OJT Trainers Guide

Food
Food and
and Beverage
Beverage Service
Service &
& Accommodation
Accommodation Operations
Operations
‘ON –THE-JOB’ TRAININGGUIDE
TRAINER’S TRAINER’S GUIDE
TABLE OF CONTENT
Table of Content 1
Introduction 4
Objective of this Course 4
Course Duration 4
Target Audience 4
Characteristics of Beneficiaries 4
Learning Outcomes 5
Assessment 5
Instructions to Trainers 6
Training Kits 6
Activities 6
How to use the Trainer’s Manual 7
Resources required 7
MODULE 1: THE WORLD OF HOSPITALITY AND TOURISM

1.1 Stepping into the world of Hospitality and Tourism 25
1.2 Uniqueness of the Tourism Industry 26
1.3 Misconceptions of the Industry 27
1.4 Career Paths in the Industry 27
1.5 People in the World of Tourism 27
1.6 Cross Cultural Issues and Awareness 28
Wrap Up 28
1.7 Effective Communication 31
1.8 Components of Effective Communication 32
1.9 Types of Communication 32
1.10 Barriers to Communication 32
1.11 Effective/Active Listening Skills 33
Wrap up 33
1.12 Service Excellence 34
1.13 Types of Guests 35
1.14 Guest Expectations 35
1.15 Service Journey 35
1.16 SPIRIT of Hospitality 36
1.17 Guest Complaints 39
1.18 Handling Complaints 39
1.19 Benefits of complaints 40
1.20 Misconceptions of Complaints 40
Wrap up 40
MODULE 2: PROFESSIONAL HOSPITALITY

2.1 Professional Hospitality 43
2.2 Grooming and Personal Hygiene 43
2.3 Uniforms or Appropriate Dress Code 44
2.4 Principles of Personal Hygiene 44
2.5 Ill Health and Injuries 46
2.6 Work Ethics and Values 46
2.7 Teamwork 47
Wrap up and Answers 48
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MODULE 3: ACCOMMODATION OPERATIONS

3.1.1 The Importance of Housekeeping in Accommodation Operations 51
3.2.1 Housekeeping Procedures and Cleaning Supplies 58
3.2.2 Cleaning Defined 58
3.2.3 Cleaning Principles 59
3.3.1 Establish Relevance of Professional Guest Room Cleaning 64
3.3.2 Rules for Working in Guestroom Areas 64
3.3.3 Preparation before Cleaning 65
3.3.4 Order of Cleaning Guestrooms 65
3.4.1 Recap Previous Lessons and Link forward to the day’s Lesson 72
3.4.2 Attention Getter 72
3.4.3 Establish Relevance of Topic 72
3.4.4 Identifying Public Areas 73
MODULE 4: RESTAURANT OPERATIONS AND OUTLETS

4.1 Restaurant 82
4.2 Themes used in a Restaurant 82
4.3 Activities in a Restaurant 83
4.4 Patronage in Restaurants 83
4.5 Organizational Structure 84
4.6 Food and Beverage Outlet 84
Wrap 85
MODULE 5: RESTAURANT SERVICE EQUIPMENT

5.1 Types of Restaurant Service Equipment 88
5.2 Glassware 88
5.3 Hollow ware 89
5.4 Flat ware 89
5.5 Crockery 89
5.6 Silver ware 89
5.7 Table Linen 90
5.8 Restaurant Equipment 90
5.9 Restaurant Furniture 90
MODULE 6: MENUS
6.1 Menu 93
6.2 Menu as a Selling Tool 93
6.3 Forms of Menu 94
6.4 Types of Menu 94
6.5 Sections of Menu 95
6.6 Description of Menu 95
6.7 Presentation of Food to Guests 95
6.8 Non-Alcoholic Beverages 96
6.9 Service of Non-Alcoholic Beverages 96
6.10 Service of Alcoholic Beverages 98
MODULE 7: FOOD AND BEVERAGE SERVICE

7.1 Forms of Food and Beverage Service 101
7.2 Preparation for Service 101
7.3 Mis-en place 102
7.4 Cleaning and Polishing 102
7.5 Setting up Tables 102
7.6 Back up Preparatory Task 103
7.7 Sequence of Serving Food and Beverages 103
7.8 Taking Bookings 103
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7.9 Guest Reception 104

7.10 Taking Food and Beverage Orders 104
7.11 Communicating Food and Beverage Orders to the Kitchen and Bar 104
7.12 Serving of Food and Beverage 105
7.13 Loading, Uploading and Carrying Trays in various Positions 105
7.14 Carrying Plates 105
7.15 Clearing During Service 106
7.16 Disposal of Dirty/Used Plates 106
7.17 Crumbing Down 106
7.18 Changing and Replacing 107
7.19 Presenting the Bill 107
7.20 Collecting Payment 107
7.21 Escorting Guests (Saying Goodbye) 107
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Introduction
Welcome to the Food & Beverage Service and Accommodation Operations course. The
purpose of this guide is to provide you, the trainer, with guidelines on the presentation and
learner support requirements for the course. It will enable you to plan, prepare, conduct and
evaluate this course.
Objective of this Course
By the end of the training the learners will be able to demonstrate improved knowledge and
skills required for working in the hospitality industry.
Course Duration
The duration of this course is subject to the discretion and availability of the hospitality
facility.
Target Audience
The following participants should attend this course:

• Guestroom and public area attendants
• General Cleaners
• Waiters/Waitresses
• New entrants to the hospitality industry with a passion for the industry
Characteristics of the Beneficiaries
 Unskilled and semi-skilled informal workers of hotels and other accommodation

establishments.
 Persons with little knowledge on hospitality industry, food and beverage service, and
guestroom attending skills.
 50% men / 50% women.
 Age 18 – 25
 No formal education to basic education
 Literate
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Learning Outcomes
At the end of this course, the learner should:

• Be adequately prepared to work in the world of tourism and hospitality
• Be equipped with skills to deliver professional service as waiters, guestroom and

public areas attendants in 3-5 star hotels.
• Exhibit professional skills in accommodation operations and food and beverage

service operations.
Assessment
Formative Assessment
Learners may be formatively assessed throughout the course. This will take place in the
form of quizzes, practical exercises and/or application.
Summative Assessment
A final summative assessment may be given to learners at the end of the course and will be
based on the learning outcomes for the course.
This assessment is (indicate what format this assessment takes, for example, a paper-based
assessment, practical, simulation) to be completed at the end of the course; for practical
assessments, the practical components of the course must be combined into an integrated
assessment to ensure that learners can demonstrate an entire process.
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Instructions to Trainers
Training kits
To effectively train in this course, you will have to invest time and effort into putting a
training kit together. Ideas for the content of the kit are provided in the “Resources” column
of the detailed guide for each module.
The materials and resources will enhance your training. Your kit should contain resources
such as:
• Paper-based: books, photos, magazines, posters, notices, signs, advertisements,
brochures, maps, etc.
• Equipment-based resources: utensils, cleaning equipment, knives, etc.
• Samples and examples: materials used in industry, items learners may have not seen
before – e.g. certain types of crockery
Preparing for your classes, go through the resources required and collect or prepare these
well in advance, especially where you will need industry samples and examples, flashcards,
new articles and so on. If possible, share the work involved with colleagues to reduce the
workload on one person and to make the resources available to other classes as well.
Activities
This trainer guide provides for many and varied activities. These activities are not all
included in the Learner Guide. Depending on your time and resource, you must identify
what activities you can deliver based on time and facilities. Try to do as many activities as
possible to facilitate Active Learning opportunities for your learners.
Activities are provided in the following categories:
• Out of class research – such as sourcing information from industry. Learners will do
this out of class time and you will facilitate feedback on their findings and draw
conclusions
• Practical activities: these include role-plays, tastings, identification tests, flashcard
games, simulations, guest speakers, audio-visual sessions, demonstrations and practice
time
• Discussion-based: Learners will have time to discuss various topics either as a large
group or in smaller groups. Facilitate feedback from these discussions.
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How to use the Trainer’s Manual
Icons
For quick reference, the following icons are used in the Learner’s Guide:
Activity
Questions to ask participants
Tips
Use resources
Ice breaker
Resources required
In order to teach this course, please ensure that you have the following resources. The
specific resources needed for each topic are listed in the lesson plans and boxes.
Resources Quantity
Trainer Guide 1 (1 for each trainer)
Trainer’s kit (see below) 1
Flip chart sheets 1
Attendance register 1
Registration form 1 per learner
Post-training evaluation form 1 per learner
Stationery (pen, notepad, folder) 1 for each participant
Whiteboard markers 1 multicolour pack (red, blue, black, green)
Permanent markers 1 multicolour pack
Meta–cards 200 pieces
Name tags 24 pieces (as required)
Learners’ kits 1 per participant
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Contents of trainer’s kit Quantity

Computer/Laptop 1
Flip File 1
Pictures related to food & beverage service 1 set
Sticker of different multicolour (red, green, 1 set
yellow, blue)
Scenarios (complaints) 1 set
Cleaning materials and utensils (mop, 1 set
squeezer, broom, duster, gloves)
Restaurant linen 1set
Restaurant cutleries, crockery and glassware 1set
Different bar equipment 1set
Sample of menu 1
Different varieties of tea bag/soft drinks As required
Ashtrays 8
Cloth table napkins 5
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Ghana Training Models and curriculum
HITT Model and Curriculum: On-the-job training
Course Food and Beverage Service and Accommodation Operations.

Name
 By the end of the training the learners will have enhanced their
Goal basic skills to function more professionally as waiters/waitresses,
room and public area attendants in restaurants and hotels.
 Demonstrate improved knowledge and skills for work in the
hospitality industry.
 Provide consistently high standards of cleaning in guestrooms and
Objectives public areas.
 Demonstrate improved professional skills and knowledge in food and
beverage.
Group training at 3 – 5 star rated hotel facilities using high impact learning
Training
methods and tools which include demonstrations, role plays, simulations
model
and flip files.
The entire course will be conducted between 24 and 29 days with a
minimum of 3 hours training per day, divided into 3 clusters as follows: 4
– 5 days for generic /core courses, 3 - 5 days for room attending and
public area cleaning and 17 - 19 days for food and beverage service with 3
- 4 hours per day (e.g. a total of 24, 32 and 40 hours respectively) and
divided into three compulsory clusters:
Cluster 1: Core hospitality skills Compulsory ( 4 - 5 days)

 Module 1: The World of Tourism and Hospitality – (10 - 14 hours)
 Module 2: Professional Hospitality – ( 4 – 7 hours)
Cluster 2: Technical skills – Guestroom and Public area cleaning-

Compulsory (3 - 5 days)
 Module 3: Room Attending and Public Area Cleaning –10 - 15 hours
Course Topic 1 – (4 – 6 hours allocated for theory)
Content Topic 2 – ( 2 - 3 hours allocated for practical training)
Topic 3 – (2 - 3 hours allocated for practical training)
Topic 4 – (2 - 3 hours allocated for practical training)
Cluster 3: Technical skills - Waiting-on (17 - 19 days)

 Module 4: Restaurant operations and outlets – (3 – 4 hours)
 Module 5: Restaurant Service Equipment Hours – (12 – 13 hours)
 Module 6: Menu as a selling tool – (16 - 18 hours)
 Module 7: Food and Beverage Service- (20 - 22 hours)
The modules in each cluster should be taken in logical sequence as listed.

The core module should be taken as a prerequisite for the technical
modules.
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Cluster 1: All participants

Training Facilities: Training
room in the hotel /Restaurant
Group size: 20
Cluster 3: Half of the

Course Cluster 2: Half of the
participants (waiters /
Content participants
waitresses)
(Room Attendants)
Training Facilities:
Training Facilities: Training
Restaurant in the facility/
room in the facility/on-the-job
on-the-job
Group size: 10
Group size: 10
Clusters 1, 2 and 3 should be completed within 2 weeks latest should be

2.5 weeks,
• Cluster 1: All participants ( Waiter/waitress and room attendant

Target trainees)
Audience • Cluster 2: All participants (Guestroom and public area attendants)
• Cluster 3: All participants ( Waiter/waitress)
Training in functional restaurants or hotels
Small groups: Minimum of 6, maximum of 10 people

Training
method
Training methods: HITT approach Including demonstrations, role plays and
simulations suitable to the trainee’s profile
Trainer materials:
• Flip file – very picture based (drawings), e.g. use photos of best
and worst practice, diagrams and illustrations to explain concepts
• Facilitator guide including training programme/schedule
• Content manual of notes to provide guidance to trainer
Training • A functional restaurant and or hotel
materials • Resources – e.g. Flash cards, stories for storytelling.
needed
Learner materials:
• Learner guide
• Samples of Drink menu, food menu; food order form, housekeeping
materials (equipment, linen, guest supplies and cleaning agents)
• Hand-outs
Venue Brief A functional hotel or restaurant with sufficient space and facilities to
accommodate a group of 10 learners.
Group size Cluster 1: no. of trainees per course will be 6 - 10 per training session.
Cluster 2: no. of trainees per course will be 6 - 10 per training session.
Cluster 3: no. of trainees per course will be 6 -10 per training session.
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General Facilities: Functional hotel and restaurant

Teaching
Resources Equipment: Food and beverage service equipment and accommodation
operations equipment as specified for each topic.
Additional teaching resources: as specified in each topic.

Integration This course provides for integration with the following topics:
points
 Basic Hygiene
 Service principles
 People in the world of tourism and hospitality
 Basic communication skills
 Basic Accommodation operations and food and beverage service
terminologies
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HITT Curriculum: Ghana
Course Food and Beverage Service Operations.

Name
Training  Adequate space to serve as training room and a restaurant for practice
model sessions.
 Training to be scheduled at the discretion of the hotel
 Low season preference suits both trainers and beneficiaries/trainees
 During daytime: morning theory and afternoon practice in the
restaurants/vacant hotel rooms
Timing
Training times:
Morning and afternoon sessions at the discretion of the facility
Deliver maximum 3 hours a day.

 HITT learning approach including demonstrations, role plays and
Training simulations suitable to the trainees profile
method  Flip file based training method
Training courses will be organised in your restaurants using available

adequate space as training rooms as well as the restaurants for practice
Locations sessions.
Learners will be from the hotel or restaurant’s database.

 Seating with tables and chairs.
 Electricity
 adequate space within the hotel or restaurant to serve as training room
Venue brief
 Drinking water
 Toilet facilities
 Restaurants
Course 19 days, 3 hours per day: total of 57 hours for the duration.
Duration
Informal workers and some under-skilled permanent workers in
the data base of the hospitality facilities in Accra and in the other selected
geographical regions.
Target Target: Women and Youth (male and female): on average 10
Audience beneficiaries (targeting more women)
NB: Not very high literacy, not very skilled but with some have good
English language skills and ready to improve skills.
Total number of learners per course per batch will be a minimum of 6 and
Group size
a maximum of 10
By the end of the training courses the learners would have improved
knowledge in their jobs as a waiters/waitresses and be able to provide
Goal
more consistent professional service reflecting high standards in food and
beverage operations
By the end of the learning programme, the learner will :
Objectives  Be equipped with enhanced skills to be able to provide professional
service in food and beverage operations.
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 Be furnished with continuous upgrade of knowledge and skills in basic

etiquette and manners required for working in a restaurant
 Be able to identify and demonstrate usage and care of a wider variety
of restaurant equipment
 Update knowledge and skills in using the menu as a good selling
tool in food and beverage service operations.
Food and Beverage service operations:
 The entire course content excluding the generic /core modules will be
conducted between 17 – 19 days, with a minimum of 3 hours per
day. The breakdown is as follows
Compulsory Cluster 1
 Module 1: the World of Tourism and Hospitality: (10 - 14 hours)
 Module 2: Professional Hospitality: (4 - 7 hours)
Compulsory Cluster 2 (Waiter/waitress)

 Module 4: Restaurant operations and outlets – (3 - 4 hours)
 Module 5: Restaurant Service Equipment – (12 – 13 hours)
 Module 6: Menus as sales tools – (16 - 18 Hours)
 Module 7: Food and Beverage Service – (20 - 22 hours)
Structure content in such a way that the trainer teaches the core skills first
to form a foundation upon which the technical module in food and
beverage operations will be built
Generic/Core service skills
Course Module 1:The world of Hospitality and Tourism

Content  Introduction to the world of tourism
 Effective communication
 Service excellence concepts
 Handling complaints
Module 2: Professional Hospitality

 Grooming and personal hygiene
 Work ethics and values
 Teamwork
Platform of core service skills supporting a range of technical skills:
Module 4: Module 5: Module 6: Module 7:
Restaurant Restaurant Menu- F&B F&B Service
Service
Equipment
Foundation of core skills

Modules 1 (The world of Tourism & Hospitality) and 2
(Professional Hospitality)
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Module 4: Restaurant
 Define the term restaurant

 Explain themes used in a restaurant set up and describe a typical
restaurant layout
 Explain why people go to the restaurant
 Exhibit basic etiquette and manners required in working in a
restaurant
 Draw and explain the organizational structure of a restaurant
 Describe various food and beverage outlets
Module 5: Restaurant Service Equipment

 Identify the appropriate restaurant service equipment and their
uses.
 Describe linen used in restaurant
 Describe restaurant furniture
 Demonstrate knowledge in the cleaning, care and maintenance of
restaurant service equipment (glassware, silverware, china,
flatware and hollow ware)
restaurant furniture
Module 6: Menu- Food and Beverage

 Define menu
 Describe the major forms of menu
 Identify types of menu
 Explain sections of a menu
 Describe menu as a selling tool
 Define a drink menu
Describe and serve beverages - non-alcoholic and alcoholic
beverages
Module 7:Food and Beverage Service
• Describe forms of food and beverage service
• Prepare for service
Need two sources of expertise:
 Trainer one: to deliver the core skills of compulsory cluster made up

