Professional Documents
Culture Documents
Waiter Trainer Guide English
Waiter Trainer Guide English
(WAITER/WAITRESS)
TRAINER GUIDE
ACKNOWLEDGEMENTS
SNV would like to thank first Employment Fund Secretariat (EFS) for coordinating among
TVET service providers to produce the training materials. We acknowledge expertise shared
by Jhapa technical institute, Global Institute of Hotel Management, Oriental Hospitality and
Tourism Training, Sahara School of Hospitality Management, Janahit Trading and Training
and Lisa Gordon-Davis in the development of the training model of Food and Beverage
Service - Waiter. SNV appreciates the contribution of Hospitality Solutions (HS) and Zaeem
Ahmed in developing the training materials and coordinating with key stakeholders to
develop the final product. Many thanks also to Monica Oliveros, Prakriti Sherchan from HITT
for their inputs. Special thanks go to Bibek Shrestha who coordinated the publication of this
series of manuals. We would also like to express our sincere thanks to Sanjay Madnani and
his team at Umbrello Design for design and illustration.
Contributions
This publication has been produced with the financial assistance of the European Union.
The contents of this publication are the sole responsibility of SNV and can in no way be
taken to reflect the views of the European Union. For more information on Europe Aid,
please visit http://ec.europa.eu/europeaid/
Table of Contents
About the Food and Beverage Service - Waiter trainer guide
Trainers Kit
Activities
Resources required
10
Box 1. Icebreaker
10
11
12
13
14
14
15
15
16
16
18
18
MODULE 2: HYGIENE
21
22
22
23
23
25
Topic 1, 2 and 3: Restaurant Equipment, Carrying Plates and Dispose of damaged Cutlery
26
Box 10, 3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of
damaged Cutlery
26
28
28
29
29
30
30
33
Topic 1, 2 and 3: Menu, Types of Menu and The French Classic menu Sequence
34
Box 14, 4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence
34
35
Topic: 1, 2, 3, 4 and 5: Beverage, Tea, Coffee, Service of Tea and Coffee and Mocktails
36
Box 15, 5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of
Tea and Coffee and mocktails
Topic 6: Alcoholic Beverages
Box 16, Alcoholic Beverages
Topic 7, 8 and 9, Beer, Wine and Cocktail
36
37
37
38
39
40
40
41
42
Box 19, 6.1 and 6.2, Types of Service and Briefing before Service
Topic 3: Mis en scene & Mis en place
Box 20, 6.3, Mis en scene & Mis en place
Topic 4: Service Sequence
Box 21, 6.4, Service Sequence
42
43
43
44
44
45
46
46
47
47
49
50
Box 24, 8.1 and 8.2, Marketing and Trends in Food and Beverage Operations
50
51
Topic 1, 2 and 3: Responsibilities and Food Handler, Waste Management and Pest Control
52
Box 25, 9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control
Topic 4 and 5: First Aid and Restaurant Hazards and Safety Measure and Handling
52
54
Box 26, 9.4 and 9.5, First Aid in the Restaurant, Restaurant Hazards Safety Measure and Handling 54
Topic 6 and 7: Fire and Maintenance
Box 27, 9.6 and 9.7, Fire and Maintenance
Annex-1: Introduction to HITT teaching Techniques
55
55
56
Learning Outcomes
Upon successful completion of this course, the beneficiaries should be able to demonstrate
and practice:
Formative Assessment
Learners may be formatively assessed throughout the course. This will take place in the form
of quizzes, practical exercises and/or application.
Summative Assessment
A final summative assessment may be given to learners at the end of the course and will
be based on the learning outcomes for the course.
This assessment is (indicate what format this assessment takes, for example, a paper-based
assessment, practical, simulation) to be completed at the end of the course; for practical
assessments, the practical components of the course must be combined into an integrated
assessment to ensure that learners can demonstrate an entire process.
Trainers Kit
To train this course effectively, you will have to invest time and effort into putting a training
kit together. Ideas for the content of the kit are provided in the Resources column of the
detailed guide for each module.
The materials and resources will enhance your training. Your kit should contain resources
such as:
Paper-based: books, photos, magazines, posters, notices, signs, advertisements,
brochures, maps, etc.
Equipment-based resources: utensils, cleaning equipment, knives, etc.
Samples and examples: materials used in industry, items learners may have not seen
before e.g. strange vegetables, food items, product samples, etc.
When preparing for your classes go through the resources required and collect or prepare
these well in advance, especially where you will need industry samples and examples,
flashcards, new articles and so on. If possible, share these with colleagues to reduce the
workload on one person and to make the resources available to other classes as well.
