training of trainers hospitality trainers

9 – 11 December 2012

Training of Trainers

Hospitality Trainers

IntroductionsYour facilitator:

Delegates: Please briefly introduce yourself with your:•Name•Current job•Brief professional background•What is the strangest thing you have ever

eaten?

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Our Programme:

•The HITT Approach to Learning•Trainer Professional Development•Training Resources & Support•HITT Learning Methods and Tools

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Why is this course important to you?

Professionally:•Skills and competence as trainers• Increase technical knowledge

Personally•Self-confidence•Self-development

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HITTA brief introduction

HITT Global

HITT aims to improve access to quality jobs in the tourism and hospitality sector for underprivileged people in seven developing countries in •Sub-Saharan Africa (Benin, Ghana, Mali, Mozambique)•Asia (Cambodia, Nepal & Vietnam).

HITT offers an integrated, market driven training approach in close co-operation with leading industry partners. •80% funded by the European Commission•20% co-funded and implemented by SNV Netherlands Development Organisation and its national partners in each of the participating countries.

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HITT Nepal

The HITT Nepal target is to train 1,000 people from informal and potential workers with an emphasis on unemployed and underemployed and on youth and women.

We will be training across the following occupations:•Homestay operators•Mountain Leaders•Waiters•Cooks•Housekeepers•Fast Food restaurants

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The HITT Approach to LearningThe principles and practices of our Approach

Characteristics of a good Trainer

Who was the best trainer you every had, and why?

Was it the person or the materials?What makes good training materials?

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HITT Training Approach

Industry Enterpris

es

Learner

Trainers

Actors in the HITT Training System

The HITT Approach enabling environment and

elements

HITT Learning Approach

The following core elements are the foundation for any HITT learning interventions:

•Andragogy•Acknowledge Prior Learning•Active Learning•Integrated Learning•Creating Motivation for Learning (ARCS)

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Andragogy: teaching adults

HITT learners are adults with existing life skills and knowledge that form a foundation for the training

How to achieve this: Trainers must:

•Clearly explain why the learning is important to the learners at the beginning of training•Find out what they know and build on it•Emphasise practical more than theory training•Use a wide range of learning activities

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Acknowledge Prior Learning

• HITT targeted beneficiaries will possess existing knowledge, beliefs, attitudes and a range of skills and experience

• These can help or hinder training – make them HELP!

• Use the existing skills and experience that your learners possess

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Active Learning14

Integrated Learning

Teaching and learning different content at same time: Ideas from the floor?

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Motivation

Creating motivation for learning using the ARCS principles: •Attention•Relevance link•Confidence •Satisfaction

Practice: how can you get attention from learners at the beginning of a lesson?

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HITT Trainers:Ongoing Professional Development

HITT Trainers….Love Active Learning!•Are punctual and keep good time•Are well prepared, with well equipped training kits•Encourage all delegates to participate in training•Are kind and patient, especially with skills training•Are energetic and believe that training is a form of entertainment•Notice when delegate’s energy is low•Keep eye contact with delegates•Learn all delegates’ names quickly, and use these names (using name cards)•Provide rewards for excellent participation

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HITT Trainers….

Think on their feet:•Adapt to the training environment•Use what you have at hand•Understand the training environment and change the content of the training if needed: e.g. ingredients, dishes, types of materials, etc.

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How to keep up to date:

• Ideas… Brainstorming

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How to keep up to date:Ideas…

Develop and maintain industry networks:•Join and become active members of industry associations – both attend and host meetings

▫REBAN, HAN, Fast-Fan•http://www.rebanpokhara.com

•Make friends with industry suppliers – they can demonstrate new products to students

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How to keep up to date:Ideas…•Read industry publications: Food and

Wine Magazine Nepal•http://www.fnw.com.np

•ECS Magazine

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Other ideas to keep current…

•Surf the ‘Net•Travel!?•Eat out•Do free on-line courses (OTT)•Watch TV (MasterChef, Jamie Oliver, etc)•Attend industry delivered courses

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Training Preparation, Resources and SkillsTips and codes for delivering excellent training

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Trainer kitsMaterials and resources to enhance your training.