Trainers
of modules one and two.
 Trainer two: to deliver the technical skills of compulsory cluster two
made up of modules, four, five, and six and seven.
Facilities: training room, flip files.
Equipment: Well-equipped training rooms and restaurants for food and
General beverage operations training.
Teaching
Resources Additional teaching resources: Trainer’s guide, trainer manual/
facilitator guide for learners, A4 sheets, markers, colour paper, scissors,
adhesive tape, video clips, etc.
This course provides for integration between the following topics:
Integration  Ghanaian culture
points  Basic Hygiene
 Service principles
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 People in the world of tourism and hospitality

 Basic food and beverage terminologies
Other Waiter/waitress training manual and pictures of other local and
relevant international food and beverage outlets
information
Trainer materials:
• Flip files
• Facilitator guide including training programme and schedules
• Training Content manual (Reader)
• Resources
Training
materials
Learner materials:
needed
• Simple manual – based on pictures, tips, checklists, processes. Not
heavy on theory and words, but more on pictures and diagrams
• Menu cards, information on local and international food and
beverage outlets, restaurant brochures
•
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HITT Curriculum: Ghana
Course
Accommodation Operations.
Name
Training  Adequate space to serve as training room, guestrooms and public areas
model for practice sessions.
 Training to be scheduled at the discretion of the hotel
 Low season preference suits both trainers and beneficiaries/trainees
 During daytime: morning theory and afternoon practice in the vacant
Timing hotel rooms
Training times:
Morning and Afternoon session. Deliver minimum3 hours a day.
 HITT learning approach including demonstrations, role plays and
Training simulations suitable to the trainees profile
method  Flip file based training method
Training courses will be organised in selected hotels using available

adequate space as training room as well as the guestrooms and public
Locations
areas for practice sessions. Learners will be from the hotel or restaurant’s
database.
 Seating with table and chairs.
 Electricity
 Adequate space within the hotel to serve as training room
Venue brief  Drinking water
 Toilet facilities
 Vacant and occupied hotel rooms
 Housekeeping cleaning supplies, linen and amenities
Course 3 - 5 days, 3 hours per day: total of 9 – 15 hours
Duration
Informal workers and some under-skilled permanent workers in
the data base of the hospitality facilities in Accra and in the other selected
geographical regions.
Target Target: Women and Youth (male and female): on average 10
Audience beneficiaries (targeting more women)
NB: Not very high literacy, not very skilled but some have basic English
language skills and ready to improve skills.
Total number of learners per course per batch will be a minimum of 6 and
Group size a maximum of 10.
By the end of the training course the learner would have updated
knowledge of his/her job as guestroom and public area attendants and be
Goal able to provide more consistent professional service, reflecting high
standards of cleaning and exhibiting customer care service and best
operational practices.
At the end of the learning programme, the learner will be able to:
 Explain the importance of housekeeping in accommodation operations
 Explain the housekeeping organizational structure
Objectives
 Clean guestrooms and public areas to established standards
 Demonstrate enhanced knowledge and skills in cleaning methods,
routines and end of day duties.
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 Apply environmental hygiene, safety and security principles and

practices in accommodation operations to safeguard all users.
Demonstrate consistent knowledge and skills in performing additional
housekeeping duties
The entire content will be conducted between 3 – 5 days with a minimum
of 3 training hours a day. The breakdown is as follows
Topic 1: The importance of housekeeping in accommodation
operations(4 – 6 hours)
Topic 2: Housekeeping procedures and cleaning supply (2 – 3 hours)
Topic 3: Professional guestroom cleaning (2 – 3 hours)
Topic 4: Public area cleaning (2 – 3 hours)
Compulsory Cluster 1
• Module 1: the World of Tourism and Hospitality: (10 - 14 hours)
• Module 2: Professional Hospitality: (4 - 7 hours)
Compulsory Cluster 2 (Guestroom and Public area attendants)
 Module 3: Accommodation operations – (10 - 15 hours)
Topic 1: The importance of housekeeping in accommodation

operations(4 – 6 hours)
Topic 2: Housekeeping procedures and cleaning supply (2 – 3 hours)
Topic 3: Professional guestroom cleaning (2 – 3 hours)
Topic 4: Public area cleaning (2 – 3 hours)
Platform of core service skills supporting a range of technical skills:

Course
Content Module 3:
Foundation of core service skills

Modules 1 (The world of Tourism & Hospitality) and 2
(Professional Hospitality)
Structure content in such a way that the trainer teaches the core waiting-
on skills and facilitates additional modules where delegates can learn
about waiting in the service sector:
Generic/Core Knowledge
Module 1:The World of Hospitality and Tourism
Module 2: Professional Hospitality
Accommodation Operation knowledge

o The importance of housekeeping in accommodation operations
Accommodation Operation skills

o Housekeeping procedures and cleaning supply
o Professional guestroom cleaning
o Public area cleaning
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TOPIC 1: The importance of housekeeping in accommodation operations

 Explain the importance of housekeeping in accommodation
operations.
 Describe the functions of housekeeping operations
 Describe housekeeping organization structure, job titles and duties.
 Describe housekeeping areas of responsibility.
 Describe good personal attributes of housekeeping staff.
TOPIC 2: Housekeeping procedures and cleaning supplies

 Demonstrate knowledge of housekeeping cleaning supplies
 Demonstrate knowledge of cleaning principles
 Demonstrate knowledge of housekeeping cleaning procedures and
routines
 Explain the importance of setting and maintaining high standards of
cleanliness.
TOPIC 3: Professional guestroom cleaning

 Prepare for cleaning duties
 Clean and service guestrooms professionally
 Demonstrate knowledge of end-of-day’s duties
 Explain rules for guest areas.
TOPIC 4: Public area cleaning

 Describe “public areas”
 Explain the importance of regular and consistent cleaning and
maintenance of public areas
 Clean public areas.
 Dispose of rubbish safely.
Need two sources of expertise:

 Trainer one: to deliver the core skills of compulsory cluster made up
of modules one and two.
Trainers
 Trainer two: to deliver the technical skills of compulsory cluster two
made up of module three, with a breakdown of four (4) topics
Facilities: training room, flip files
General Equipment: Well-equipped training rooms, guestrooms and public areas

Teaching for training in accommodation operations.
Resources
Additional teaching resources: Trainer’s guide, learner guide, A4
sheets, markers, colour paper, scissors, adhesive tapes.
This course provides for integration between the following topics:
 Ghanaian culture
 Basic hygiene
Integration  Service principles
points  People in the world of tourism and hospitality
 Basic accommodation terminologies
Other
Accommodation operations training manual and pictures of other local and
relevant
international themed guestroom and public areas
information
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and Beverage
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Trainer materials:
• Flip files
• Facilitator guide including training programme and schedules
Training • Training Content manual (Reader)
materials • Resources
needed
Learner materials:
• Simple manual – based on pictures, tips, checklists, processes
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TRAINING TIME TABLE: ON-THE-JOB TRAINING

(ALL OCCUPATIONS) – (OPTION ONE)
TIME Monday Tuesday Wednesday Thursday Friday

WEEK 1
Introduction to Effective Service Grooming Work
14:00–1700 the World of Communicatio Excellence and Ethics/
Hospitality and n and Concepts/Han Personal Teamwork
Tourism Customer dling Hygiene
service Complaints
WEEK 2
The Role and Housekeeping Professional Professional Public Area
14:00–1700 Scope of Procedures Guestroom Guestroom Cleaning
Housekeeping and Cleaning Cleaning Cleaning
and Supplies
Accommodatio
n Operations
WEEK 3
Restaurant Restaurant Restaurant Cleaning, Menu
14:00–1700 Operations and Service Linen and Care and
Outlets Equipment Restaurant Maintenanc
Furniture e of
Restaurant
Equipment
WEEK 4
Menu as a Types and Types and Forms of Preparing
14:00–1700 selling tool Service of Service of Food and for Service
Beverages beverages Beverage
Service
WEEK 5
Taking Food and Food and Food and Presentatio
14:00–1700 Restaurant Beverage Beverage Beverage n of bill
Bookings and service to service to service to following
Orders guests guests guests payment/
Escorting
the guest
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(ROOM ATTENDANT) (OPTION TWO)

WEEK 1
Introduction to Effective Service Grooming Work
14:00–1700 the World of Communication Excellence and Personal Ethics/
Hospitality and and Customer Concepts/Hand Hygiene/ Teamwork
Tourism service ling Complaints
WEEK 2
The Role and Housekeeping Professional Professional Public Area
14:00–1700 Scope of Procedures and Guestroom Guestroom Cleaning
Housekeeping Cleaning Cleaning Cleaning
and Supplies
Accommodation
Operations

(WAITER)

WEEK 1
Introduction to Effective Service Grooming Work Ethics/
14:00–1700 the World of Communication Excellence and Personal Teamwork
Hospitality and and Customer Concepts / Hygiene/
Tourism service Handling
Complaints
WEEK 2
Restaurant Restaurant Restaurant Cleaning, Menu
14:00–1700 Operations and Service Linen and Care and
Outlets Equipment Restaurant Maintenance
Furniture of
Restaurant
Equipment
WEEK 3
Menu as a Types and Types and Forms of Preparing for
14:00–1700 selling tool Service of Service of Food and Service
Beverages Beverages Beverage
Service
WEEK 4
Taking Food and Food and Food and Presentation
14:00–1700 Restaurant Beverage Beverage Beverage of bill
Bookings and service to service to service to following
Orders guests guests guests payment/
Escorting
the guest
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MODULE 1: THE WORLD OF HOSPITALITY AND TOURISM
Module Overview
Venue Brief Training Room for 10 learners, with 2 extra seats for monitors.
At the completion of this module learners will be able to acquire the
following:
Knowledge: Knowledge of the main components of tourism, people in

tourism and the roles they play, the intercultural nature of the industry
and the career opportunities the industry offers.
Learning
Objectives Skills: Presenting information about the industry and representing the
industry professionally
Attitude: Demonstrate willingness to embrace and professionally handle

the challenges and demands of the hospitality and tourism industry
Teaching
Resources
Paper-based resources and Flip File as specified
specific to this
module
The module would deliver the following topics:
• The world of tourism and hospitality
Content • Effective communication
• Service Excellence
• Handling complaints
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Icebreaker
Box 1. Activity Teaching Methods and Specific Resources
Ice break
Introduction game of facilitator and learners:
• Group learners in pairs. Ask them to take
three minutes to interview each other.
• Each interviewer has to find 5 interesting
facts about the partner.
• When learners return to their seats, each
will present 5 interesting facts about their
partners to the rest of the groups.
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…
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ON –THE-JOB’ TRAINING GUIDE
TRAINER’S GUIDE
TRAINER’S
Topic 1: Introduction to the World of Hospitality and Tourism

At the completion of this topic learners will be able to:
• Describe the world of tourism and hospitality.
• Describe the people in the tourism industry and their roles.
Learning
• Explain the career opportunities in the tourism industry.
Objectives
• Describe the tourism industry as a multicultural base.
• Describe the uniqueness of the tourism industry.
Trainer to establish the relevance of the topic by explaining the need for
learners to know:
Establish
• the main components of the industry,
relevance of
• the career opportunities in the industry
topic
• the uniqueness of the industry.
• The world of tourism and hospitality.

• People in the tourism industry and their roles.
Content • Career opportunities in the tourism industry.
• Tourism industry as a multicultural base.
Trainer to display pictures of the globe, an airplane, a hotel, a tourist

attraction and a restaurant. Learners in the class are to explain the
Attention getter
relationship between the pictures and what they think each has got to do
with tourism.
1.1 Stepping into the world of Hospitality and Tourism
Box 1: Activity Teaching Methods and Specific Suggested

Resources Time
Discuss and explain: Ask Resources: 45 minutes
learners to refer to the A picture illustration showing a globe with
picture illustration and to the different pictorial components of the
describe their tourism industry surrounding it.
understanding of • Pens
the picture. • writing pads
• flip chart
• markers
Refer to: PPT Slides 3 and 4
Refer to Flip File page 1
Learners to use these
components to describe a Explain and outline the major components
journey away from their of the tourism industry to the learners:
homes. • Transportation
• Accommodation
• Food and Beverage
• Tourist attractions
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Key notes
Define: Tourism – This arises from the movement of people to, and their stay in, various
destinations.
Define: Hospitality –A cordial reception of visitors with goodwill
1.2 Uniqueness of the Tourism industry

Resources Time
Discuss and explain: Resources: 30 minutes
Experience sharing among Describe the uniqueness of the tourism
the learners on working in and hospitality industry
the industry
Refer to the information on characteristics
of the industry and give examples
• Handouts (uniqueness of industry)

• flip chart
• markers
Refer to flip file page 2
Key notes
Characteristics of the Hospitality and Tourism industry

 The tourism industry is the world’s largest industry with several different
establishments providing different types of services to tourists all related in this
industry.
• Its products and services are highly perishable
• Tourism products mainly cannot be touched as they are experiences which can only
be recalled.
• It is a service oriented industry which provides service 24 hours a day, 7 days a

week.
• It is a labour intensive industry focused on people from all parts of the world.
• This industry is a constantly changing one with staff ensuring to meet the demands
of the guest.
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1.3 Misconceptions of the industry

Resources Time
Discuss: Ask learners to Resources: 20 minutes
share some misconceptions Outline the major misconceptions that
they have heard about the pertain in the industry.
industry.
Refer to the information below:
• It is an easy industry to work in

• Work in the industry is menial
• A quick way to make money
through immoral means
1.4 Career paths in the industry
Teaching Methods and Specific Suggested

Box 4: Activity
Resources Time
Discuss and explain: Refer Resources: 20 minutes
learners to diagrams and Explain using a tailor made organizational
engage them in a discussion chart specific to Food and Beverage and
on careers in the Accommodations departments, the career
industry(food and opportunities available in this industry
beverage and
accommodation
operations) Handout on career paths
1.5 People in the world of tourism
Teaching Methods and Specific Suggested

Box 5: Activity
Resources Time
Discuss and explain: The Resources: 20 minutes
people in the world of A picture illustration of people in the world
tourism and their of tourism
expectations and
different • Owners
interests. • Employers
• Government agencies
• Guests
• Co – workers
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TRAINER’S GUIDE
TRAINER’S
1.6 Cross cultural issues and awareness

Resources Time
Case study : Resources: 20 minutes
Story of a guest walking into Using questions tease out from learners
a restaurant. As he picks the their understanding of cross cultural
menu the waiter sees his awareness using the story;
armpit overgrown with hair.
Refer to and distribute handout on cross
cultural issues as a basis for story telling.
Key notes
Cross cultural issues and awareness
1. Sense of self and space –What constitutes adequate space between individuals such
as distance or closeness?
2. Communication and language – consider verbal and non-verbal exchange, body
language and gestures etc.
3. Dress and appearance – typical or distinctive outward garments, dress requirements
for various events e.g. business or religious etc.
4. Food and feeding habits – selection, presentation, diet or religious needs, use of
cutlery or chopsticks or hands.
5. Time and time consciousness – sense of time exact or relative, precise or casual.
6. Relationship – how are individual or organizational relationships determined (e.g.
age, gender, status, wealth, power)? Family arrangements, use of titles etc.
7. Values and norms – customs, and practices.
8. Beliefs and attitudes – spirituality, faith etc.
9. Work habits and practices – attitude to work and labour, dominant type of work,
rewards and promotions etc.
Wrap up Ask Learners: 25 minutes
1) List the components of the tourism

industry
2) Define tourism
3) Mention 3 major misconceptions in
the tourism and hospitality industry
4) Outline 2 career opportunities each
in accommodation and food and
beverage.
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Topic 2: Effective Communication

Venue Brief Training Room for 10 learners, with 2 extra seats for monitors
At the completion of this topic learners will be able to acquire the
following:
Knowledge: Explain the benefits of effective communication, Describe

barriers to communication and explain how to use effective listening and
speaking skills
Learning
Objectives
Skills: active listening, appropriate use and interpretation of non-verbal
communication, use body language to express positive feelings
Attitude: Develop an awareness of effective communication and

demonstrate willingness to enhance communication
Trainer to establish the relevance of effective communication by

explaining
 How it helps to better understand a person or situation and
enables us to resolve differences, build trust and respect, and
Establish
create environments where creative ideas, problem solving,
relevance of
affection, and caring can flourish.
topic
 How it contributes to meet customer expectations
• The process of exhibiting effective communication using the
“moment of truth”
• Communication
• Types of communication
Content
• Barriers to effective Communication
• Effective listening and speaking
Ask some of the learners to send a message to someone else in the class
or write a short note to someone else in the class or tell someone in the
Attention getter class what they learnt from Topic 1. After this exercise ask them to
explain what they just did and the essence of the exercise.
Definition of communication
The process of passing on information from one person to the other with understanding and
receiving a feedback, it entails the following elements: sender, message, receiver and
environment.
Effective communication.
Communication is effective when it is sent vividly and convincingly to the receiver who
interprets it correctly. It combines a set of skills including nonverbal communication,
attentive listening, and the capacity to recognize and understand your own emotions and
those of the person you are communicating with, accurately and without any factors
distorting the message.
The process of communication

There are several components of communication which when brought together in logical
sequence makes the communication process complete and enhances understanding.
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Components of communication
Communication requires a SENDER, a MESSAGE, a RECEIVER and AN ENVIRONMENT.
• THE SENDER has an idea, thought or impression. The idea, thought or impression is
encoded or translated into words or symbols that now becomes the message:
• THE MESSAGE has to be passed on to the receiver;
• RECEIVER picks up the symbols and translates it back into an idea to denote
understanding, and because understanding has been achieved, sends some form of
feedback to the sender. Feedback completes the process of communication because
communication cannot be assumed to have occurred until the receiver demonstrates
understanding of the message.
• THE ENVIRONMENT in which communication occurs must be conducive to the
process or understanding will not be achieved and communication will be impaired.
Consequently, there will be no feedback, and communication will not be complete.
TYPES OF COMMUNICATION
There are 2 main types of communication.
1) Verbal Communication – The use of words and phrases in any language. The
process of actually speaking to pass on information from one person to another.
2) Non-Verbal Communication – No amount of speaking is involved in this type of

communication. It is made up largely of our actions, referred to as BODY LANGUAGE.
Our actions when we look at people (eye contact), our facial expressions, the posture
we assume, the way we shake hands and our overall appearance, are all ways of
communicating without speaking.
BARRIERS TO EFFECTIVE COMMUNICATION

A BARRIER to communication is any situation or anything that distorts communication. In
other words, understanding is not achieved and so there is no feedback or it is not
appropriate. Barriers to communication prevent the process of communication from
achieving the desired result. Examples of barriers to communication are poor listening,
inattention, inappropriate use of language.
Some common barriers to effective communication

• Inability to think adequately before acting
• Lack of understanding
• Not listening properly
• Misinterpretation
• Distortions
• Prejudice
• Inability to express our feelings
• Lack of courage to speak or ask for clarification
• Mind wandering
• Distractions
• Interference
• Tuning out.
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HOW TO ACHIEVE EFFECTIVE COMMUNICATION DURING CUSTOMER SERVICE.