Activities
This trainer guide provides for many and varied activities. These activities are not all
included in the Learner Guide. Depending on your time and resource, you must identify
what activities you can deliver based on time and facilities. Try to do as many activities as
possible to facilitate Active Learning opportunities for your learners. See annex 1 for HITT
teaching techniques methods and various tools and resources that can be applied to
deliver this course
Questions to ask
participants
Tips
Ice breaker
Use resources
Resources required
In order to teach this course, please ensure that you have the following available.
The specific resources needed for each topic are listed in the lesson plans and boxes.
Resources
Quantity
Trainer's guide
Attendance register
Registration form
1 per learner
1 per learner
Whiteboard markers
1 multicolour pack
(red, blue, black, green)
Permanent markers
1 multicolour pack
Brown/white paper
150 sheets
Masking tape
2 rolls
Metacards
200 pcs
Glue-sticks
2 pcs
Name tags
As required
Learners kits
1 per participant
Learner Manuel
Attendance Register
Quantity
1 set
Playing Card
1 set
1 set
Scenarios (complaints)
1 set
1 set
1 set
1 set
1 set
1set
1set
1 set
MODULE 1
INTRODUCTION TO FOOD & BEVERAGE SERVICE
BOX 1
Activity : Icebreaker
Ice break
Compiling expectations
Setting norms
Discuss
The organisation of the training.
Division of tasks (who is the leader, who is the reporter,
and who is the evaluator for the day?).
Rules regarding use of mobile phones, talking in
class, attendance, starting and closing time, and
lunch breaks
10
BOX 2
Refer to:
PPT Slides 1 and 2
11
12
BOX 3
Discuss and
explain:
Ask Learners,
Explain
about inter depart
mental relation & the
importance of good
relation between other
departments.
Refer to:
Role Play:
Interdepartmental
Relation
13
Topic 3: Restaurant
Learning objective & topics covered in module
Skills: Restaurant types and functions
Knowledge: Function of restaurant, types of restaurant
English terms: Fast Food, Speciality Restaurant, Cafeteria, Coffee Shop
Attitude: Attentive, responsible, attention to detail
BOX 4
1.3, Restaurant
Activity
Discuss and
explain:
Ask Learners,
Explain about
restaurant, its
function & its types.
Refer to:
PPT Slides
5 to 16
Poster Making:
Restaurant and
types of services
offered.
14
BOX 5
Ask Learners,
Explain them
about staffing &
manage-ment, different
positions in the restaurants
& the organization chart.
Refer to:
PPT Slides
17 and 18
Resources:
Marker
Brown Paper/white board/PPT
Role Play:
Organisation chart
15
BOX 6
16
Activity
Discuss and
explain:
Ask Learners,
Refer to:
Resources:
PPT Slide 19
Marker
Brown Paper/white board/PPT
Group activity:
brainstorm
d
about hospitality and
service attitude.
17
BOX 7
Discuss and
explain:
Ask Learners,
Display courtesy
and good commu-nication
skills.
Provide information to
guests on requests.
Handle guest
complaints.
What is communication?
Why is it important?
What are the different types of communication
Ask all learners which problems and complaints can
occur with guests.
Resources:
Marker
Brown Paper/white board
Demonstration:
18
Group Activities:
enact a complaint
from the guest
followed by a good
way and bad way of
handling it
HEAT
What is HEAT?
What are the major focus points of HEAT and why HEAT
is effective.
H: Hear them out
E: Empathy
A: Apology
T: Take action
How do you apply the HEAT sequence?
Resources:
Develop for HEAT (one card for each letter). Display
them in the class and ask them to express the
meaning of each letter.
Activity
HEAT Role Play
19
20
MODULE 2
HYGIENE
21
BOX 8
Discuss and
explain:
Ask learners,
Personal hygiene,
personal grooming &
methods of maintaining
the personal hygiene and
grooming.
Refer to:
PPT Slides 20 and 21
Demonstration:
Hand washing
techniques &
practice.
Resources:
PPT showing hand-washing techniques.
22
MODULE 2 : HYGIENE
BOX 9
Discuss and
explain:
Ask learners,
Restaurant hygiene,
its cleaning
procedure & types
of cleaning
Refer to:
PPT slides
22 to 29
Demonstration:
Show them the
process of
restaurant
cleaning.
Resources:
Marker
Brown Paper/white board
First observe what cleaning equipment is available at
the venue and demonstrate to them the process of
cleaning the restaurant and ask the learners to
practice cleaning
23
24
MODULE 3
RESTAURANT HYGIENE
25
BOX 10
3.1, 3.2 and 3.3, Restaurant Equipments, Carrying Plates and Dispose of damaged Cutlery
Activity
Discuss and
explain:
Ask learners,
Different equipment
used in the restaurant.
