Marker
Menu making
and listing
Activity 1: Divide them into group of 4, ask them to

create a menu for four cover
It should cover starter, main course, and a desert. The
group should present measurements for each course in
grams or equivalent.
Activity 2: Divide the class into 4 groups, ask them list
down the things they would do as a waiter to reduce
the cost and how they will implement it
Tip: Put emphasis on interrelation and coordination in
reducing the cost, such as between restaurant and kitchen.
46
MODULE 7 : FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES
Topic 2: Understanding Our Customer

Skills: Servicing and handling of different types/categories of customers
Knowledge: Client characteristics and responding appropriately
English terms: target groups, single, families, business, kids, young and old
Attitude: Flexibility, adaptability and strive to deliver the best as per client
BOX 23
7.2, Understanding our customer

Activity
Discuss and
explain:
Ask learners,
Various groups/
characteristics that
often dine in the restaurants
and how best to deliver
their needs.
Do you even notice how many different types of

people go to dine in different restaurants?
Should there be a difference when serving to
business people, adults, young and families? If so;
Why and why not?
Tell us how would you approach these set of people?
Why do restaurants have different approaches in
serving different clients?
How does this approach help to satisfy the clients
and businesses?
Resources:
Marker
Responding as
per client
character:
Activity: Divide them into groups of 4, ask them to describe

their service approach to the following demographics/
groups, they should present it and justify.
Business lunch
Old people
Family with kids
Young people
Resources:
Marker
47
48
MODULE 8
MARKETING AND TRENDS
49
Topic 1 and 2: Marketing and Trends in Food and Beverage Operations

Skills: How to be creative in selling and marketing of the restaurant as a waiter.
Knowledge: various marketing and promotional methods and tools used in the food
and beverage service and how to use them
English terms: Guest trends, flyer, display, positioning, logos, posters, and coupons.
Attitude: Anticipating, responsible, selling technique, attentive to details
BOX 24
8.1 and 8.2, Marketing and Trends in Food and Beverage Operations
Activity
Discuss and
explain:
Ask learners,
Marketing,
importance of
marketing, different
promotional tools used
for marketing, food and
beverage trend.
Refer to:
PPT Slide 52
Did a billboard, poster, flyer or coupon from a

restaurant ever catch you?
What does it mean for you?
Why was it effective? Or why not?
What is marketing?
Why is marketing important?
What are the different promotional tools and
techniques used in marketing?
What do you understand by food and beverage trend?
Explain them about marketing, importance of
marketing, different promotional tools used for
marketing, food and beverage trend.
Resources:
Marker
Making
posters and
flyers
Activity 1: Divide them into groups of 4, ask them to

create a promotional poster
create a promotional flyer
Resources:
White paper A0, Chart paper
Pen, pencil and colour marker.
Tip: Please put emphasis on good presentation,
choosing colour, clarity, and message.
50
MODULE 9
UNDERSTAND RISK AND PREVENTIVE MEASURES
51
Topic 1, 2 and 3: Responsibilities as a Food Handler, Waste Management

and Pest Control
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
BOX 25
9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control
Activity
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?
responsibilities of a food handler, waste management,
and pest control.
Resources:
Marker
52
MODULE 9 : 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.
list the type of waste and how would you sort/dispose
them.
Resources:
Tip: Please put emphasis on major responsibilities,
hygiene and types of waste
53
Topic 4 and 5: First Aid and Restaurant Hazards and Safety Measure and
Handling
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
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 do you understand by First Aid?

Why first aid is important in the restaurant?
Are the following considered hazards?
o Water
o Oil
o Electricity
o Gas
o Sharp objects
o Chemicals
How are safety measures handled in the restaurant
against hazards?
Should it be individual level or collective?
Explain them about First Aid, restaurant hazards,
safety measures, fire, types of fire and maintenance
Resources:
Marker
Listing of
common
hazards and
preventive
measures

the types of fire and their preventive measures.
Resources:
Tip: Please put emphasis on staffs and guest health
safety issue resulting from lack of standards.
54
MODULE 9 : UNDERSTAND RISK AND PREVENTIVE MEASURES
Topic 6 and 7: Fire and Maintenance

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
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 do prevent fire accidents?
What are different types of fire extinguisher?
Why is it necessary to use an appropriate fire
extinguisher?
If we do not maintain the restaurant with systematic
control and observation, it may lead to fire! (yes or no)
Can proper maintenance and reporting can reduce
of fire, such as electrical problems
What would be the image of the restaurant if notwell maintained
List the answer and facilitate the discussion.
Resources:
Marker
Listing of common
fire prevetive
measures

the types of fire and their preventive measures.
Activity 2: Ask each group to create/fill the
maintenance template
Resources:
Tip: emphasise fire related incidents in Kathmandu
during the session.
55
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
Cone of Learning
Cone of Learning
After 2 weeks
we tend to remember
Nature of Involvement
Doing the Real Thing

90% of what we
say and do
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
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
Table 2 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 do critical thinking or
brainstorming.
Variability, using a variety of resources and methods of teaching.
Incorporate a variety of teaching methods (see the HITT Training toolbox).
Relevance
This includes a students need to feel that important personal

needs are being met by the training programme. There are three
methods for increasing a learners sense of relevance. These
methods include familiarity, motive matching, and goal orientation.
Familiarity: Familiarity is the use of concrete language, examples,
and concepts that are related to the learners experience and
existing knowledge.
Motive matching: learners motivation will increase as they
perceive the likelihood that the task will satisfy a basic need,
motive, or value.
Goal Orientation: if the training will help a trainee reach a personal
goal, then the trainee will be motivated to learn.
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.
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
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.
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ID Test
Purpose: To create awareness and knowledge on the tools /

equipment / glassware / fruits, vegetable and any other service or
food related commodities. It should be tangible.
Skills: Equip learners on use and purposes of the items presented.
Where and when to apply: To identify any type of physical
objects, such as different types of plates glassware and ladles.
Materials required: selection of physical objects related to service
and food production.
Experiments
Purpose: To create a real life case, scenario.