1. Be aware of your body language. Make a conscious effort to exude positive body
language signs
2. Be an active listener. That way, you are engrossed in the conversation and paying full
attention
3. Ask questions to make understanding easy. Questioning and probing means
constantly asking questions in order to find out hidden or secret information.
4. Use language to persuade. Convince your listeners by what you say and the manner
in which you say it.
ACTIVE LISTENING
Active listening means being wholly involved in the listening process. An active listener
makes a determined effort to be part of the process and does not leave things to happen by
chance.
Adopt the following procedures to develop skills of an active listener;
• Show interest in what is being said
• Determine the purpose of the interaction
• Take mental notes
• Ask clarifying and probing questions to discover what the customer wants
• Show that you are paying attention by nodding, keeping eye contact, or showing
other body language which is appropriate
• Do not be distracted by the words the guest uses.
1.7 Effective Communication

Resources Time
Facilitate a question and Explain communication
answer session on learners’
existing
knowledge of the Boldly written meaning of communication
meaning of the on a flip pad ( illustration on the
word components of effective communication)
‘Communication’
Ask learners what the aim of Refer to flip file page 9

communication is and the
various methods of
communication.
Explain what communication

and effective communication
means and why it is not
complete without
understanding and feedback.
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1.8 Components of Effective Communication

Resources Time
Discuss and explain: Consider the following scenarios to help 20 minutes
Explain the components of learners appreciate the components:
communication and how • Making a phone call in a noisy
when used correctly ‘trotro’
enhances effective • Making a phone call in the comfort
communication. of your home
1.9 Types of Communication

Resources Time
Resources: 20 minutes
Ask learners to identify the types of
communication through picture illustrations
and gestures
Ask learners to demonstrate gestures that

guests may make to communicate – e.g.
indicating that they want the bill that they
are in a hurry, that they want a drink.
Other trainees must guess what the
gesture means/ what the guest wants.
1.10 Barriers to Communication

Resources Time
Discuss and explain: Generate discussion as to the kind of 20 minutes
Present and discuss feedback that will be expected as a result
barriers to of the barriers to communication.
communication Barriers to effective communication:
and how to • lack of understanding
overcome them. • misinterpretation
• Prejudice
• mind wandering
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1.11 Effective/Active listening skills

Resources Time
Discuss and explain: Solicit information from the learners on the 25 minutes
Explain the process importance of effective listening skills.
used to achieve
Process:
effective/active • paying attention to the speaker
listening skills. • exhibiting that you have understood
the message (by)
• responding to the message.
•

• What is communication?
• What are the components of
communication?
• List two (2) barriers of communication
• What is the relevance of active
listening and speaking skills in effective
communication?
• How do active listening skills help in
effective communication?
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Topic 3: Service Excellence

Learning • Describe types of guests and their needs
Objectives • Describe service and the phases of the service journey
• Demonstrate the spirit of hospitality
Trainer to establish the relevance of service excellence by explaining that

when excellent service is delivered the guest/customer, the
establishment, co-workers and the learner all benefit. Further explain
how each of these benefits.
Establish
relevance of Each guest arrives with different expectations. By providing excellent
topic service the guest enjoys the experience. The guest is likely to spend
more, come back and /or tell others about the quality of service; you
make it easier for your co-workers to do their work well and you
demonstrate that you are a professional. You will also be rewarded with
compliments.
• Types of guest
• Guest expectations
Content • Service journey
• SPIRIT of hospitality
Case study – A guest drives into a hotel where he has a booking only to
meet the security man sleeping at post and the porter talking on the
phone. At the reception he is told by the front desk staff the rooms are
Attention getter fully booked and he has to pass the night at another hotel he has no idea
of. Ask the class to identify the short falls in the delivery of service in this
hotel.
1.12 Service Excellence

Resources Time
Discuss what service excellence is, and
how this can be delivered through all the
stages of the guest interaction cycle
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1.13 Types of Guests

Resources Time
Facilitate discussion on why people travel
Refer to PPT slide 27 to other places. The reasons why people
travel explain the types of guests.
• Business – for work
• Leisure - for relaxation and
recreation
• Holiday – on vacation
• Medical – for health reasons
1.14 Guest expectations

Resources Time
Group activity: Learners to identify the needs of the 35 minutes
various types of guests that they have
listed and explain how each guest can be
satisfied.
Facilitate discussions on guests’ needs and

satisfaction teasing out how varied guests
needs and wants could be met.
Refer to flip file page 13.
1.15 Service Journey

Resources Time
Explain: Facilitate views from the learners 25 minutes
identifying factors that may be responsible
for their satisfaction or dissatisfaction if
they were customers or guests to a
particular commonly known top class
facility, using the following guidelines:
preparing to go to the place (this is
influenced by expectations of the learner
who is now placing him/herself as a
guest; joining i.e. approaching the facility
with various encounters or experience e.g.
no available parking, or parking area dark;
participating i.e. interacting with
personnel and other experiences
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encountered within the facility; leaving

i.e. experiences encountered waiting for
the bill, paying and leaving the premises
and reflecting. i.e. thinking about the total
experience).
Your facilitation must aim at teasing out

empathising with guests
1.16 SPIRIT of Hospitality

Resources Time
Explain: Show learners’ different meaning of the 15 minutes
word spirit, pre-printed on paper.
Learners are to select which of the

meanings would make sense in service
encounters and in the world of hospitality.
Give hand-out on SPIRIT with different

meanings
Service Excellence is about identifying our customers' needs expectations and making efforts
to meet those needs and if possible exceed their expectations.
Understanding the needs of the various types of guests
An aspect of providing excellent service is identifying the different needs of groups of
guests, for example, the business guest versus the holidaymaker. The former needs
business services, the latter leisure services. There are other guests, who may be less
obvious to you, but who have important needs also. These include:
• Elderly - some need more help than others.
• Children - comfort if lost and try to find parents.
• Disabled guests – Render support and assistance.
• Visitors from different cultural backgrounds may need help with interpreting a menu.
• Business guests – fast, efficient service so that they can get back to work
3.1.3: Providing Excellent Service

There are two main types of service - material and personal. We need to look at the
difference between material and personal service and distinguish the importance of each.
3.1.4: What makes up material and personal service?
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1. Material service is usually something tangible and visible that the guest can easily
identify. It relates to the quality, quantity, price and timing of food, drink, physical comfort,
and information and working methods provided by the hotel. For example:
• A large selection of breads and pastries in The Cake Shop.
• How clean the washroom or surrounding is.
 Whether the quantity of food is worth the amount I am paying for it;
2. Personal service, on the other hand, is not tangible and is about creating a sense of
well-being in the guest - making them feel welcome and valued while at the same time
ensuring that their needs are looked after. Personal service is subjective and will mean
different things to different people, depending on how it affects them individually. While you
may not be able to actually see personal service, you will notice it if it is not there. YOU, the
service giver, are the key to providing good personal service. This is true whether the staff
member is a receptionist, a waiter in the restaurant or a room attendant. The key to success
in the hotel and tourism industry is to provide a high standard of both material and personal
service.
Good and Exceptional Service

There is a difference between good and exceptional service. Excellent service is about
giving people a bit more than they expect. YOU, as a staff member, should be able to give
something extra to pleasantly surprise the guest.
Service excellence is all about going the extra (S)mile
SPIRIT
S: Seek what the customer really wants
P: Place the needs of the customer ahead of your own
I: Ignore distractions and focus on what you are doing
R: Reach beyond expectations to pleasantly surprise your customer/guest
I: Invest in yourself
T: Team up with co-workers to deliver the best service possible
Wrap up Questions and 1. list the different categories of guests 25 minutes

Answers 2. Describe how you would identify the
needs of guests?
3. Explain the phases of the service
journey?
4. Demonstrate the SPIRIT of service in
an imaginary job situation?
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Topic 4: Handling Complaints

• Explain what a complaint is
Learning • Use the HEAT approach in handling complaints
Objectives • Explain benefits of complaints
• Describe misconceptions of complaints
Trainer to draw learners attention that complaints are bound to occur so

Establish there is the need to learn how to handle them professionally so that we
relevance of still meet or exceed guest expectations despite the complaints
topic
• Handling complaints
• Benefits of complaint
Content • Misconceptions of complaints
• Using the HEAT approach in handling complaints
Ask learners to share one thing in their room that makes them
uncomfortable. List what they share and develop this to how different
Attention getter
people complain about different things.
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1.17 Guest Complaints

Resources Time
Group Discussion: Learners to brainstorm and come out with 20 minutes
answers on why guests complain.
Search for sample guest complaints from

trip advisor and read to the learners.
Learners must identify what the common
complaints are.
1.18 Handling Complaints

Resources Time
Role play: A guest complains to the room attendant 20 minutes
that his room was not cleaned the day
before. He is so angry he threatens to
check out immediately.
Learners to solve this complaint using the

HEAT method.
Definition:
A complaint is an expression of discontent, regret, resentment, lamentation or fault-finding.
Why guests complain: They complain for these main reasons:

• The quality of the product or service was unacceptable
• The choice on offer was limited
• The guest feels that nobody cared about them
• The guest got frustrated with the way they were treated
• They received the wrong product
HEAT Method for Handling Complaints

The four HEAT steps are:
• Hear them out
• Empathize
• Apologize
• Take responsibility for action
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Benefits of Complaints include;

• Gives the organization another opportunity to perform better
• Builds guest loyalty
• Improves professional service
Misconceptions of Complaints
• The customer is difficult and unreasonable
• Complaints will put the employee into trouble
• Guests who do not want to give “tips” complain
1.19 Benefits of complaints

Resources Time
Discuss and explain: Explain how the above complaint 20 minutes
will give the room attendant and the
organization an opportunity to improve
service.
1.20 Misconceptions of complaints

Resources Time
Discuss and explain: Recap the benefits of complaints. 20 minutes
Learners to brainstorm on why workers
normally think complaints are a bad thing
Facilitate a discussion and explain

to trainees why complaints should
be seen as a good thing.

1. What is a complaint?
2. Why do guest complain?
3. How can you handle a guest’s
complaint
4. List the advantages of handling
guests’ complaint.
What are the common
misconceptions of complaints in
Ghanaian hospitality industry?
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MODULE 2: PROFESSIONAL HOSPITALITY
Module Overview
Venue Brief Training Room for 10 learners, with 2 extra seats for monitors
At the completion of this module learners will be able to:

Learning • Demonstrate knowledge of personal hygiene
Objectives • Practice good work ethics
• Demonstrate teamwork
Relevance of To prepare learners to present themselves and to act as professionals
Topic
Teaching Paper-based resources and Flip files as specified
Resources
specific to this
module
The module covers the following content
• Grooming
• Personal hygiene
Content
• Work ethics
• Teamwork
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Attention getter
Box 1. Activity Teaching Methods and Specific Resources
Ice breaker Show pictures of unprofessionally dressed staff,
stained bed sheet, dirty restaurant to the
learners. Ask if these are acceptable and if not,
why not? What should be done differently?
2.1 Professional Hospitality

Resources Time
Explain why it is important To prepare learners to present themselves 20 minutes
to be professionally dressed and to act as professionals
• You are highly visible
• You represent the company
• Customers’ impressions are
influenced by images/what they see
• Good images gives the customer
confidence that you have the ability
to provide professional service
• Personal pride, and self-confidence
• First impressions are lasting
2.2 Grooming and Personal Hygiene

Resources Time
Story telling: John is Resources: Pictures of professionally 25 minutes
invited for an interview as dressed staff.
chef. He gets to the venue
with un-kept hair and long Refer to flip file page 2
beard. What impression is he
going to give the panel?
A good first impression or a

bad one.
Explain first impressions and
its significance in the
industry
Activity: Learners
to brainstorm on
acceptable 40 minutes
standards of grooming as a
room attendant/ waitress:
Grooming (hair, nails, make-

up, clothing)
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Key notes
Grooming
Do you know that how you look is part of a guest’s first impression about your
establishment?
Grooming explained
Grooming is the hygienic appearance of a person in an acceptable dress code (from hair
down to toe).
2.3 Uniforms or appropriate dress code

Resources Time
Presentation and Resources: Pictures of professionally and 30 minutes
discussion: unprofessionally dressed waiting staff,
• show pictures pictures of well-groomed waiting or
of professional housekeeping staff.
food and beverage staff
from different types
and levels of
establishments and
what they are wearing
• Learners to describe
the common elements
and impressions
created
2.4 Principles of Personal Hygiene

Resources Time
Group Activity: Resources: Poster materials 45 minutes
Distribute flip chart leaflets Small prize for the winning poster
to each group to list rules of Flip chart. Hand outs
personal hygiene with the
view that the posters will be Explain the principles and practices of
displayed in staff personal hygiene of a room
area. The best attendant/waiter: (hand, hair, teeth, nails,
poster will be bathing, deodorant, shaving).
recognized.
You are highly visible and you represent
Evaluate with reference to your establishment:
standard rules of personal • Start work looking clean, neat and
hygiene. professional
• Remember good impression is important
• Avoid strongly scented deodorant or
perfumes, aftershaves, cosmetics as
they can spoil the aroma of the food.
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Key notes
Personal Hygiene
This involves keeping your body clean and healthy, while feeling fresh, looking relaxed and
at your best. We are all carriers of disease causing bacteria so to avoid the spread of
bacteria we will do well to follow the following basic rules of hygiene to avoid contaminating
food. It is very important to you as a food and beverage server as you will be coming into
close contact with guests.
Rules of Personal Hygiene:

• Bath twice a day
• Hair should be short and neat
• Wash your hands after using the toilet
• Wash hands after using handkerchief
• Keep your finger nails short and clean
Appropriate Clothing
This will protect you against accidents in your work area and make you look like a
professional
• Never wear outdoor clothes into a food area
• Always put protective clothes on before going to a food production area (protect
yourself and food from contamination)
• Clothes should be appropriate for the task being undertaken
• Light coloured clothes are appropriate so they will show when dirty
• Clothes should be easy to clean
Essential hand Hygiene:

Your hand must be clean always as you may touch food or equipment
i. Wash your hands before starting work

ii. Wash your hands after:
• Visiting the toilet
• Coughing or sneezing into your handkerchief
• Touching your hair or face
• Carrying out cleaning jobs or touching containers of cleaning chemicals
• Eating, drinking or smoking (in an area set aside for these activities)
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2.5 Ill Health and Injuries

Resources Time
Brainstorm Activity: Resources: Pictures or video, Flip chart, 40 minutes
Show a picture of staff and marker, Hand outs
suffering from cold. Ask if it
safe for such a
person to work? If List specific practices that must be adhered
not why? to during sickness, illness and injuries.
List the views from
the learners. Ask learners to mention common
sicknesses, illness and injuries in our local
context
Refer to flip File page 4
Practices:
 Cover cuts, scratches and spots with
water proof plaster.
 Report to your supervisor if you have
a septic cut, a weeping spot or boil
 Report illness
Suggest ways to manage cold
2.6 Work Ethics and Values

Resources Time
Case study: Scenario 1 Resources: Hand outs 20 minutes
A restaurant closes at 10
pm, a group of 8 customers Explain ethics: ethics are acceptable
walked in for service at 9: behaviours and practices at a workplace.
50 pm and were told that Ethics vary from one workplace to the
the restaurant could not other.
operate beyond 10pm.
Values: These are our fundamental
Ask learners to bring out beliefs. They are the principles we use to
their views as to whether the define that which is right, good and just.
staff was right or Values provide guidance as we determine
wrong. the right versus the wrong, the good
versus the bad. They are our standards.