Refer to:
PPT Slides 30 to 36
26
Demonstration
and practice:
Cleaning & Handling
restaurant equipment.
27
English terms: Napkin, Table cloths, Overlays, Mats, Multan, Frill, Tray cloth
BOX 11
Discuss and
explain:
Ask learners,
Different Types of
linen used in the
restaurant, their uses & the
sizes.
Refer to:
Resources:
PPT Slide 37
Marker
Brown Paper/white board
Demonstration
and practical:
Restaurant Linen.
Resources:
28
Restaurant Linen
BOX 12
Ask learners,
Different types of
tables used in the
restaurant, their
uses & the sizes.
Refer to:
PPT Slides
38 add 39
Resources:
Demonstration
and practical:
Restaurant furniture.
Marker
Brown Paper/white board
Resources:
Restaurant furniture.
29
English terms: Assorted glasses, Bottle openers, Mixing and stirring items, Ice bucket,
Wine Decanter, Tot/spirit measures and draining stand etc
BOX 13
3.6, 3.7, 3.8, Bar and Bar Equipment, Handling Glassware and Using Tray
Activity
Discuss and
explain:
Ask learners,
Different
equipment used
in the restaurant.
Refer to:
PPT 40-43
30
Demonstration
and practice:
Cleaning & Handling
restaurant equipment.
31
32
MODULE 4
RESTAURANT MENU
33
Topic 1, 2 and 3: Menu, Types of Menu and The French Classic menu
Sequence
Learning objective & topics covered in module
BOX 14
4.1, 4.2 and 4.3, Menu, Types of Menu and The French Classic Menu Sequence
Activity
Discuss and
explain:
Menu & types of
menu.
Ask learners,
Refer to:
PPT Slides 44 and 45
Demonstration
and practical:
Making and
presenting a menu.
34
MODULE 5
BEVERAGE & TOBACCO
35
Skills: knowledge about beverages and their characteristics and serving techniques
BOX 15
5.1, 5.2, 5.3, 5.4 and 5.5 Beverage, Tea, Coffee, Service of Tea and Coffee and mocktails
Activity
Discuss and
explain:
Ask learners,
everages, types of
beverages & serving
methods.
Refer to:
PPT Slide 46
36
BOX 16
Alcoholic Beverages
Activity
Discuss and
explain:
Ask learners,
Beverages Liquor
Refer to:
PPT Slide 46
37
38
BOX 17
Discuss and
explain:
Ask learners,
Beverages Beer,
Wine, Cocktails
Beer:
Refer to:
PPT Slide 47
Wine:
Cocktail:
39
BOX 18
Discuss and
explain:
Ask learners,
Refer to:
What is Tobacco?
What are their types?
How do you serve cigarette?
What is the process of serving cigar?
How do you change ashtray?
List answers of learners. Explain them about cigarette,
cigar & serving methods.
PPT Slides
48 and 49
Resources:
Demonstration
and practical:
Ashtray
changing method.
40
Marker
Brown Paper/white board
MODULE 6
TYPES OF SERVICE & SERVICE SEQUENCE
41
BOX 19
Discuss and
explain:
Ask learners,
different types of
food services and
procedure.
Refer to:
PPT 50
Demonstration
& Practice:
Trolley
and tray set up
42
Skills: Mise en scene and Mise en place procedure, Napkin folding technique
Knowledge: About Mise en scene and Mise en place and its importance
English terms: Briefing, Layout, Cover, Pantry, Napkin, A la cart, Crown, Trifold
BOX 20
Discuss and
explain:
Ask learners,
Mis en scene,
Mis en place, different types
of table setting, napkin
folding.
Refer to:
PPT 51
Demonstration
& practice:
Napkin folding
Napkins
Cutleries
Glassware
Crockeries
Decorative items
43
BOX 21
Discuss and
explain:
Ask learners,
Service sequence,
different types of
service, payment
procedure & closing
procedure.
Demonstration,
practice and role
play:
Types of service.
44
MODULE 7
FOOD AND BEVERAGE CONTROL & SELLING TECHNIQUES
45
Skills: Reducing cost and maximizing profit, develop different selling techniques,
anticipating guests
BOX 22
Discuss and
explain:
Ask learners,
Cost controlling
method, types of
selling technique and
anticipating guest needs
Refer to:
Menu making
and listing
46
English terms: target groups, single, families, business, kids, young and old
Attitude: Flexibility, adaptability and strive to deliver the best as per client
BOX 23
Discuss and
explain:
Ask learners,
Various groups/
characteristics that
often dine in the restaurants
and how best to deliver
their needs.