Skills: Learners will be able to experience implications of not
following good practices, and how it can impact food production
and service delivery.
Where and when to apply: This can be applied to show learners
how food gets contaminated, cross- contamination by making a
jelly experiment.
Materials required: Jelly experiment (jelly, dirt, hair etc.)
Role Play
Purpose: To bring into classroom real life incidents and scenarios.

Skills: learners shall observe skills on communication (verbal and
non-verbal), listening, handling and problem solving.
Where and when to apply: To show learners real working
environment problems related to service and food production,
such as bad service and customer complain.
Materials required: An incident, scenario and actors.
Demonstration
Purpose: To show learners how to do specific job, sequence or

a task.
Skills: procedures, sequences, tasks and arrangements related to
service and food production.
Where and when to apply: This can be applied to show
demonstrate proper table setup for any specific menu.
Materials required: Depend on specific task you intend to do. (For
example, things required to do a proper table setup)
63
Class debate
Purpose: Explore, discuss and share the experience of the leaners

on specific issue, usually the issue is subjective open ended.
Skills: Equip learners on knowledge mobilizations, facilitate
discussion and find solutions on the issue.
Where and when to apply: Class debate can be applied on issue
like designing and layout of kitchen.
Materials required: A subject, Issue, participants and audience.
Guest lecture
Purpose: To provide inside knowledge to the learners from

industry expert on food production and service delivery and
relevant issues.
Skills: Remember not all lectures are good or great!. This allows
learners to reflect on presentation skills, communication, message
delivery, and this can be further discussed among participants.
Where and when to apply: This can be applied to benchmark
between different trainers when needed to observe soft-skills.
Materials required: Industry expert and a topic.
Quiz
Purpose: To mobilize knowledge, increase the energy of the

learners, creates fun.
Skills: knowledge mobilization, class management, facilitation and
coordination skills within a classroom.
Where and when to apply: This can be applied in any stage of
the training to create more fun and motivation.
Materials required: Questions related to food production and
service delivery or on any related topic.
Site visits/
excursions
Purpose: To provide insight into real working environment so that

learners are familiar with real working environment, setups, task,
duties and functions. Ability to apply learning.
Skills: practical and theoretical knowledge from the industry.
Where and when to apply: It is always recommended to do site
visits whenever there is an opportunity, it gives different dynamics
to learners.
Materials required: A restaurant or a hotel.
64
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 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

Waiter Trainer Guide English

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FOOD AND BEVERAGE SERVICE

F U N D investing in nepal's future

THE HITT PROGRAMME

Objective of the Food and Beverage Service trainer guide

How to use the Trainers Manual

MODULE 1: INTRODUCTION TO TOURISM, HOSPITALITY AND FOOD AND BEVERAGE

Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant

Box 2, 1.1, Tourism Industry Tourism Industry, Hotel and Restaurant

Sub - Topic 1.2.1: Inter-department Relation

Topic 1 and 2: Personal Hygiene & Personnel Grooming

Box 8, 2.1 and 2.2, Personal hygiene and Professional Appearance

MODULE 3: RESTAURANT, BAR EQUIPMENT & HANDLING TECHNIQUE

Topic 4: Restaurant Linen

FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE

MODULE 4: RESTAURANT MENU

MODULE 5: BEVERAGE & TOBACCO

Box 17, 5.7, 5.8 and 5.9, Beer, Wine, Cocktail

Topic 10 and 11: Tobacco and Serving Cigarette

Box 18. 5.10 and 5.11, Tobacco and Serving Cigarette

MODULE 6: TYPES OF SERVICE & SERVICE SEQUENCE

Topic 1 and 2: Types of Service and Briefing Before Service

MODULE 7: FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES

Topic 1: Cost Control & Selling Techniques

Box 22, 7.1, Cost Control & Selling Technique

MODULE 8: MARKETING AND TRENDS

Topic 1 and 2: Marketing and Trends in Food and Beverage Operations

MODULE 9: UNDERSTANDING RISKS AND PREVENTIVE MEASURES

About the Food and

Objective of the Food and Be verage Service trainer guide

Course Duration and training venue

Target Audience of the trainer guide

FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE

Explain the tourism, hospitality, food and beverage industry

Activities are provided in the following categories:

How to use the Trainers Manual

FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE

1 (1 for each trainer)

Trainers kit (see below)

Post-training evaluation form

Stationery (pen, notepad, folder)

1 for each participant

Laptop and Data Projector

Contents of trainers kit

Pictures related to food & beverage service

Sticker of different multicolour

Cards with request written for role-play

Meta-cards with key words and sentences

Meta-cards of Restaurant Organizational Chart

Restaurant cleaning materials

Small Restaurant Utensils

Different types of menus

Different types of promotional pictures

FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE

Topic 1, 2, and 3: Tourism Industry, Hotel and Restaurant

Teaching Methods and Specific Resources

Provide learners with meta-cards and ask them to write

MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE

1.1, Tourism Industry, Hotel and Restaurant

Teaching Methods and Specific Resources

FOOD & BEVERAGE SERVICE (WAITER/WAITRESS) TRAINER GUIDE

Sub - Topic 1.2.1: Inter-department Relation

MODULE 1 : INTRODUCTION TO FOOD & BEVERAGE SERVICE

1.2.1, Inter-department Relation

Teaching Methods and Specific Resources