Brainstorm: Using the
above explanation on ethics
and values ask learners to
rainstorm on
interrelationship between
the two
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Behaving Ethically at Work
• Do not give your workplace information out
• Be punctual
• Do not have romantic relationship with co-workers or guests
• Do not be absent without permission
• Do not steal hotel, guests or co-workers property
2.7 Teamwork

Resources Time
Quick Brainstorm: Resources: A4, Flip Chart, Markers 70 minutes
In groups of 6, four learners
in each group, describe the Recap: activity on the SPIRIT of
components of a team in a hospitality. Ask learners to explain the
food and beverage service word team using the acronyms ‘T E A M’
and housekeeping
department. T- Together
E- Everybody
A- Achieves
M- More
Members of the team:

• Waiters
• Room attendants
• House persons
• Receptionist
• Maintenance staff
Illustration:
Illustrate the roles of all the
people/members of a team involved in
ensuring that customers are served a cold
glass of beer in a restaurant.
Refer to flip file page 7-9
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Key notes
Teamwork
The concept of teamwork is for all staff to work together to achieve a common aim of
satisfying the guests
Benefits of Teamwork
• Problem solving: Teamwork can lead to better decisions, products, or services.
• Each team member has a responsibility to contribute equally and offer their unique
perspective on a problem to arrive at the best possible solution.
• Accomplish tasks faster: A single person undertaking multiple tasks will not be
able to perform at a same pace as a team can. When people work together they can
complete tasks faster by dividing the work to people of different abilities and
knowledge.
• Healthy competition: A healthy competition in groups can be used to motivate
individuals and help the team excel.
• Developing Relationships: A team that continues to work together will eventually
develop an increased level of bonding. This can help people avoid unnecessary
conflicts since they have become well acquainted with each other through team work.
• Everyone has unique qualities: Every team member can offer their unique
knowledge and ability to help improve other team members.
Essential Attributes of team players

Apart from the technical attributes that you require to work as a waiter, you require other
attributes that are essential.
• Demonstrates reliability
• Communicates constructively
• Listens actively
• Functions as an active participant
• Shares openly and willingly
• Cooperates and pitches in to help
• Exhibits flexibility
• Shows commitment to the team
• Works as problem solver
• Treats others in a respectful and supportive manner

and
Answers 1. What is grooming?
2. Describe personal hygiene.
3. List two (2) principles of personal hygiene.
4. List three (3) rules to observe in times of
ill-health and injury.
5. Explain ethics and values.
6. What is a team?
7. Define the acronym “TEAM”
8. Why is important to work as a team?
9. List members of a team in a hotel.
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MODULE 3: ACCOMMODATION OPERATIONS
Lesson Plan: Topic 1 – The Importance of Housekeeping in

Training room with seating capacities for 10 learners, with 2 extra for
Venue Brief
monitors.
• Explain the importance of housekeeping in accommodation
operations
Learning • Describe the functions of housekeeping operations
Objectives • Describe housekeeping organization structure, job titles and duties.
• Describe housekeeping areas of responsibility.
• Describe good personal attributes of housekeeping staff.
To be well informed about housekeeping and be ready to work in

Relevance
accommodation operations as a professional.
Teaching Paper-based resources and Flip file as specified
Resources
specific to this
module
This module covers the following content
• Importance of housekeeping in accommodation operations.
• Functions of housekeeping operations.
Content
• Organization structure
• Areas of housekeeping responsibility
• Personal attributes of housekeeping staff.
Recap ‘world of tourism and hospitality’ and link forward to the day’s
Attention topic.
Getter
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3.1.1 The Importance of Housekeeping in Accommodation Operations

Resources Time
Story: The story of Resources: Flip chart, Hand-outs, 30 minutes
Christmas and early A4, Flip file, permanent markers
business.
Tell a story to bring out the evolution of
the accommodation and the part that
housekeeping plays in it.
Types of Accommodation Operations

• Hotels
• Hostels
• Hospitals

Explain key words in the definition of
housekeeping- ‘clean’, ‘comfortable’, ‘safe’.
• Clean- removal of dirt and all
unwanted substances
• Comfortable- feeling comfortable and
physically relaxed
• Safe- free from danger or risk.
(these are key terms that learners must
understand and be familiar with)
Activity: facilitate a  ‘What is a common feature that

question and answer runs through the types of
session. accommodation available?”
 The correct answer is “people and

various activities”.
Establish that:
• Once there are people performing
various activities in these places,
the need for regular cleaning is
extremely important. The
responsibility for cleaning must also
be clearly defined.
Key notes
Define: Accommodation – means the space and facilities needed for sleeping and or
living. Accommodation is provided by a number of establishments including large hotels,
small ones, hostels and hospitals.
Define: Housekeeping – the provision of a clean comfortable and safe environment for
both guests and staff.
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3.1.2 Common Misconceptions about Housekeeping

Resources Time
Recap common Resources: Flip chart and flip file 15 minutes
misconceptions
about the world of Learners to give voluntary ‘yes’ and ‘no’
tourism and answers to the following questions
hospitality • Only the housekeeping
department is responsible for
cleaning.
Refer to flip file page 4 • Anyone can get a job in housekeeping
even without education
• Housekeeping is for school dropouts
Key notes
Common misconceptions about housekeeping
• Only the housekeeping department is responsible for cleaning.
• Anyone can get a job in housekeeping even without education
• Housekeeping is for school dropouts
• Housekeeping is a menial job
• You can make quick money by indulging in immoral activities
3.1.3 Housekeeping Organization Structure

Resources Time
General Discussions: Resources: Flip chart, Flip file and 20 minutes
Facilitate an open Hand-out
discussion through
a question and
answer Why is it necessary to organize work in our
homes, in offices and in hotels?
Solicit the following thought patterns from
Refer to flip file page 5-6 learners :
• Work is organized for a smooth flow of
activity (everyone knows what to do)
• To show clear lines of
authority(everyone know his/her
immediate supervisor is)
• To show reporting
relationships.(everyone knows who to
report to with grievances, problems,
and any other issues that may affect
him/her).
• Link this to the various job titles and
duties in hotels.
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Key notes
Housekeeping Organization Structure
• An organization structure is a staffing chart that shows the different job titles in an
organization or department.
• A job title means the position one holds in an establishment or department.
Importance of the organization structure:

• Shows reporting relationships
• Gives clear lines of authority
• Jobs are defined clearly
Job Titles in the Housekeeping Department

• Executive Housekeeper – the head or boss of the department. In charge of managing
the department.
• Assistant Executive housekeeper – assistant to the executive housekeeper. Is in
direct charge of floor supervisors.
• Guestroom Supervisors – also known as housekeeping supervisors. Responsible for
supervising guestroom public area attendants.
• Public area supervisor – is in charge of supervising house-persons.
• Guestroom Attendant – does the actual cleaning and servicing of guestrooms.
• House- person – does the actual cleaning and servicing of public areas.
• Laundry supervisor – in charge of supervising laundry activities
• Laundry Attendant – responsible for sorting, counting, washing, ironing and folding
guest and hotel.
• Linen room attendant – responsible for keeping the linen room tidy, issuing hotel
linen and staff uniforms, stock taking inventory of linen.
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3.1.4 Housekeeping Areas of Responsibility

Resources Time
Resources: Flip file page 7-8, Flip 15 minutes
Describe housekeeping chart,
areas of responsibility –
mainly
• GUESTROOMS’ Explain how guests use these areas
• PUBLIC AREAS regularly and describe the main
• ‘LAUNDRY’ and covers
responsibilities of housekeeping in the
specific areas such as
(guestrooms, public listed areas.
washrooms ,staff Recap earlier discussion on ‘cleanliness’,
changing rooms and ‘comfort’ and safety and link to ‘first
toilets, swimming pool impressions’, ‘comfort’, ‘guest satisfaction’,
areas, staircases, and ‘profitability’
corridors, elevators,
escalators, offices. ). Explain: Guests’ expectations and
housekeeping’s responsibilities.
Key notes
Guest Expectations and Housekeeping of Responsibility
Every guest expects to live, eat, sleep, work, relax in a clean environment, and it is up to
the housekeeping department to ensure that cleaning is regular and efficient and everything
else is provided to make the guest comfortable.
(Housekeeping areas of responsibility are key terms which learners must understand and be
familiar with.).
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3.1.5 Personal attributes of housekeeping employees.

Resources Time
Role play : 2 learners to Resources: A4 paper, Sealed 30 minutes
play the role of: envelopes containing manila cards
1. a guest who inscribed with words that best
never seems describe both good and bad
satisfied with attributes
the cleanliness of his
room and Refer to flip file page 9
2. a guestroom attendant
who does not lose her • The aim of the role play is to get
composure regardless learners to empathize with guests and
of the numerous to observe examples of good personal
threats that the guest attributes such as a pleasant disposition,
makes. tact and diplomacy, courtesy,
politeness.
Activity: give each group a • Learners to list what attributes (good or
sealed envelope which bad) they think the guestroom
contains manila cards with attendant exhibited.
words that best describe • List compiled will be compared to results
both good and bad personal of next activity
attributes. • Learners to explain why some listed
attributes are described as ‘good’ and
Each group is to sort out the why others are described as ‘bad’
words and compile a For further assimilation and consolidation
separate list of good and bad display a list of good personal attributes
personal attributes and explain each of them
Select 2 learners: one to be

responsible for collecting Good personal attributes. – Pleasant
the compiled list of good personality, personal hygiene, integrity,
attributes and the other, the tact and diplomacy, honesty, courtesy,
compiled list of bad punctuality, attention to detail, right
attributes and to read them attitude, cooperation, and personal fitness,
to the class good interpersonal relations with co-
workers.
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End of Day’s Ask if there are any specific topics or terms 5 minutes
Lesson with that need further clarification.
Questions &
Answers
General overview of the Summarize main points of the lesson. 15 minutes

topic. Learners to explain key terms, definitions,
and the role of housekeeping in
accommodation operations.
• Cleanliness
• Comfort
• Safety
• First impressions
• Guest satisfaction
• Profitability
• Aims of hotels, hospitals and hostels
• Housekeeping organization structure
• Job titles
Learners to fill in the gaps of the activity
sheet to show their understanding of some
of the key words listed
Link forward to Give a brief introduction of the next lesson 5 minutes
next topic – “housekeeping procedures and cleaning
supplies” and explain how it is linked to
today’s lesson.
• The organization of the
housekeeping department includes
planning how to make cleanliness,
safety and comfort a daily affair for
guest satisfaction.
• This entails knowing the reasons for
cleaning, (hygiene, safety,
maintenance, aesthetic appeal) how
to clean and when to clean.
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Lesson Plan: Topic 2 – Housekeeping Procedures and Supplies
Venue Brief
monitors.
• Demonstrate knowledge of housekeeping cleaning supplies
• Demonstrate knowledge of cleaning principles
Learning • Demonstrate knowledge of housekeeping cleaning procedures and
Objectives routines
• Explain the importance of setting and maintaining high standards
of cleanliness.
Teaching
Resources
Paper-based resources and Flip files as specified
specific to this
module
To use appropriate and safe cleaning supplies and to follow acceptable
Relevance procedures to maintain clean and safe environments.
This topic covers the following content
 Housekeeping cleaning supplies.
 Cleaning principles
Content  Cleaning procedures and routines
 Setting and maintaining cleaning standards
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3.2.1 Housekeeping Procedures and Cleaning Supplies

Resources Time
Discussions: Learners to Resources: Flip chart, permanent 45 minutes
voluntarily tell the class markers and Flip file
which of the materials they
• Display a selection of commonly used
would use to clean the items
cleaning tools and cleaning agents
and why: (The tea such as, ‘, lime, ash, and pawpaw
cup, The metal leaves, steel scourers (used for
bucket, a scrubbing the mortar after pounding
handkerchief stained with fufu ), key soap, and a bowl of water,
phlegm, using a choice of a scrubbing brush, some table or rock
the cleaning materials.) salt.
• Display a tea cup, a metal bucket and
a foam sponge. (This must be done
before the lesson begins. The sight of
the displayed items will attract their
attention.
• The benefits of the activity are to get
learners to think through the
importance of knowing the appropriate
choice of cleaning agent and
equipment to use for various cleaning
operations.
• Refer to flip file page 10
3.2.2 Cleaning Defined

Resources Time
Resources: Flip chart/ Flip file 10 minutes
page and Hand-outs
Define cleaning: Cleaning is the removal

of dust, dirt and any unwanted or foreign
matter such as dead flowers, litter, bits of
food. (this is a key definition that learners
need to know and be familiar with)
Refer to the role of housekeeping in

accommodation operations. Emphasize
that cleaning is key to the role of
housekeeping.
Ask learners to mention 3 reasons why

they clean their homes. List these reasons
and link to the facts on reasons for
cleaning.
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Key notes
Reasons for cleaning:
• Aesthetic appeal(beauty)
• Hygienic(removal of dust, dirt, stains, tarnish, debris
• Maintenance(keeping the item in good working order)
• Safety(free from germs and harmful bacteria)
• Odour control(removal of bad smells)
These are key aspects of housekeeping that the learner needs to know and be familiar with)
• Demonstrate how to clean using a simple procedure as a step towards emphasizing
the reasons for cleaning.
• Use simple steps in cleaning a dusty table,(or any other surface or item in the
training room)
• Link the process you have demonstrated to emphasize the 4 reasons of cleaning as
listed above
3.2.3 Cleaning Principles

Resources Time
Resources: Flip chart/ Flip file 120 minutes
Refer to flip file page 11 and Hand-outs.
Recap:
Define cleaning: Cleaning is the removal
of dust, dirt and any unwanted or foreign
matter such as dead flowers, litter, bits of
food. (this is a key definition that learners
need to know and be familiar with)
Refer to the role of housekeeping in

accommodation operations. Emphasize
that cleaning is key to the role of
housekeeping.
Ask learners to mention 3 reasons why

they clean their homes. List these reasons
and link to the facts on reasons for
cleaning.
Key notes
Cleaning Principles
• Remove all surface soil and obstructions before cleaning.
• Follow the least obtrusive and non-disturbing methods of cleaning
• Restore all surfaces to as near perfect condition as soon as possible
• Always use the simplest method first and the mildest cleaning agent.
• Beware of safety hazards
• Remove all dust, and dirt, do not transfer to another area.
• Carry out cleaning in the quickest possible time.
Cleaning principles are therefore rules to follow for all cleaning operations.
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3.2.4 Housekeeping Cleaning Supplies

Resources Time
Demonstration: Resources: Flip chart, Hand-out, 120 minutes
• Demonstrate Samples of housekeeping cleaning
cleaning supplies.
standards for
cleaning a drinking glass.
• EQUIPMENT(MANUAL) : (dusters,
• Emphasize the correct
mops, sweepers, sundry equipment
handling of drinking
containers, buckets ,trolley, dust pan
receptacles i.e. holding
& brush, brooms, brushes, protective
the receptacle by the
clothing, waste bins and trash bags.
base and not the rim.
• EQUIPMENT-(ELECTRICAL) vacuum
• Fill a basin with
cleaner, scrubbing and polishing
comfortably hot water
machine, washing machines)
• Prepare detergent
• LINEN: Bed, bath, table and
solution using 1 small
miscellaneous linen.
squirt of dish washing
GUEST AMENITIES: body lotion,
liquid.
• For safety purposes, shampoo, bath gel, shower cap, dental
check the rim of the kit, shaving kit, notepads.
glass to ensure it is not • GUEST SUPPLIES : toilet tissue,
chipped. A chipped glass laundry bags, facial tissue, laundry
can cause an injury. forms, magazines, stationery, soap
Never place a chipped tablets, tea facility ‘DND’, PLEASE
glass in a guestroom.
MAKE-UP ROOM, PLEASE PICK-UP
• Scrub the glass
thoroughly using the LAUNDRY cards, drinking glasses,
foam part of the sponge. bathroom glasses, Bible and Quran .
Be sure to scrub off all • LOANED ITEMS: iron and ironing board,
stains, the base and hair dryers, hot water bottles, baby
sides of the glass. cot. Explain at this point, procedures
• Rinse the glass involved in supplying loaned items to
thoroughly in a basin
guests.
filled with hot water to
remove all traces of • CLEANING AGENTS : (water,
detergent. There mustn’t abrasives, disinfectants and bleaches,
be water droplets on the glass cleaners, deodorizers, toilet
glass. This is an cleansers, polishes, multi-surface
indication that the glass cleaners) Points to consider when using
is free from grease
cleaning agents- use the right chemical
deposits and other forms
of soil for the right job; always read the label;
• Leave the glass to drain follow cleaning specifications; use the
for 5 minutes. correct quantity; apply in the correct
• Cover the glass with one way; apply safely and with care.
of the glass cloths The categories of cleaning supplies are key
completely, so that no terms that learners must understand and
part of the glass is
be familiar with
exposed.
• Hold the glass at the
base and at the rim and Refer to flip file page 12-13
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twist the cloth in a spiral

motion, wiping along.
• When the glass is free
from moisture use the
second glass cloth to
repeat the same
procedure.
• Raise the glass to a
natural light source to
check its cleanliness and
presentation standard as
listed below
3.2.5 Setting and maintaining standards of cleaning.

Resources Time
Define the word • Explain that when standards are set 120 minutes
‘standard” and adhered to, the same result is
An established level of achieved.
quality for carrying • Compare the used glass to the cleaned
cleaning one to demonstrate presentation
standards for drinking glasses which
procedures.
are:
• Use examples o Free from water droplets
of standards in society,
o Free from any form of
e.g. uniforms for
nurses, and the Ghana moisture
Armed Forces. o Dry
• Explain that to set high o Free from odour
standards of cleaning, o Clear
a standard “CLEANING o Free from finger prints and
METHOD” has to be
smudges
adopted by all cleaners
in order that a” o Reflects when held against
STANDARD light.
PRESENTATION” will be • Explain that to control and maintain
arrived at. standards, inspections must be
conducted.
• Inspections can be done by using
checklists for both guestrooms and
public areas or by using the white rag
to detect dust.
• Explain reasons for inspections:
• To ensure attention to detail
• To avoid guest complaints
• For safety and security
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End of Day’s Class representative to organize learners 30 minutes

Lesson with in groups to tidy up and to clean all used
Questions & supplies and store them. This exercise will
Answers
demonstrate further and reiterate the
essence of maintaining cleaning supplies.
Have available housekeeping storage

containers in which to store all items used
for demonstration.
General overview of day’s Give out the activity sheet on the 5 minutes
lesson. • do’s and don’ts of trolley safety,
• how to load a trolley
• how to care for a vacuum
Link forward to next Give a brief summary of the next day’s 5 minutes
day’s lesson lesson: “PROFESSIONAL GUESTROOM
CLEANING”
• Explain that the knowledge and skills
gained in today’s lesson prepares the
learner for actual guestroom and
public area cleaning.
• Create the awareness of the
importance of tidying up at the end of
every cleaning operation.
• Allow learners to lend a hand with
packing and assembling cleaning
supplies for storage.
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Lesson Plan: Topic 3 – Professional Guestroom Cleaning

Training room with seating for 10 learners arranged around tables with 3
Venue Brief
learners at each table.
At the completion of this topic, the learners will be able to:
• Prepare for cleaning duties
Learning
• Clean and service guestrooms professionally
Objectives
• Demonstrate knowledge of end-of-day’s duties
• Explain rules for guest areas.
Teaching Paper based resource and Flip Files as specified
Resources
specific to this
module
The topic covers the following areas;
• Preparation for cleaning duties
• Professional guestroom cleaning
Content
• End-of-day’s duties
• Rules for guest floors.
• Divide the class into 4 groups of 3 learners each.