Responding as
per client
character:
Business lunch
Old people
Family with kids
Young people
Resources:
Marker
Brown Paper/white board
47
48
MODULE 8
MARKETING AND TRENDS
49
Knowledge: various marketing and promotional methods and tools used in the food
and beverage service and how to use them
English terms: Guest trends, flyer, display, positioning, logos, posters, and coupons.
BOX 24
8.1 and 8.2, Marketing and Trends in Food and Beverage Operations
Activity
Discuss and
explain:
Ask learners,
Marketing,
importance of
marketing, different
promotional tools used
for marketing, food and
beverage trend.
Refer to:
PPT Slide 52
Making
posters and
flyers
50
MODULE 9
UNDERSTAND RISK AND PREVENTIVE MEASURES
51
Skills: safety measure and precautions at work and how to be responsible when
handling food
Knowledge: different risks involved in the restaurant, dining and public area
BOX 25
9.1, 9.2 and 9.3, Responsibilities as a food handler, Waste Management and Pest Control
Activity
Discuss and
explain:
Ask learners,
Responsibilities of
food handler, waste
disposal, type of waste
and pest control
Refer to:
PPT Slide 53, 54
52
List the
responsiblities
of food handler
53
Topic 4 and 5: First Aid and Restaurant Hazards and Safety Measure and
Handling
Learning objective & topics covered in module
Skills: To respond appropriately to small injuries, maintain a First aid Box and learn
how to prevent accidents
English terms: First Aid, Safety measures, Hazards and Prevention, maintenance
BOX 26
9.4 and 9.5, First Aid in the Restaurant, Restaurant Hazards Safety Measure and Handling
Activity
Discuss and
explain:
Ask learners,
Responsibilities of
food handler, waste
disposal, type of waste
and pest control
Refer to:
PPT Slide 55 to 58
Listing of
common
hazards and
preventive
measures
54
Skills: To respond appropriately to the risk of fire and how to prevent it. Reporting
and maintenance
Knowledge: Types of fire, measure to prevent fire incidents, safety rules and
reporting maintenance at work
BOX 27
Discuss and
explain :
Ask learners,
Causes of fire
accidents at work
and how to prevent,
importance of the
maintenance.
Listing of common
fire prevetive
measures
55
Introduction to
HITT teaching Techniques
Introduction
This module teaches you about HITT andragogy principles & Multi Skills applied in
the teaching techniques.
Andragogy
Acknowledge Prior Learning
Active Learning
Integrated Learning
Creating Motivation for Learning
Andragogy
Andragogy is the process of helping adults learn. Adults learn best when learning is focused
on them, not the teacher. The following should be kept in mind when training adults:
Experience: as people mature they accumulate their own individual, growing bank
of experience that provide a useful resource for learning.
Orientation to learning: as people mature their time perspective changes from one of
postponed application of knowledge to immediate application. They also need
to understand the relevance of content in order to learn easily.
56
Prior Learning
HITT targeted beneficiaries will possess existing knowledge, beliefs, attitudes and a range of
skills and experience. This will have been gained in other courses, formal and non-formal
employment and through daily life. Trainees bring this prior learning into HITT training, which
will influence how they filter and interpret what they are learning. We need to understand
that this prior knowledge can help or hinder learning.
For example, they could enter the training knowing certain ways of doing things. If these
are not correct, we will have to encourage them to change their habits and learn new
ones. This will take time and an understanding that changing work habits can be difficult.
However, if they arrive at the training with existing knowledge that is correct, this can speed
up the learning of additional skills.
Active Learning
Active Learning requires people to become involved in the process of their own
learning simply put, it is learning by doing. The diagram below depicts a Cone of Learning
(Edgar Dale) that shows how much people retain from learning in different ways.
It is easy to see that active learning such as doing the job, simulating the job, and
presenting or participating in discussions creates the highest level of retention of learning.
The HITT Teaching Methods provide a range of active learning strategies and ideas to
engage HITT trainees at the highest levels of learning.
57
Cone of Learning
Cone of Learning
After 2 weeks
we tend to remember
Nature of Involvement
Active
Giving a Talk
Participating in a
Discussion
Seeing Done on
Location
50% of what we
hear and see
Watching a Demonstration
Looking at an Exhibit
Watching a
Demosntration
Watching a Movie
58
Looking at Pictures
Hearing Words
Reading
Passive
Integrated Learning
Integrated learning occurs across two levels:
Integrating theory and workplace learning
Integrating learning outcomes across different topics or subjects of learning
Integration of theory and workplace: Learning is most effective when it is integrated with
real work. In order to integrate learning effectively with real work, it is important that the
trainer fully understands the work. If the trainer has not done the work themselves, then, in
order to fully understand what the work entails, the trainer should watch workers, talk to
workers and think like the person doing the tasks. The trainer must understand their world,
the day-to-day job pressures, the tools they use (or could use) and how they use them, the
job inputs, processes and feedback mechanisms for people doing the job.