Attention • Each group to select a supervisor.
getter • Trainees to change into working gear.
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3.3.1 Establish relevance of Professional Guestroom Cleaning

Resources Time
• Explain: the knowledge Resources: Guestrooms; cleaning 30 minutes
of cleaning procedures, supplies, room assignment sheet, key
routines and cleaning control sheet or log, inspection checklist,
standards is to maintain white rag, clip board, pen
a high standard of
cleaning in guestrooms
and public areas.
• The main function of the
guestroom attendant 2
fold: cleaning and
servicing guestrooms.
• Explain the difference
between
cleaning and
servicing
3.3.2 Rules for Working in Guestroom Areas

Resources Time
 Explain the rules for Resources: Lost and found form, 15 minutes
working on guest floors security pass, lost and found log
and other guest areas. book,
• Restricted speech
amongst staff
• Avoid unnecessary Pens, white polythene bags
movements like running Permanent markers.
• Keep passage ways free
of equipment, trays or Powdered detergent (‘omo’, ‘so klin’, ‘ariel’
trolleys etc for washing all cleaning cloths and
• Attend to floor tools that require washing.
telephones promptly
Drying line
• Greet all guests
according to time of day Plastic buckets
• Security consciousness Housekeeping storage accommodation for
• Keep guestroom doors cleaning supplies.
wide open while
working. Refer to flip file page 20
• Always follow procedure
for entering room even
if room is
seemingly
vacant
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3.3.3 Preparation before Cleaning

Resources Time
Explain the use of the room Resources: Room assignment sheet, key 30 minutes
assignment sheet and the control form, cleaning supplies
key control form as (hand-out).
a preparatory step.
• The supervisor is responsible for
collecting cleaning supplies for
his/her group from the storeroom or
a simulated one.
• Learners change into working gear.
• Check personal hygiene and
grooming including sensible shoes.
• Hand over a room assignment sheet
to each group.
• Let a representative from each group
complete key control procedures.
3.3.4 Order for Cleaning Guestrooms

Resources Time
• Describe steps involved Resources: Trolley or basket of 180 minutes
in professional cleaning supplies.
guestroom and
bathroom
.
cleaning.
• Choose a vacant room to Explain the recommended order for

demonstrate professional cleaning guestroom.
guestroom procedures
from entry through end • Early make up (EM)
of day’s duties, stressing • VIP (before 11.00am)
presentation standards • ‘c/o status blocked for arrival
and rules for guest • ‘c/o
areas. • Occupied with please make my
• Give each group 1 room
guestroom to clean. • Stay over’s
Group supervisor is to • Rooms with DND cards displayed
allocate various tasks to early in the morning and removed
each person in the • Rooms due for ‘c/o later in the day
group.
• Explain that this is a
timed exercise, all
cleaning methods and
standards will be
observed.
• Ensure that no one is idle
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3.3.5 Entering the Guestroom

Resources Time
• Demonstrate Resources: Loaded trolley/ 15 minutes
guestroom entry. basket of guestroom supplies.
Room assignment sheet.
• Check room status

• Position the trolley across the front of
the guestroom.
• Knock twice at short intervals using
your knuckles and not your key.
• Announce housekeeping to alert the
guest of which service to expect.
• Pause, knock twice again, and repeat
housekeeping.
• If there is no answer, open the door
cautiously as you announce
housekeeping again.
• If the guest answers: (greet) good
morning, introduce yourself and your
job title) my name is…….. I am your
room attendant, (ask if you can clean)
Can I clean your room now, or should
I come back later?
• If he agrees to allow you to clean,
explain that your hotel uses the ‘open
door policy’ and the door will be left
open while cleaning.
• If he disagrees, ask politely to excuse
yourself and talk to your supervisor.
• If the guest is sleeping, leave quietly,
close the door and make a note on
your room assignment to remind you
to return to clean later.
• If the guest is awake, reading,
working on a computer, watching TV
or some other activity, introduce
yourself as in the process above and
seek permission to clean..
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3.3.6 Actual Cleaning

Resources Time
Demonstrate Resources: Guestroom floor: Mop 25 minutes
cleaning of a bucket, Mops, Vacuum cleaner, Broom,
guestroom. Sweeping brush, Dust pan, brush and
Trash bag.
Refer to flip file page 16-
18
Process:
• Ventilate room
• Empty ashtrays, remove litter, dispose
of waste, remove used service trays
• Remove dirty linen
• Check maintenance defects
• Make bed
• Polish furniture and fittings
• Clean the bathroom
• Replenish guest supplies
• Clean floor according to kind
• Conduct a self-inspection
• Close the door and lock it.
• Check to ensure it is locked
• Fill your room assignment sheet
• Inspection
• Proceed to next room.
3.3.7 Lost and Found Items

Resources Time
Explain procedure Resources: Lost and found form 15 minutes
for lost and found or log, pen.
items.
Lost and Found
• Hand in any items found in check-out
rooms to your supervisor
• Do not leave such items on your
trolley or basket as it may be stolen
• All items will be recorded and
safeguarded for the guest.
• Do not steal lost and found items.
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3.3.8 Cleaning of the Bathroom

Resources Time
Demonstrate and explain the Resources: A good supply of water. 30 minutes
“CLEAN TO DIRTY” principle Fully furnished Bathroom with amenities
of bathroom cleaning. and linen (Preferably a used one)
Clean from ‘clean to dirty’ Equipment and cleaning agents

• Clean the washbasin
first Protective equipment: disposable or
• Clean the bath or reusable gloves,
shower next Goggles, dust or nose masks.
• Replenish supplies • Emphasize safety considerations (use
• Clean the toilet next. protective clothing, do not work
• The floor is cleaned barefoot, wipe up spills immediately,
last and according to do not put your hand into sani-bins
kind. • Demonstrate reducing the surface
tension of water to make for spotlessly
clean bathroom fitments and
equipment
• Demonstrate how to clean the washbasin,
bathtub/ shower, and toilet.
• Refer to flip file page 18
3.3.9 Polishing Furniture and Fittings

Resources Time
Demonstrate techniques in Resources: Guestroom furniture, fixtures, 30 minutes
dusting, polishing, cleaning fitting and equipment.
glass, and polishing wood. Various cleaning cloths: glass cloths, dry
dusters, damp dusters, rags, scrim cloth,
and white rags.
Furniture polish in aerosol or cream form.
Glass or window cleaner.
Refer to flip file page 19 A good supply of water.
Demonstrate and explain why this

procedure is necessary at that point in the
cleaning process.
Explain that the guestroom attendant must

assume ‘the eyes of the guest’ as a step
towards checking his or her own work.
One can never tell where a guest might
look or touch to discover poor cleaning
standards. One can never tell where a
guest might look or touch to discover poor
cleaning standards
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3.3.10 Cleaning Floors According to Kind

Resources Time
Demonstrate cleaning of • Explain why floors are cleaned last in 30 minutes
floor according to kind in guestrooms cleaning.
guestroom.  This is done to ensure that
no foot-marks are left on the
freshly cleaned floor.
• Demonstrate procedures for floor
cleaning to enhance the appearance of
the room.
Common floor types are:

• Ceramic floor tiles – daily clean
(sweep and mop with all-purpose
liquid detergent)
• Wooden floor – daily clean (sweep and

dry mop: polish once weekly)
• Carpeted floor – vacuum once daily.

• Carpeted floor – vacuum once daily
3.3.11 My Last Look

Resources Time
My Last Look Things to look out for to ensure 15 minutes
Explain the importance of professional cleaning standards
the guestroom attendant’s are.
‘last look’ which turns out to • Evidence of previous guests (hair in
be the guest’s first the bath or basin, left- over food in
impression. the refrigerator, room service trays
left on corridors, trash left in waste
Demonstrate how to carry bins)
out the last look (self- • Odour (a prime indicator that the
inspection) in clockwise room has or has not been cleaned.
order. Room must have a fresh smell and be
well aired)
• Staff attitude and efficiency (every
Refer to flip file page 21 worker must be conversant with
product knowledge and maintain a
pleasant attitude)
• Maintenance (every item must be in
working order)
• Lighting(all must have the brightness
required)
• Insects (cockroaches, dead houseflies,
ants, termites).
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End of Day’s Duties Teaching Methods and Specific Suggested

Resources Time
Practice: Resources: 30 minutes
Learners to carry out end of Flip chart, permanent markers, all hand-
day’s duties. This includes: outs used for the day’s lesson.
cleaning all used supplies,
assembling and Pre-printed exercise sheet.
cleaning all cleaning
agents, storage of Flip chart; permanent markers.
cleaning supplies
General overview of the  Re-assemble learners for a practice

10 minutes
day’s topic exercise
Practice exercise: Learners  Summarize main points of lesson:
to write the definitions of the  The importance of adhering to a
following room status: system for professional guest room
vacant clean, vacant dirty, cleaning is to be able to set and
vacant ready, due-out, DND, maintain standards.
OOO, and sleeper.  Learners to demonstrate their
understanding of room status codes
LINK FORWARD TO NEXT Give a brief summary of the next day’s

5 minutes
DAY’S LESSON topic “PUBLIC AREA CLEANING
PROCEDURES” and prepare learners for
another practice session
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Lesson Plan: Topic 4 – Public Area Cleaning Procedure

Venue Brief
monitors.
At the completion of this topic, the learners will be able to:
 Describe “public areas”
 Explain the importance of regular and consistent cleaning and
Learning
maintenance of public areas
Objectives
 Clean public areas.
 Dispose of rubbish safely.
Acquire skills, comply with industry standards and clean public areas at
Relevance
convenient times in the most efficient way.
Teaching Paper based resources and Flip Files as specified.
Resources
specific to this
module
The topic covers the following areas
 Public areas
 Public area cleaning
Content
 Rubbish disposal
 End of day’s duties
Attention Recap ‘The World of Tourism and Hospitality’ and link forward to the
getter day’s topic
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3.4.1 Recap Previous Lessons and Link forward to the day’s lesson
Resources Time
Establish learners Resources: Flip file presentation of the 15 minutes
understanding of steps in professional guestroom cleaning
professional outlined in wrong order.
guestroom cleaning. A4 paper
Each learner to re-write Changing room for learners, housekeeping
steps to professional cleaning supplies.
guestroom cleaning as Flip file presentation.
outlined on the flip chart but
in the correct order.
3.4.2 Attention Getter

Resources Time
 Divide learners into 4 Resources: Pictures of filthy public 30 minutes
groups spaces- washrooms, untidy offices, dirty
 Learners to assemble and unkempt pool washrooms, littered car
supplies as per lesson on
parks, potted plants used as garbage
professional guestroom
cleaning. damp, dirty elevators, dirty frontage of
 Learners to change into hotels, dirty door mats on a rainy
cleaning gear. day.
3.4.3 Establish Relevance of Topic (front of house and back of house)

Resources Time
 Describe the 2 main divisions in 20 minutes
hotels- ‘front-of-house’ and ‘back of
Refer to flip file page 22 house’
 Explain the importance of cleaning
public areas
 Emphasize that cleaning public areas
is vital to FIRST IMPRESSIONS AND
GUEST SATISFACTION and it is as
equally important as cleaning
guestrooms.
 Describe the difference between public
area cleaning and guestroom cleaning.
 Emphasize the element of the huge
amount of human traffic in public
areas as against guestrooms.
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 Recap the functions of housekeeping,

the impact of first impressions, and
the fact that first impressions
once portrayed negatively,
cannot be corrected.
3.4.4 Identifying Public Areas

Resources Time
ACTIVITY: Divide class Resources: A4 paper. 30 minutes
into 2 groups. Each group Sample area inventory list.
is to conduct a tour of a Hand outs.
specific part the property
and prepare a list of items Explain the use of the area inventory list.
(AREA INVENTORY LIST) of The area inventory is used to establish a
the specific public area. CLEANING FREQUENCY.
(Recommended areas – the
conference room, office,
car park or the public
washroom.)
3.4.5 Cleaning frequencies for public areas.

Resources Time
ACTIVITY: Divide class into Resources: Sample public area 15 minutes
2 groups. Each group is to cleaning frequency Hand out.
conduct a tour of a specific
part the property and
prepare a list of items (AREA
INVENTORY LIST) of the
specific public area.
(Recommended areas – the
conference room, office, car
park or the public
washroom.)
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3.4.6 Controlling Standards in Public Areas.

Resources Time
 Recap lesson on Resources: Sample public area cleaning 10 minutes
inspections checklist. Sample public washroom
 Explain that inspections cleaning and monitoring sheet.
are an integral part of any Hand out/ sample white rag.
cleaning program.
Methods of controlling standards in public
area cleaning include:
 Public area cleaning checklist (a list
that shows all the areas that have to
be cleaned, used as a guide for the
inspector during inspections.)
 White rag test. (a clean white rag used
to detect flaws in dry dusting.)
3.4.7 Isolated Public Areas Cleaning Task.

Resources Time
Practice sessions to demonstrate 15 minutes
Resources: Public spaces in the
step by step cleaning techniques for
hotel- offices, washrooms,
various public spaces. This will take
corridors, entrances,
the form of isolated cleaning tasks
staircases, restaurants,
for all areas listed.
outdoor catering facilities,
 Briefly recap lesson on standard
leisure facilities or
methods and standard
photographs of some leisure
presentation.
facilities.
 The emphasis must be on using
the correct procedures to achieve Cleaning equipment and cleaning
and maintain laid down agents, containers for assembling
standards. supplies.
 Stress the importance of odour Job cards for each group for a
control in public washrooms as step by step approach.
equally important as that of
guestrooms, .
 Learners to work in groups of 4
 Demonstrate to each group the
daily cleaning procedure
for cleaning each area.
 Allocate adequate time
for supervised practice.
 Monitor each group’s work as
they clean
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3.4.8 Cleaning an Office.

Resources Time
 Ventilate room Resources: Sweeping brush, dust pan 15 minutes
 Dispose of waste and brush, mop, mop bucket, trash bag,
 Damp dust and or polish vacuum cleaner, caution sign, damp and
furniture and fittings and
dry dusters.
windows
 Do not tamper with any
papers or documents.
 Clean floor according to
kind.
 Report all
maintenance
defects
3.4.9 Cleaning Public Washrooms

Box 9: Activity Teaching Methods and Suggested
Specific Resources Time
15 minutes
 Put up caution signs Resources: Protective
 Wear protective clothing clothing(gloves), mop, mop
 Dispose of waste bucket, foam sponge, toilet
 Ventilate room brush and holder, toilet
 Flush cistern to obtain clean water for cloths, toilet cleanser, trash
cleaning bags.
 Brush down the u bend with strong
movements to reduce the water level
 Apply toilet cleanser under the rim of .
the bowl.
 Cover the toilet
 Apply multi surface cleaner or smooth
abrasive into foam sponge
 Scrub washbasins, surrounding walls
and beneath the basin and
rinse thoroughly
 Polish all glass surfaces
 Scrub lid, seat and pedestal
thoroughly.
 Scrub bowl, flush to rinse.
 Wipe dry
 Replenish supplies.
 Clean floor according to kind.
 Smell the air to ensure that you are
leaving a fresh smell. A bad smell in
washrooms or any other any other
cleaned area is an indication of poor
cleaning standards
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3.4.10 Cleaning Corridors.

Resources Time
Resources: Sweeping brush, mop, 20 minutes
 Put up caution signs
 Put on protective clothing mop bucket, dust pan, caution sign,
 Divide corridor into two vacuum cleaner, damp and dry
 Begin sweeping one side of the dusters, dust pan and
corridor so that people can use brush.
the other part
 Mop the same part and change
sides
 Damp dust skirting boards.
 Polish any furniture and fittings
along the corridor. Remove any
cobwebs
 Ensure that the floor is
dry before leaving the
area.
3.4.11 Cleaning Entrances.

Resources Time Required
• Put up caution signs 20 minutes
Resources: Caution signs, mop,
• Clean floor according
to kind mop bucket, dust pan and brush
• Divide the area into sweeping brush, trash bag, glass/
two parts for easy window cleaner, damp and dry
access for passers-by. dusters.
• Mop one part, and then the
other. For carpeted areas, .
vacuum using the same
procedure.
• Keep the cord of the vacuum
along the wall and away from
traffic areas and for safety.
• Ensure that the floor is dry
before leaving.
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3.4.12 Cleaning Glass Windows

Resources Time
• Tie back curtains or blinds out of Resources: Glass and window 20 minutes
the way. cleaner, glass cloths, multi
• Protect floor and base of wall surface cleaner, squeegee, foam
below the window with dust
sponge.
sheets to prevent wetting
surrounding areas. Sweeping brush, mop,
• Do not use abrasive Apply class mop bucket, dust pan and
cleaner into cleaning cloth and not brush caution sign, vacuum
onto glass surface cleaner, damp and dry dusters,
• Use a spiral motion to polish glass trash bags
till clear.
• Overlap each area cleaned.
• For extremely dirty windows, use
multi surface cleaner solution and
a squeegee.
• Ensure that there are no
water droplets on
surrounding surfaces
and on the metal
frames.
3.4.13 Cleaning Floors.

Resources Time
Recap floor cleaning in guestrooms. 20 minutes
Resources: Glass and window
Floors are cleaned according to
cleaner, glass cloths, multi surface
kind. The commonest floorings in
cleaner, squeegee, foam sponge.
Ghana include ceramic tiles,
wooden parquet and carpeted
floors.
• Put up caution signs
• Divide the floor into two.
• Clean one part, then move to
the other
• Mop using the same procedure.
• For carpeted areas, vacuum
using the same procedure.
• Keep the cord of the
vacuum along the
wall and away from
traffic areas for
safety
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3.4.14 Disposal of Waste.

Resources Time
• Waste should be disposed of 10 minutes
Resources: Trash bags, dust pan and
carefully and hygienically to
avoid cross contamination. brush, bin liners, disposable or
• Always use bin liners for reusable gloves.
disposing of rubbish
in bins.
• Remove rubbish by
emptying bin
directly into garbage or trash
bag, not by putting your
hands into the bin.
• Beware of sharp objects
• Do not pick up broken glass
with your bare hands. Use a
dust pan and brush.
• Use gloves to pick up any
loose rubbish
3.4.15 General Overview of the Day’s Topic.

Resources Time
Resources: Learner Guide 10 minutes
 Reassemble learners.
 Give a brief summary of the
day’s topic.
 Recap lesson on end of day’s
duties for guestroom
cleaning.
 Use details in learner guide to
carry out end of day’s duties
for public areas.
 Learners to carry out
procedures involved in end of
day’s duties for all supplies
used during the practice
exercise. public
areas.
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3.4.16 End of Training Program.

5 minutes
 Learners to give Resources: Flip chart, permanent markers
comments on the
cleaning exercise (what
did they learn and
experience?)
Emphasize that whatever they have learnt
must be translated into their daily working
methods once they secure jobs, IN ORDER
 Learners to give their TO MAKE A DIFFERENCE WHEREVER THEY
impressions of the MAY FIND THEMSELVES
entire training program.  Reiterate that all hand-outs are to be
 Ask each learner to used regularly as reference material
recount at least two new and not sold to the numerous
things about cleaning groundnut and grilled plantain sellers.
standards that he/she
learnt. Give out training evaluation forms for each
learner to fill. Assist where necessary
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MODULE 4: RESTAURANT OPERATIONS AND OUTLETS

Module Overview
Venue Brief 3-5 Star Hotel Restaurant
At the completion of this module learners will be able to
 Define the term restaurant

Learning  Explain themes used in a restaurant set up and describe a typical
Objectives restaurant layout
 Explain why people go to the restaurant
 Draw and explain the organizational structure of a restaurant
 Describe various food and beverage outlets
To acquire knowledge and skills, comply with industry standards and be
Relevance
ready to take up jobs in restaurant operations
Teaching Paper-based resources and flip files as specified
Resources
specific to this
module
The module covers the following content
• Definition of Restaurant
• Description of restaurant themes and layouts
Content
• Patronage in restaurants
• Organizational structure of a restaurant
• Food and beverage service outlets
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ON –THE-JOB’ TRAINING TRAINER’S GUIDE
TRAINER’S GUIDE
4.1 Restaurant

Quick Brainstorm: what is a Resources: 45 minutes
restaurant? What happens in a Picture of a typical Restaurant.
restaurant?
Learners activity:
Trainer to refer to flip file and show
Trainer to facilitate
pictures of different restaurants and discussion on what restaurant
ask learners to take note of the operation entails and list the
following: categories
- Size with regards to sitting
capacity Refer to flip file page 1
- Facilities
- Ambience
- Décor and present a report on
this
Ask a leader from each group to make
a presentation on this
Key notes
Define: Restaurant – – This is any establishment well-appointed and formally fitted for
preparation and serving of food and beverage for consumption on or off the premises.
4.2 Themes Used in a Restaurant

Resources Time
Discuss and ask what Resources: 10 minutes
themes are? Pictures of three different restaurants
Ask learners to Trainer to facilitate discussion on the

search and list impact of this application in a
four different theme restaurant operation
restaurant that they can find.
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Key notes
A Restaurant may be open air or indoors and occupy a whole building or part thereof. There
are three grades of restaurants:
• Grade one Restaurant is equivalent to a luxury restaurant that has excellent
ambience and décor, excellent quality furnishing, fixtures, fittings, extensive cuisine,
flawless, professional, faultless and high levels of service, superior quality tableware
and linen and a wide choice of drinks and wine.
• Grade two Restaurant is a restaurant with a high standard of cuisine set in a very
comfortable ambience, conducive to dining with good quality furnishing and skilled
service staff to offer high levels of service.
• Grade three Restaurant is a restaurant with a satisfactory choice of dishes, snacks or
refreshments served in a modest or normal setting, in an informal atmosphere with
trained staff offering satisfactory levels of service.
4.3 Activities in a Restaurant

Brainstorm: Resources: 20 minutes
Ask learners if they know any Hotel’s Restaurant
other services offered by
restaurant.
Discuss the services explained in the
Learner Guide.
 Sale of food and beverages
 Child related services
 Hotel related services
Discuss the services of Restaurants
4.4 Patronage of Restaurants

Box 4: Activity Teaching Methods and Specific Suggested Time
Resources
Identify Resources: 20 minutes
learners who Flip chart, Flip file, markers
have ever been
to a restaurant. Quickly sum up on the main
reasons why people go to
Ask the purpose of restaurants Expect the following
going to the restaurant. responses: hunger, convenience (no
time to cook at home), social occasions
What factors influence the and entertainment.
choice of restaurants?
Expect the following responses:
location, reputation, price atmosphere,
and quality of food, variety of food,
portion sizes, and consistency in
standard of service
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4.5 Organizational Structure

Resources Time
Activity: obtain a few copies Resources: (News Papers) e.g. Daily 45 minutes
of the job section from Daily Graphic and Ghanaian Times, Scissors/
Graphic and Ghanaian blade
Times. Divide the learners
into groups, and give each Flip chart, markers ,illustration on the
one a section of the organizational structure, Job section
newspaper. Instruct learners
to cut out the F & B jobs
advertised and arrange them
in organogram. Facilitate Brainstorm: group learners into four with
feedback on if these are each group identifying the most important
correct or not. Discuss the role on the structure. Ask learners to
information provided in the brainstorm on functions of the various
job listing roles found in the structure.
Facilitate feedback explaining the roles

found in the structure.
Note: all roles are highly important
4.6 Food and Beverage Outlet

Resources Time
Brainstorm : Types: (hotel restaurant, fast food 55 minutes
List the distinct features of outlets, takeaway, chop bar, cafeteria,
the various food hospital catering services)
and beverage
outlets List 5 categories of food and beverage
outlets on a flip chart and ask learners to
Activity : compare with what they put down
On a sheet of paper learners
should name 5 types of food Resources: Hand-outs, A4
and beverage outlets known sheets, pens, Flip chart, flip file
to them grouping them into and markers
these categories:
a) Commercial
b) welfare Pictures of the various outlets in our
locality (bar, chop bar, ‘check-check
joint’, restaurant, etc.
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TRAINER’S GUIDE

1) List the main job positions in a
restaurant and describe their
traditional roles.
2) Define Restaurant
3) Mention 3 services restaurants offer
to their guest
4) Outline 3 grades of restaurant.
5) Describe the factors guests consider
to make a choice of what restaurant
they should patronize.
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Food
Food and
and Beverage
Beverage Service
Service &
& Accommodation
Operations
TRAINER’S GUIDE
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Food
Food and
and Beverage
Beverage Service
Service &
& Accommodation
Operations
TRAINER’S GUIDE
MODULE 5: RESTAURANT SERVICE ACCESSORIES AND EQUIPMENT

Module Overview
• Identify the various types of restaurant service equipment and their
uses.
• Describe linen used in restaurant
Learning • Describe restaurant furniture
Objectives • Demonstrate knowledge in the cleaning, care and maintenance of
restaurant wares (glassware, silverware, chinaware, flatware and
hollowware)
restaurant furniture
To become acquainted with restaurant service wares and accessories and
Relevance
be prepared to take up a job in restaurant service.
Teaching P Paper based resources and flip files as specified
Resources
specific to this
module
• Types and uses of restaurant equipment
• Restaurant linen
Content • Restaurant furniture
• Cleaning, care and maintenance of restaurant equipment
• Cleaning care and maintenance of restaurant furniture
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Food and
Food and Beverage
Beverage Service
Service &
& Accommodation
Operations
ON –THE-JOB’ TRAININGGUIDE
Study Tour
Activity Teaching Methods and Specific Resources
Study tour Industry Visit: Take learners on tour a
good quality restaurant. They should pay
particular attention to the tables and their
wares, various equipment and tools, side
stations and position
5.1 Types of restaurant equipment

Ask learners to list the types Resources: 60 minutes
of restaurant equipment Glass ware, hollow
known to them ware, crockery, flat
ware, silver ware used
Perform an activity: Display all in the hotel restaurant.
categories of restaurant equipment
and ask learners to identify and Refer to flip file page 1-5
explain their uses (Hollow ware, glass
ware, silver ware, flat ware, crockery
Facilitate feedback discussion.
5.2 Glassware
Resources
Group Activity: Facilitate feedback discussion 25 minutes
Explain the types, uses and
care of glass ware
Key notes
Glassware
Selecting the right glassware for your table and bar will enhance the appearance of your
presentation, and elegance to your service style and give flair to an aspect of ordinary dining
and entertaining that is often overlooked. Beyond the aesthetics, specialized glassware is
created to compliment the drink it is intended to serve. Knowing the basics of wine, beer
and cocktail glasses can ensure that each and every beverage you serve can be enjoyed at
the peak of its flavour.
Glassware should be kept as clean as flatware is, because both come in direct contact with
the guest’s mouth. Be absolutely fussy with your glasses – you can be sure your guests are.
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Food and
Food and Beverage
Beverage Service
Service &
& Accommodation
Operations
5.3 Hollow ware

Resources
Group Activity: Explain the Facilitate feedback discussion 25 minutes
types, uses and care of
hollow ware
• Teapots
• Milk jugs
• Sugar basins
• Oval flats
5.4 Flat ware

Resources
types, uses and care of
flatware
• Spoons
• Forks
5.5 Crockery

Resources
uses and care of
crockery
5.6 Silver ware

Resources
Group Activity: Explain the Facilitate feedback discussion. 25 minutes
uses and care of
silver ware
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Food and
Food and Beverage
Beverage Service
Service &
& Accommodation
Operations
5.7 Table Linen

Resources
Group Activity: Describe Resources: Table cloth, overlay, 20 minutes
the types, uses and care of serviette
table linen
Facilitate feedback discussion
5.8 Restaurant Equipment

Resources
Group Activity: Facilitate feedback discussion. 25 minutes
Describe the types of
equipment and their uses
5.9 Restaurant Furniture

Resources
Ask learners to identify types of Facilitate feedback discussion. 25 minutes
furniture used in restaurants and
their uses (special emphasis should
be placed on the
sideboard).
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Food and
Food and Beverage
Beverage Service
Service &
& Accommodation
Operations
5.7 Table linen
Box 7: Activity Teaching Methods and Specific Time Required

Resources
Group Activity: Describe Resources: Table cloth, overlay, serviette 20 minutes
the types, uses and
care of table linen Facilitate feedback discussion.
5.8 Restaurant equipment

Resources
Group Activity: Describe Facilitate feedback discussion. 25 minutes
the types of equipment and
their uses
5.9 Restaurant Furniture

Resources
Ask learners to identify Facilitate feedback discussion. 25 minutes
types of furniture used in
restaurants and their uses
(special emphasis should be
placed on the
sideboard)
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Food and
Food and Beverage
Beverage Service
Service &
& Accommodation
Operations
MODULE 6: MENU
Module Overview

• Describe the major forms of menu
• Explain types of menu
Learning • Explain sections of a menu
Objectives • Describe menu as a selling tool
• Define a drink menu
 Describe and serve beverages - non-alcoholic and alcoholic
beverages
Customers rely on servers to help in their choice of the
Relevance menu. By learning a restaurant’s menu, learners will be adequately
prepared to take orders and answer guests’ questions as well as sell food
alternatives.
Teaching Paper-based resources as specified
Resources
specific to this
module
• Forms of Menu
• Menu types
• Sections of a menu
Content
• Menu as a selling tool
• Drink menu
• Types and service of beverages – non- alcoholic and alcoholic
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Food and Beverage Service & Accommodation Operations
6.1 Menu

Resources Time
Quick Brainstorm: Learning Activity: In a group of 3, 30 minutes
What is menu? How learners should discuss and put ideas
together on who plans and who compiles
does it look like? menu from their various places of
industry experience.
Ask a leader from each group to
make a presentation.
Key notes
Define: Menu – A list of food items that an establishment has available on offer to
customers who are capable and interested to demand for it.
The menu is the primary selling tool of any establishment that offers food and beverages
for sale.
6.2 Menu as a selling tool

Resources Time
Quick Brainstorm: Resources: Sample 40 minutes
How can menu menu cards
function as a sales tool
in restaurant
operation? Refer to flip file page 1
• Customer’s view of
menu (items
available, prices
and other charges,
will characterize the
style of food
served)
• Establishment’s
perspective (
meeting objectives:
marketing, catering
and financial)
93
6.3 Forms of Menu

Resources Time
Explain the various Resources: Sample of forms of Menu 25 minutes
forms: – Displayed
menu, on a paper or
Ask learners to compare
spoken menu
the various forms.
6.4 Types of Menu

Resources Time
Explain a la carte, table Resources: Picture illustrations of the 25 minutes
d’hôte, special function types of menus discussed.
menu and cyclic menu
Group activity:
Divide the learners Divide the learners into two groups. Each
into two groups. group to consider unique features of a
type of menu
Group 1: Among the
restaurants that learners Refer to flip file page 2
know or have been to
recently, which of them
offer a table d’hôte menu?
Learners to make a list and
see how many they can
name.
Group 2: Among the

restaurants that learners
know or have been to
recently, which of them
offer an à la carte menu?
Learners to make a list and
see how many they can
name.
94
6.5 Sections of Menu

Resources Time
Perform an activity: Resources: Flip chart, markers, 35 minutes
On the flip chart A sample planned menu
provided, plan a
menu. Refer to flip file page 3
Divide the
menu into sections
(starters, main
courses, desserts, and
beverages), by listing
all items under the
various sections
6.6 Description of Menu

Resources Time
Ask learners to list Resources: Flip chart, markers, 20 minutes
common menu A sample planned menu.
items (dishes)
known to them and Facilitate feedback discussion.
to describe them using the
following guidelines: major Refer to flip file page 4
ingredients, method of
preparation, presentation/
accompaniments.
6.7 Presentation of Food to Guests

Resources Time
Brainstorm Facilitate feedback discussion. 10 minutes
Activity:
Learners to
brainstorm on serving
temperature of food
and drinks and how
these can affect the
quality of service
(serving hot items hot
and cold ones cold).
95
Drink Menu
Serving drinks is an important part of a waiter’s job. This module will teach you about
the techniques of serving drinks, and what these drinks are. In the course of your job
as a food and beverage server, you will be required to serve beers, wine and other
alcoholic beverages to guests.
Serving both hot and cold non-alcoholic drinks to guests will be a key activity for any
server in a food and beverage establishment. The principles of good service should
remain the same, regardless of what is being served. However, there may be
differences in how each drink is served.
Types of beverages: non-alcoholic and alcoholic beverages.

 Non-alcoholic beverages: Non-alcoholic beverages are beverages that contain
little or no intoxicant (ethyl alcohol or ethanol). Those that contain little alcohol
under this category, contain less than 0.5% alcohol by volume.
 Alcoholic beverages: Alcoholic beverages are beverages that contain
intoxicating agent: ethyl alcohol or ethanol. Generally, alcoholic beverages come
in three (3) classes namely beers, wines and spirits.
6.8 Non-alcoholic beverages

Resources Time
Quick Brainstorm: Resources: Picture slides of the 35 minutes
What types of drinks types of drinks.
fall into this
category? Write them Ask learners to list the types
up in front of the learners on of non alcoholic beverages
a flip chart. that are known to them
Show slides or pictures of
each category. Refer to flip file page 6
6.9.1 Service of Non-alcoholic beverages (Tea)
Box 9.1: Activity Teaching Methods and Specific Suggested

Resources Time
Discuss the various types and Resources: Tea making equipment, 50 minutes
demonstrate making and Tea service equipment.
serving tea, laying
tea tray
Allow time for
practice
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6.9.2 Service of Non-alcoholic Beverages (Coffee)

Resources Time
Discuss the various types and Resources: Coffee making and 50 minutes
demonstrate making and service equipment
serving coffee, laying
coffee tray.
Allow time for practice
6.9.3 Service of Non-Alcoholic Beverages (Soda)

Resources Time
Activity: Trainer to ask Facilitate feedback discussion. 10 minutes
learners identify their favourite
soft drinks. Ask them to explain
their preferences
6.9.4 Service of Non-alcoholic beverages (Water)

Resources Time
Activity: Guidelines and Facilitate feedback discussion. 15 minutes
principle for serving water
Demonstrate and allow time for
practice
6.9.5 Service of Non-Alcoholic Beverages (Squashes, Cordials and Syrups)
Box 9.5: Activity Teaching Methods and Specific Suggested Time

Resources
Activity: Ask learners to Facilitate feedback discussion 20 minutes
explain the use of
squash, cordials
and syrup in
beverage service.
97
6.9.6 Service of Non-alcoholic beverages (Juices)

Resources Time
Activity: Identify the Facilitate feedback discussion 10 minutes
various juices and
their usage in
restaurant.
6.10 Service of Alcoholic Beverages

Quick Brainstorm: what Facilitate feedback discussion. 15 minutes
types of drinks that fall into
this category? Write them up Refer to flip file page 7
in front of the learners on a
flip chart.
Show slides or pictures of

each category.
• Beer (draught, bottled,
and canned)
• Spirits and Liqueurs
• Cocktails
98
99
MODULE 7: FOOD AND BEVERAGE SERVICE