Integration at curriculum level: integrated lessons help trainees make connections across
various topics in a course. Integrative learning comes in many varieties:
Connecting skills and knowledge from multiple sources and experiences;
Applying skills and practices in various settings; and,
Understanding how different topics and skills work together.
Examples of integration between learning topics in HITT occupations are presented below:
Table 1: Examples of Integration between Learning Topics in HITT Occupations
Occupation
Tourist Guiding
Food and
Beverage service
Cooking
59
Table 2 provides few tips for making ARCS work in HITT training:
Tips for making ARCS work in HITT Training
Principle
Attention:
Explanation
Grabbing attention is the most important part of the model
because it motivates learners to learn. Once learners are interested
in a topic, they are willing to invest their time, pay attention, and
find out more. This component is split into three categories:
Perceptual arousal is about using novel, surprising, incongruous, and
uncertain events or situations;
Concreteness Use specific, relatable examples.
Incongruity and Conflict Stimulate interest by providing the
opposite point of view.
Humour Use humour to lighten up the subject.
Inquiry arousal, offering challenging questions and/or problems to
answer/solve; and
Participation Provide role-play or hands on experience.
Inquiry Ask questions that get students to do critical thinking or
brainstorming.
Variability, using a variety of resources and methods of teaching.
Incorporate a variety of teaching methods (see the HITT Training toolbox).
Relevance
60
Confidence
This is about making learners feel that they can meet objectives
and succeed. This links back to motivation.
Satisfaction:
Trainer Materials
Innovative, High Impact training depends on the type and nature of tools and resources
used by the trainer. These may include, where practical and possible, the following:
Laptop computer
Data projector
Screen or clean wall
Speakers
Black board or white board
Flip-chart paper
Training kits: contents as discussed below
Other resources such as drawing materials and large sheets of paper for poster
presentations, etc.
Trainers should assemble a range of resources to make training interesting and exciting for
delegates. It is highly recommended that each trainer assembles a kit that is relevant to the
topics that they teach.
Training Kits
Innovative, High Impact training kits should contain resources such as:
Paper-based: books, photos, magazines, posters, notices, signs, advertisements,
brochures, maps, menus, industry examples such as order forms, reservation lists, etc.
Equipment-based resources: utensils, service items, world globes, cleaning items and
products, etc.
Samples and examples: materials used in industry, items delegates may have not seen
before e.g. strange vegetables, food items, marketing materials, product samples,
linen, etc.
Training Presentations
Innovative, High Impact presentations should reflect:
High quality: no excess graphics, poor quality clip art or text effects
Content: simple, clear and concise and not too much text simple bullets or short
sentences are enough.
Graphics and pictures: serve a purpose, high quality and well placed
Hyperlinks: to other sources of information such as PDF documents, websites (if live),
video clips, documents e.g. policies, spread sheets, etc. Add some audio-visual interest
to the training by linking to video clips using hyperlinks embedded in the presentations.
Animation: no excessive animations that will distract the trainees.
Clean fonts: no word art or text effects these detract from the presentation and
from the learning.
61
Training Methods
A training method is the process, technique or approach which a trainer uses in teaching.
The HITT Learning Approach has identified a number of training methods that will deliver
high impact, especially for adult learners.
There are many teaching methods that can be used for training HITT beneficiaries. Some
of these are well known and widely used for example lectures, while others are more
particular to our industry. We will not discuss the obvious ones such as lectures, but we will
provide some ideas on activities that will make lectures far more engaging so that trainees
participate in Active Learning.
The range of training methods can be used and adapted to any situation or training topics,
and no specific criteria apply to which methods of training apply to specific topics. That
said, a basic rule of thumb is that hard skills usually have a practical training method such
as demonstrations, whereas soft skills use methods such as role plays for effective teaching.
Many of these training ideas can be adapted to use in the informal sector by field or onlocation trainers. These methods and ideas are not restricted to a classroom setting at all.
Audio-visual
sessions
62
ID Test
Experiments
Role Play
Demonstration
63
Class debate
Guest lecture
Quiz
Site visits/
excursions
64
Case studies
Flashcards
65
TRAINER GUIDE
66