Module Overview

• Describe forms of food and beverage service
• Prepare for service
• Describe and demonstrate the sequence of serving food and
beverages.
• Take restaurant bookings
Learning • Prepare for service
Objectives • Greet and seat customers/guests
• Take and process customers food and beverage requests
• Serve food and beverages
• Clear during service (plates, crumbing down, changing dirty ashtray)
• Present bills and collecting payments
• Escort guests
• Clear after service
To present yourself (learner) as a professional in delivering food and
Relevance
beverage service.
Teaching Paper based resources and flip files as specified
Resources
specific to this
module
This module covers the following:
• Forms of food and beverage service
• Preparing for service
• Sequence of serving food and beverages
• Taking restaurant bookings
• Preparing for service
• Greeting and seating customers/guests
Content
• Taking and processing customers food and beverage requests
• Service of food and beverages
• Clearing during service (plates, crumbing down, changing dirty
ashtray)
• Presentation of bill and collecting payment
• Escorting the guests
• Clearing after service
100
Icebreaker
Activity Teaching Methods and Specific Resources

Attention Getter Demonstration: using a simulated table of 6
learners, demonstrate service techniques, adding
a comic twist by doing things incorrectly, being
very clumsy, bumping into guests, dropping
items, knocking things over, etc
7.1 Forms of food and beverage service

Resources Time
Industry visits Resources: Flip chart, whiteboard 120 minutes
In a group of four visit at markers, A4 sheets/note pads.
least four restaurants in
your area that offer
different forms of food and List ways by which guests could have
beverage service to guests. their food and beverages for
One person, the leader of consumption
the group, should report • Guest service (buffet)
findings using flip chart • Silver service
• Plate service
Identify the various methods of serving

food and beverages to guests.
7.2 Preparation for Service

Resources Time
Learners to practice: Explain how preparation affect the 60 minutes
service of food and beverages to
customers
101
7.3 Mis-en place

Resources Time
Activities: Resources: Flip chart, PPT slide, 65 minutes
Ask learners to describe videos
mis- en place activities of a
typical restaurant. List
these on the flip chart. Define the term mis en place
Allow time for practice. by sourcing ideas from the
Display some mis-en place learnersservices of
activities on flip file or Restaurants
videos.
7.4 Cleaning and polishing

Resources
Discuss procedures and Linen for polishing, wine glasses (6), 15 minutes
demonstrate. container for hot water
Ask learners to 60 minutes

practice
7.5 Setting up Tables

Resources Time
Learner Activity: Describe the procedures involved 60 minutes
Allow time for learners to
practice.
102
7.6 Back up preparatory tasks

Resources Time
Explain back up Describe the procedures involved with 60 minutes
preparatory tasks learners:
• Preparing cups and saucers
• Preparing the coffee
• Preparing accompaniments for
coffee
• Preparing tea
• Preparing condiments
• Preparing rolls and butter
7.7 Sequence of Serving Food and Beverages

Resources Time
Learner Activity: 45 minutes
Explain and ask Learners Refer to flip file page 2
to demonstrate practical
sequence of serving food
and beverage
7.8 Taking Bookings

Resources Time
Role Play Activity: Resources: Bookings diary, booking 20 minutes
One learner poses as guest, sheet, jotter, pen, two telephones, flip
stands outside the training chart and markers
room and makes a call.
Select second learner who
will act as a waiter, to
answer the call from the Explain bookings
‘guest’, jotting down
information from the caller.
Write the information
obtained on the flip chart
and ask learners to
appraise.
.
103
7.9 Guest Reception

Resources
Demonstrate Procedure to Explain guest reception 10 minutes
learners
Ask learners to practice
7.10 Taking Food and Beverage Orders

Resources Time
Role Play Restaurant Resources: order book, Simulatd 55 minutes
Game: Simulated menus menu, paper plate with food pictures
with paper plates that have
pictures of meals stuck on Demonstrate the sequence to learners
them. Simulate taking food Remember to show and point out
order with the menu (with service excellence through
record and confirm orders in demonstrating the SPIRIT of
the docket book), then hospitality.
serving the correct orders to
the correct guest. Refer to flip file page 3
7.11 Communicating Food and Beverage Orders to the Kitchen and Bar

Resources Time
Solicit views from learners Resources: Captain order/docket 25 minutes
Explain procedures
• Duplicate system Demonstrate effective communication
• Triplicate system in taking, processing and delivering
orders
104
7.12 Serving of Food and Beverage

Resources Time
Explain the principles Resources: Handout 40 minutes
involved in serving food and
beverages to guests and
demonstrate procedures
involved.
7.13 Loading, Unloading and Carrying trays in various positions

Resources Time
Explain the features and Resources: Trays and service ware to 40 minutes
shapes of trays. carry on the trays
• Round tray
• Rectangular
•
Demonstrate the various
ways of carrying trays.

practice with trays
7.14 Carrying Plates

Resources Time
Demonstrate and allow Resources: Starter/dinner plates (4) 40 minutes
enough time for learners to
practice.
• Dinner plates
• Side plate
105
7.15 Clearing during Service

Resources
Explain procedures Resources: A set table of four (4) 30 minutes
covers with all the necessary table
Allow time for practice
accessories
7.16 Disposal of dirty/used plates

Resources Time
Ask learners the procedure 20 minutes
from their various work
places/ experience
Explain the standard

procedures.
7.17 Crumbing Down

Resources Time
• Explain why the need to Resources: Service cloth, side plate 25 minutes
crumb down,
• Procedures involved, and
• Demonstrate

practice
106
7.18 Changing and Replacing Ashtrays

Resources Time
Explain why, techniques and Resources: Two (2) ashtrays 25 minutes
demonstrate
Allow time for learners to Refer to flip file page 5
practice.
7.19 Presenting the Bill

Resources Time
Prize question. At what Resources: Prize 25 minutes
stage of guests’ meal
experiences do you present Refer to flip file page 5
bills to guests for payment?
Explain the
procedures and
methods.
7.20 Collecting Payment

Resources Time
Explain the procedures and methods. 25 minutes
7.21 Escorting Guests (Saying Goodbye)

Resources Time
Activity: Brainstorm: Refer to flip file page 6 25 minutes
why is it important to say
goodbye? How do you say
goodbye to the guests?
107
108
CHARACTERISTICS OF THE TOURISM INDUSTRY
 The world’s largest industry with several different

sectors- transport, accommodation, food and beverage
outlets, attractions (man-made and natural)
 Its products and services are highly perishable
 Its products generally cannot be touched; they are
experiences which can only be recalled
 It operates 24 hours a day,7 days a week and
throughout the year
 Working hours are irregular (shift)
 There is no distinction between weekdays and weekends
or holidays and non holidays
 It is people oriented/focused
(guests/customers/visitors; owners and managers;
people representing agencies and co-workers)
 Inseparability-requires that the service provider
involves/engages the guest
 Services cannot be inspected before they are delivered
 Labor intensive
 Tasks are repetitive
 Dynamic- constantly changing; requires that service

personnel up-grade themselves and always aim at
meeting the demands of the guest
109
ORGANIZATIONAL DIAGRAM OF HOUSEKEEPING DEPARTMENT
EXECUTIVE
HOUSEKEEPER
HOUSEKEEPER
PUBLIC AREA GUESTROOM LAUNDRY

SUPERVISOR SUPERVISOR SUPERVISOR
LAUNDRY, LINENE
ROOM AND UNIFORM
HOUSEPERSONS
ATTENDANTS ATTENDANTS,
SEAMSTRESS
110
ORGANISATIONAL DIAGRAM OF FOOD AND BEVERAGE DEPARTMENT
Restaurant
Manager
Reception
Head Waiter
Wine Waiter Head Waiter
Cocktail
Station Waiter
Bar Person
Waiter Hostess
Trainee
111
CROSS – CULTURAL ISSUES AND AWARENESS
1. Sense of self and space – What constitutes adequate space
between individuals such as distance or closeness?
2. Communication and language – consider verbal and non-verbal
exchange, body language and gestures etc.
3. Dress and appearance – typical or distinctive outward garments,
dress requirements for various events e.g. business or religious
etc.
4. Food and feeding habits – selection, presentation, diet or religious
needs, use of cutlery or chopsticks or hands.
5. Time and time consciousness – sense of time exact or relative,
precise or casual.
6. Relationship – how are individual or organizational relationships
determined (e.g. age, gender, status, wealth, power)? Family
arrangements, use of titles etc.
7. Values and norms – customs, and practices.
8. Beliefs and attitudes – spirituality, faith etc.
9. Work habits and practices – attitude to work and labour,
dominant type of work, rewards and promotions etc.
112
SPIRIT OF HOSPITALITY
• S: Seek what the customer really wants

• P: Place the needs of the customer ahead of your own
• I: Ignore distractions and focus on what you are doing
• R: Reach beyond expectations to pleasantly surprise your
customer/guest
• I: Invest in yourself
• T: Team up with co-workers to deliver the best service
possible
2
• S: Speak to the customer politely
• P: Place the needs of the customer ahead of your own
• I: Interact with customers to find out their needs
• R: Reassure customers that the hotel is highly committed
to satisfying their basic needs
• I: Interview customers who are not regular in your
establishment
• T: Tell guests to always expect high standard of service
from you
3
• S: Supply free drinks to customers whenever the complain
• P: Position yourself to always identify difficult guests and
inform your supervisor/ the management
• I: Ignore distractions and focus on what you are doing
• R: Reach beyond expectations to pleasantly surprise your
customer/guest
• I: Introduce customers to new products available
• T: Tell customers what to do in order to enjoy the best service
possible
113
SERVICE TIPS
• Components of a Good Service Attitude:
• Can Do,
• Positive Approach,
• Nothing too Much to Do, Going The Extra Mile,
• Eager To Please
• Alert,
• Empathetic,
• Proactive
114
GUEST COMMENT FORM
Dear Guest,
Kindly spare us a few minutes of your time to let us know how well the hotel met your
expectations in customer service.
1. Name: _____________________________________________________________
2. Address: ___________________________________________________________
3. Email: _____________________________________________________________
PLEASE MARK Delightful Acceptable Poor
1. RECEPTION Delightful Acceptable Poor
Handling reservations Delightful Acceptable Poor

Warm greeting Delightful Acceptable Poor
Courteous Delightful Acceptable Poor
Attentiveness Delightful Acceptable Poor
Promptness Delightful Acceptable Poor
Timeliness Delightful Acceptable Poor
Service with a smile Delightful Acceptable Poor
2. GUEST RELATIONS Delightful Acceptable Poor
Assistance with luggage Delightful Acceptable Poor

Personal hygiene and Delightful Acceptable Poor
grooming
Courteous Delightful Acceptable Poor
Communication Skills Delightful Acceptable Poor
Helpful and efficient Delightful Acceptable Poor
Delightful Acceptable Poor
3. ROOM CARE/ HOUSEKEEPING Delightful Acceptable Poor
Design and atmosphere Delightful Acceptable Poor
115
Cleanliness Delightful Acceptable Poor

Greetings and ambience Delightful Acceptable Poor
Observations and follow-up Delightful Acceptable Poor
Room amenities Delightful Acceptable Poor
Consistency in service Delightful Acceptable Poor
Room maintenance Delightful Acceptable Poor
Handling guest requests Delightful Acceptable Poor
Room odour Delightful Acceptable Poor
Bathroom odour Delightful Acceptable Poor
Cleanliness and freshness of bath Delightful Acceptable Poor
linen
Handling complaints Delightful Acceptable Poor
4. GENERAL OBSERVATION OF Delightful Acceptable Poor

STAFF
Helpful Delightful Acceptable Poor
Efficient Delightful Acceptable Poor
Responsive Delightful Acceptable Poor
Reliable Delightful Acceptable Poor
Handling guest requests Delightful Acceptable Poor
Handling guest complaints Delightful Acceptable Poor
Enthusiastic Delightful Acceptable Poor
Personal hygiene and Delightful Acceptable Poor
grooming
5. RESTAURANT SERVICE Delightful Acceptable Poor
Overall impression Delightful Acceptable Poor

Selection and variety of food Delightful Acceptable Poor
Quality of food Delightful Acceptable Poor
Cleanliness of staff uniforms Delightful Acceptable Poor
Cleanliness of restaurant Delightful Acceptable Poor
Cleanliness of service equipment Delightful Acceptable Poor
116
Restaurant service skills Delightful Acceptable Poor

Timeliness in food delivery Delightful Acceptable Poor
Communication skills Delightful Acceptable Poor
Professionalism Delightful Acceptable Poor
6. ANY FURTHER COMMENTS, PLEASE
7. HOW CAN THE HOTEL GIVE YOU EXCELLENT CUSTOMER SERVICE?
8. HAS THE HOTEL MET OR EXCEEDED YOUR EXPECTATIONS?
9. PLEASE GIVE DETAILS OF ANY COMPLAINTS ABOUT THIS HOTEL, THEIR SERVICES
AND EMPLOYEES
WE APPRECIATE YOUR TIME AND ATTENTION

THANK YOU VERY MUCH
117
PERSONAL APPEARANCE AND GROOMING TIPS
• You are highly visible

• You represent the company
• Customers’ impressions are influenced by images/what they see
• Good images of you gives the customer confidence that you have
the ability to provide professional service
• Good personal appearance and grooming promotes personal pride,
and self-confidence
• First impressions are lasting
RULES OF PERSONAL HYGIENE
• Bath twice a day

• Hair should be short and neat
• Wash your hands after using the toilet
• Keep your finger nails short and clean
ILL HEALTH AND INJURIES PRACTICES
• Cover cuts, scratches and spots with water proof plaster.

• Report to your supervisor if you have a septic cut, a weeping spot or
boil
• Report illness
RULES OF BEHAVIOURS EXPECTED OF YOU AS AN EMPLOTEE
• Do not give your workplace information out

• Be punctual
• Do not have romantic relationship with co-workers or guests
• Do not be absent without permission
• Do not steal hotel or co-workers proper
118
ACTIVITY SHEET
(WORD THAT BEST DESCRIBE HOUSEKEEPING)
Instructions:  Study the words in the left column
 Draw a line to the correct meaning of the word in the right

column
 Follow the example
WORD MEANINGS
EXAMPLE a) Car
An apple is a b) Fruit
c) Vegetable
1) CLEAN
A. Free from danger or risk
2) COMFORTABLE
B. Removal of dirt and all unwanted substances
3) SAFE
C. Feeling physically relaxed
Case study
It is break time at the vocational school. Kwensima and Otobri decide to

go out to buy some rice for lunch. On their way, Otobri steps in some
horse dung and quickly tries to prevent Kwensima from stepping in it too,
but he wasn’t fast enough so she also stepped in it. They tried to scrape it
off with some twigs, dead leaves and sand and decided to wash it off
properly back at school. Back at school, Kwensima bought a tiny sachet of
omo at the school shop and gave her shoes a good scrub. Otobri on the
other hand just rinsed his shoes and went to class. During the lesson the
teacher insisted that the classroom smelt bad and that he would inspect
everyone’s shoes. Otobri was very embarrassed when he was asked to
leave the class and not return until he cleaned his shoes thoroughly.
Learners to answer the following questions:
1) Why did Otobri’s shoe still smell so bad even though he had tried
to clean it with water?
2) What is the difference between Kwensima’s method of cleaning and
Otobri’s
3) What could have made Otobri’s shoes cleaner?
119
SAMPLE WORK SHEET FOR PUBLIC AREA ATTENDANT
HOUSEKEEPING DEPARTMENT
Attend to washroom every thirty minutes
Date ___________________________
PUBLIC WASHROOMS
TIME CLEANED BY INSPECTED BY

6:00 am Felix Theresa
6:30 am Felix Theresa
7:00 am
7:30 am
8: am
8:30 am
9:00 am
9:00 am
10:00 am
10:00 30
11:00 am
11:30 am
12:00 pm
12:00 pm
12:30 pm
1 pm
120
SAMPLE AREA INVENTORY AND CLEANING FREQUENCY
(PUBLIC AREAS)
Areas to be covered Frequency of Cleaning
Twice daily and when considered necessary

Reception
in between
Three times daily and when considered

Staircases
necessary (as and when necessary)
Three time daily and when considered

Lifts
necessary in between
121
GUESTROOM INSPECTION FORM
Name__________________ Date ______________ Room ______ Score__________
Not acceptable
Acceptable
Clean, no dust on front, back or upper surface

Door
Clean, no dust
Door frame Clean, no dust bolt locked
Connecting door Fastened
Door chain Good condition
D N D sign Clean, no dust, no hangers missing two laundry bags; two laundry
sheets
Wardrobe rack
Carpet Vacuumed no debris (including behind drapes between beds and
under spread, no dust around edges or under furniture clean;
between connecting doors). Report spots and gum stains to
supervisor
Furniture No dust on tops or sides including legs; under desk free from
cobwebs chair cushions in position; cushion turned regularly so
the cover stays in place, drawers clean in c/o room, all furniture in
proper position.
Pictures and
mirror No dust on frames, no streaks on mirror
Watt lamps
No dust or bulbs, scan or shade turned to the back, shade straight,
Bedside table correct wattage bulb
cabinetlamp lamp
No dust; drawers cleaned out; guest literature in place; no litter
Floor/table lamp hidden behind
No dust on stand or base; bulb working; no dust on bulb, in

proper position (12 inches from either wall with light extending
TV over the chair) seam on shade turned to the back shade straight,
correct bulb.
Air-conditioner
No dust on screen, front, back, stand, remote control
Bed
No dust on vent, top, or remote control; turned off or on as per
hotel standard
Bathroom
Clean linen; neatly made to standard; no creases or wrinkles
No odour. Fresh smelling; spotless floor, spotless bathroom

fitments, spotlessly clean and fresh towels.
122
SAMPLE ROOM ASSIGNMENT
Date: ____________________ Supervisor ________________
Room status
MAINTENANCE/MISSING
Room No.
ITEMS/OTHERS
AM PM
206 V/D V/C Tap leaking, no pillow case
208 V/D V/C Door lock no working
210 O/D O/C
212 D/O V/C Window cannot close properly
214
302
308
310
123
SAMPLE KEY CONTROL FORM
Supervisor: _______________ Date: _____________
SRL No Name Key Time Sign Time In Sign Remarks

Designation Out
124
LOST & FOUND PROCEDURES
LOST / MISSING ITEMS (1)
Date:
Name of person who reported lost item/s:
Room Number: _____ Time in room: __
Description of lost/missing item/s including any distinguishing marks, security code or
identifying marks: ___
________
________
Location where the item/s were lost: _
_______
_______
Signature of the person reporting the loss: ______
Signature of the person receiving the report:
125
FOUND ITEMS
(Details of items initially lost but found)
Department: Date:
Name of person who found the item/s:
Job Title: Time
Description of found item/s:
______
Location where the item/s were found:
126
JOB CARDS FOR ISOLATED CLEANING TASKS – PUBLIC AREAS

Cleaning Offices
Cleaning tools needed: Long handled broom, dust pan, brush, mop, mop bucket,
trash bag, vacuum cleaner, caution sign, damp and dry dusters.
Procedure:
 Ventilate room
 Dispose of waste
 Damp dust and or polish furniture and fittings and windows
 Do not tamper with any papers or documents.
 Clean floor according to kind.
 Report all maintenance defects
Cleaning Entrances
Cleaning supplies needed : Caution signs, mop, mop bucket, short handled brush,
long handled broom, trash bag, glass and window cleaner, damp and dry dusters.
Procedure
 Clean floor according to kind
 Divide the area into two parts for easy access for passersby.
 Clean one part, and then the other.
 Mop using the same procedure.
 For carpeted areas, vacuum using the same procedure.
 Keep the cord of the vacuum along the wall and away from traffic areas to avoid
accidents
 Ensure that the floor is dry before leaving.
Cleaning Glass Doors and Windows

Cleaning supplies needed: Glass and window cleaner, glass cloths, multi surface
cleaner, squeegee, foam sponge.
Procedure
 Tie back curtains or blinds out of the way.
 Protect floor and base of wall below the window with dust sheets to prevent
wetting surrounding areas.
 Do not use abrasives for cleaning glass.
 Apply glass cleaner into cleaning cloth and not onto glass surface, as this is
wasteful.
 Use a spiral motion to polish glass till clear.
 Overlap each area as you clean.
 For extremely dirty windows, use multi surface cleaner solution and a squeegee.
 Ensure that there are no water droplets on surrounding surfaces and on the metal
frame.
127
Cleaning Floors
Cleaning supplies needed: Long handled broom, mop, mop bucket, dust pan, caution
sign, vacuum cleaner, damp and dry dusters, trash bags.
Procedure:
 Put up caution signs Put up caution signs
 Divide the floor into two.
 Clean one area, then move to the other
 Mop using the same procedure.
 For carpeted areas, vacuum using the same procedure.
 Keep the cord of the vacuum along the wall and away from traffic areas for
safety.
 detergents or pads
SAFETY FOR ROOM SERVICE
 When carrying items up staircases, always ensure that your view of the
stair is unobstructed. Watch out for items left on stairways or loose/ripped
carpets.
 Before leaving the lift, check that it has stopped level with the floor so that
you do not stumble. Report faulty lifts immediately.
 Do not carry trays that are too heavy for you — you may strain yourself, or
drop the tray, sending shattered service-ware in all directions, and splashing
hot food and beverages that could cause burns or slipping accidents.
 Don’t forget your service cloth. The tray may be cool, but the dishes you
have to remove may be very hot.
 Keep an eye open for guests or other staff in traffic areas, and for
housekeeping trolleys in corridors.
128
ACTIVITY SHEET –WRAP UP OF TOPIC ONE (1)
QUESTIONS AND ANSWERS
INSTRUCTIONS : Answer the following questions to show how well you

understood today’s lesson.
1) What is the meaning of accommodation operations?---------------------------------
-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
---------------
2) List the types of accommodation available.--------------------------------------------
-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
-----------------
3) Give two (2) reasons why an organization structure is important--------------------
-------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
------------
Mention four (4) job titles in housekeeping.---------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
------------------------------
ATTRIBUTES OF FOOD AND BEVERAGE SERVICE PERSONNEL
129
The principal attributes necessary in food and beverage service personnel are listed
below:
1. A professional and hygienic appearance.
2. Knowledge of food and drink
3. Punctuality
4. Local knowledge
5. Personality
6. Attitude to customers
7. Memory
8. Honesty
9. Loyalty
10. Conduct
11. Sales ability
12. Sense of urgency
13. Customer satisfaction
14. Complaints
TEA SERVING EQUIPMENT
The equipment required for the service of tea includes:
 Tray or salver
 Tray cloth
 Tea pot
 Hot water jug
 Jug of cold milk
 Slices of lemon
 Slop basin (if using loose tea leaves)
 Tea strainer (if using loose tea leaves)
 Stands for tea pot and hot water jug
 Sugar basin and sugar spoon or tongs depending on whether using sugar
granules or cubes
 Tea cup and saucer
 Teaspoon
EQUIPMENT REQUIRED FOR THE SERVICE OF COFFEE
 Tray or salver
 Tray cloth/napkin
 Tea cup and saucer
 Teaspoon
 Sugar basin and tongs or a teaspoon according to the type of sugar offered
 Coffee pot
 Jug of hot milk or cream
 Stands for the coffee pot and hot milk jug
HANDLING GLASSES PROFESSIONALLY
Wine glasses have three parts:
 bowl
 stem
 base
NOTE
- Handle glasses as little as possible.
- Do not lift glasses by the bowl
- Lift glasses by the stem and occasionally by the base.
- Never pick up glasses with the rims between thumb and fingers.
- Remove broken glasses immediately.
130
FOOD AND BEVERAGE SERVING SEQUENCE
The table below identifies the service sequence for food and beverages
1. Preparation for service 7. Clearing during service

2. Taking booking 8. Billing
3. Greeting and seating/directing 9. Dealing with payment
4. Taking food and beverage orders 10. Dishwashing
5. Serving beverages 11. Clearing following service
6. Serving food
PROCEDURE IN SERVING MEAL
There are usually three different meals: breakfast, lunch and dinner. For dinner in an up-
class restaurant, the following important procedures should take place on arrival of the
guest:
1. Guests enter and are greeted by the Reception Head Waiter. The reception head
waiter checks to see if the guests have reservation. If not, sees if a table is available.
2. The reception head waiter asks if the guests would like an aperitif in the lounge or
reception area or prefer to have it at the table.
3. The guests are then taken to their table. The reception head waiter indicates to the
Station Head Waiter who the host is, and hands over to him/her.
4. The station head waiter unfolds serviettes and places them on guests’ laps.
5. The Sommelier then comes.
6. Rolls and Melba toast are offered and the butter is placed on the table.
7. Menus are presented to the host and his guests. Allow time to make choice.
8. At this stage recognition of the host is very important.
9. The station head waiter takes orders of the party through the host standing to his
left.
10. The sommelier comes to see if wine is required.
11. The Waiter adjusts the table where necessary for the service of the first course.
12. Plate is laid as the first course is served.
13. Clear the first course.
14. Lay cover for the fish course.
15. Correct wine glasses are placed on the table if wine is to be served.
16. The wine is presented to the host and opened.
17. Lay fish plates and serve fish course.
18. Clear the fish course.
19. Lay the cover for the main course.
20. Lay the joint plates and serve the main course.
21. Under-flat should be used under vegetable dishes and sauce boats. Hot food should
be served piping hot onto hot joint plates.
22. The sommelier should top up the wine glasses whenever necessary.
23. Clear the main course.
24. Crumb down.
131
25. Change the ash tray if necessary.

26. Offer the menu for the guests to choose a sweet dish. Take order.
27. Lay the sweet cover and accompaniments.
28. The sommelier clears the wine glasses and bottles.
29. Serve the sweet course.
30. Clear the sweet course.
31. Take the coffee order.
32. The sommelier now presents to the party the liqueur trolley and serves liqueurs as
required.
33. Coffee service is placed on the table. Serve the coffee.
34. Presentation of the bill. This is followed by payment to the waiter who will in turn
have the payment receipt by the cashier. Return change to the host if any.
35. The station head waiter sees the guests out of the restaurant.
36. Clear down the table. Re-lay it if necessary.
132
BOOKING SHEET
RESTAURANT……………….……….…… DAY ……………………… DATE

………………………………
Name Tel No. of Time Total no. of No. Remarks Signature
No. covers covers remaining
booked
133
A SAMPLE BUFFET (TABLE D’HÔTE) MENU
Prawn and Calamari Salad
Tomato and Red Onion
Roast Aubergine and Courgette
Mixed Green Salad
Assorted Dressings
Braised Beef with Oyster Mushrooms
Grilled Tilapia Banku
Red Red
Saffron Rice
Carrots and Beans pepper Sauce
Glazed Lemon Tart
Chocolate Sauce
Fruit Salad
PRICE: GHC 39.00
All prices inclusive of Tax & NHIL
134
A SAMPLE A’ LA CARTE MENU
LOUNGE BAR SNACK MENU

SALADS
Health Conscious Salad
Salad with toasted Seeds & Nuts, flaked Bananas, Lemon Yoghurt & Papaya, Olives, Feta
Cheese & Chives. [GH¢ 80.00]
Chicken Caesar Salad
Grilled Chicken marinated in Citrus Oil, Bacon Twists, Garlic Sippets, Parmesan, Crisp Garden
Leaves with Anchovies & Plum Tomatoes, Caesar Dressing. [GH¢ 10.00]
Ghanaian Salad
Fried Yam & Plantain Grilled Sardine Kpakposhitor, Pepper Sauce. (GHC 10.50)
SANDWICH SELECTION
Toasted or Plain Wheat Meal or Whole Meal Bread
Choose either
Cured Ham/ prime Roast Beef/ Herb Chicken/ Mature Cheddar Cheese offered with French
Fries, Condiments & Pickles. [GH¢ 9.50]
WRAPS
Hickory Smoked Salmon
Cucumber, Sour Cream & Chives [GH¢ 10.50]
Ocean Prawns
Crisp Leaves, Tomato and Citrus Mayonnaise. [GH¢ 10.50]
BLT
Smoked Bacon, Organic Lettuce, Vine Tomatoes & Peppered Mayonnaise. [GH¢ 9.50]
Club House Sandwich
Toasted Triple Decker with Egg, Bacon, Tomato, Spiced Chicken, Crisp Leaves and
Mayonnaise. [GH¢ 10.00]
Mediterranean Panini
Filled with Brie, Sun-dried Tomatoes, Roast Capsicum, Black Olives and Dill Pickles flavoured
with Pesto & fresh leaf Basil. [GH¢ 9.50]
Minute Steak Panini
Seared Fillet Steak, Pommery Mustard and German Pickle. [GH¢ 9.50]
LIGHT BITES
Soup of the Day
Freshly made soup with Crusty Bread. [GH¢ 6.00]
Spaghetti or Penne
Bolognaise, Napolitan, or Carbonara All served with Garlic Bread. [GH¢ 8.50]
Beef or Chicken Burger
With tomato Relish, cheese and Chips. [GH¢ 9.00]
Pizza Margarita
Tomato, Mozzarella & Basil Oil. [GH¢ 9.00]
Lemon Prawn Satay
Malaysian shrimps with Citrus & Honey, served with Chili Sambal. [GH¢ 12.50]
Ghanaian Misto
Local Mollusc Bay Fish, Fried with Rock Salt, Cracked Pepper, served with Garlic Mayonnaise
Sauce. [GH¢ 11.00]
All prices inclusive of Tax & NHIL
135
PROFESSIONAL AND HYGIENIC APPEARANCE IN THE RESTAURANT
 A shower or bath should be taken daily

 Always use deodorants or a good substitute
 Aftershave and perfumes should not be too strong
 Sufficient sleep, ample and healthy intake of food, and regular exercise will keep
you in a healthy condition and allow you to cope with the pressure and stress of
work
 Pay particular attention to your hands. They must always be clean, free of
nicotine stain and with clean, well-trimmed nails
 No nail varnish should be worn
 Males should be clean shaven, if with any moustache neatly trimmed
 Females should only wear light make up
 Only stud earrings are permissible.
 Your uniform should be clean, starched as appropriate and neatly pressed. All
buttons must be present
 Hair should be cleaned and well groomed. Long hair should be held back
 Your shoe should be clean, polished, comfortable and simple and make sure they
are flat and closed to cover your toes
 Brush your teeth before you start your duty
 Any cuts or burns should be covered with a band aid or correct dressing. If it is
on the visible parts of the body then refrain from guests contact
 If feeling sick i.e. having cold or other infection, this should be reported to the
supervisor immediately.
 Wash your hands after smoking, after using the toilet or dealing with refuse. Use
hot water and soap.
136
SAFETY RULES /TIPS FOR RESTAURANTS:
 You are responsible for workplace safety

 Stack crockery or service dishes and load shelves with safety in mind to avoid
any form of accidents.
 Pull cutlery drawers out slowly and carefully so that the drawer does not pull
out completely and shower the area (and yourself) with sharp or heavy cutlery.
 Do not stack chairs and tables above chest height. Check that the stack is
secure before leaving it. Never stack furniture behind doors, in corridors or fire
escape routes.
 You will avoid fires if you take special care when handling flammable or
potentailly explosive materials including spirits, flambe lamps, lighted candles
and all other naked fires.
 Cleaning agents are chemicals. Follow instructions on them and wear protective
wears.
 Distribute weight evenly on trays, and only load what you can carry safely
and comfortably. Put hot foods and liquids in the centre where, if they spill, it
will be on to the tray, and not on to you or the floor.
 Never carry anything over the head of a guest or a colleague.
 Do not overfill soup tureens, dishes, coffee pots or teapots in case they
spill hot liquid on to yourself or a guest.
 Use clean, dry serving cloths to carry hot dishes.
 When opening sparkling wine, keep the cork covered with a service cloth
while opening, and ease it out gently.
 When serving tables, be aware that a guest may move the chair backwards, or
make other sudden movements. Do not lean over a guest’s shoulder. If space
is tight, politely ask the guest to move
Images by theto one side
courtesy of when you serve, so that you
protect them from any spillage of hot food that may burn them.
www.google.com.gh
 Follow established traffic routes and procedures; always stick to the left to
www.touringghana.com
avoid colliding with staff or guests approaching from the opposite direction.
 Only use the designated entry and exit doors to the kitchen and dining areas to
avoid collisions with other staff entering the room you are leaving
 Be aware of guest routes when carrying food or service ware. Routes leading
to the entrances, exits or washrooms are used by guests — be on the lookout
for guests in these areas when you are using them so that you do not collide
with them and cause an accident.
 Infrared and other heat lamps must have covers to a v o i d p o s s i b l e
accidents
 Before cleaning floors during service, close off that area of the restaurant,
and use appropriate warning signs.
137

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Food

MODULE 1: THE WORLD OF HOSPITALITY AND TOURISM

MODULE 2: PROFESSIONAL HOSPITALITY

MODULE 3: ACCOMMODATION OPERATIONS

MODULE 4: RESTAURANT OPERATIONS AND OUTLETS

MODULE 5: RESTAURANT SERVICE EQUIPMENT

MODULE 7: FOOD AND BEVERAGE SERVICE

7.9 Guest Reception 104

Objective of this Course

The following participants should attend this course:

Characteristics of the Beneficiaries

 Unskilled and semi-skilled informal workers of hotels and other accommodation

 50% men / 50% women.

 No formal education to basic education

At the end of this course, the learner should:

• Be equipped with skills to deliver professional service as waiters, guestroom and

• Exhibit professional skills in accommodation operations and food and beverage

Activities are provided in the following categories:

How to use the Trainer’s Manual

Questions to ask participants

Contents of trainer’s kit Quantity

Ghana Training Models and curriculum

HITT Model and Curriculum: On-the-job training

Course Food and Beverage Service and Accommodation Operations.

Cluster 1: Core hospitality skills Compulsory ( 4 - 5 days)

Cluster 2: Technical skills – Guestroom and Public area cleaning-

Cluster 3: Technical skills - Waiting-on (17 - 19 days)

The modules in each cluster should be taken in logical sequence as listed.

Cluster 1: All participants

Cluster 3: Half of the

Clusters 1, 2 and 3 should be completed within 2 weeks latest should be

• Cluster 1: All participants ( Waiter/waitress and room attendant

Small groups: Minimum of 6, maximum of 10 people

Cluster 2: no. of trainees per course will be 6 - 10 per training session.

General Facilities: Functional hotel and restaurant

Additional teaching resources: as specified in each topic.

HITT Curriculum: Ghana

Course Food and Beverage Service Operations.

Morning and afternoon sessions at the discretion of the facility

Deliver maximum 3 hours a day.

Training courses will be organised in your restaurants using available

Learners will be from the hotel or restaurant’s database.

 Be furnished with continuous upgrade of knowledge and skills in basic

Compulsory Cluster 2 (Waiter/waitress)

Generic/Core service skills

Course Module 1:The world of Hospitality and Tourism

Module 2: Professional Hospitality

Foundation of core skills

 Define the term restaurant

Module 5: Restaurant Service Equipment

Module 6: Menu- Food and Beverage

 Trainer one: to deliver the core skills of compulsory cluster made up

 People in the world of tourism and hospitality

HITT Curriculum: Ghana

Training courses will be organised in selected hotels using available

 Apply environmental hygiene, safety and security principles and

Compulsory Cluster 2 (Guestroom and Public area attendants)

 Module 3: Accommodation operations – (10 - 15 hours)

Topic 1: The importance of housekeeping in accommodation

Platform of core service skills supporting a range of technical skills:

Foundation of core service skills

Accommodation Operation knowledge

Accommodation Operation skills

TOPIC 1: The importance of housekeeping in accommodation operations