• Paper-based• Equipment-based

resources• Samples and

examples

Resources are indicated in your facilitator guide

Your Training Room•How will you make your

training venue a good learning space?

•Educational materials Resources

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Venue Set-upDelegate space:•Seat in small groups, at tables if possible – this helps with group work•Or U-shaped for access

Trainer space:•Table for your kit and materials•Space for your flip file – clearly seen by everyone•Chair•Water

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Training Pre-prep

• Check your kit that everything is there• Replace items you have used• Review the content of the lesson• Read the tips • Check the arrangements: dates, location, venue• Check the paperwork – attendance registers

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Mobile Training Preparation

Arrival at location – what should you do?

•Check your venue for correct seating, facilities, etc.•Check practical training facilities and equipment

▫ Improvise if facilities are lacking:▫ Revise recipes, revise methods or tools

•Set up training kit•Prepare for demonstrations•Prepare for activities

Tip: Think on your feet: you know what to deliver, maybe you will have to make a few changes to how you do it in a particular place!

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HITT Training skills

Using training resources: Make sure these are ready and accessible on a table, tray, etc. before they are needed

Prepare in advance for demonstrations•Equipment•Resources

Prepare in advance for complex activities:•Tastings•Identification tests

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HITT Training skills31

Industry Resources•Posters•Tent cards•Menus•Websites •Advertisements•Catalogues

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Advertisements33

Presentation Skills

• Face your students as much as possible• Move around the room – do not hide behind a desk or

stand like a statue in the front• Keep your own energy up – keep moving!• Entertain your delegates – keep them interested• Use humour and energy to keep delegates focused• Don’t read – unless it is in an activity• Stand straight and be confident• Project your voice – delegates must hear you• Circulate during group activities to help and guide

groups• Have fun!

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Icebreakers

What is an icebreaker?When do you use one?Elements of icebreakers?

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Small Group Activity:Groups of 3: each come up with an icebreaker they have used that works in Nepal. Demonstrate it.

Activity: Icebreakers36

Energisers• Times when energy levels fall and people’s attention

wanders:▫ at the end of the morning, ▫ just after lunch▫ towards the end of the day.

• If energy levels in the room are low – wake your delegates up!

• What ideas work in Nepal?

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Quiet or Shy DelegatesHITT trainers ensure everyone participates!

How?•Ask them direct questions•If someone is dominating them, move people around in the room•Put quiet people in one group together so that they will have to communicate with each other and provide feedback•Have a word with them at break to see if they are keeping up and are OK

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Gender Sensitivity

Women may not speak up – how to encourage them to participate?

Ideas from the floor?

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Using GamesWe all like to play!• Quizzes• Competitions• Matching cards• Other…

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Remembering Names

Important to use delegate names!

Simplest way: name cardsLink a description with same starting sound to the name :•Lucky Lisa•Brave Bibek•Creative Krishner•Gentle Jon

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Using Prizes and Rewards

• What are prizes and rewards?

• Why and what for?

• What can you use?

• When?

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Methods to Divide Groups

Ideas from the floor?

•Counting•Stickers•Playing cards•Theme cards

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High Impact Training MethodsIdeas for delivering High Impact Training

Very useful teaching tool!•Check if students understand what they have learned•Provides an opportunity to correct and guide students•Use posters as classroom décor and learning materials•Provides fun and competition•Provide simple A0 paper and wax crayons•How to judge best?

Posters45

In groups of 4, 1.Discuss and agree the criteria for a good poster2.Design and draw a poster to show these criteria

•Present the poster

•The best poster will win a prize!

Activity: Poster Making46

Criteria:•Bold•Colourful•Simple•Easy to read from far•Eye-catching•Accurate information

Posters47

What:Means for students to research information or present information that they have learned in a creative way

How:•Provide simple A0 paper and wax crayons•Each student has one vote to vote for the poster they think is best but may not vote for their own•Poster with most votes wins a reward/prize

When:•To check if students understand what they have learned•Provides an opportunity to correct and guide students•Use posters as classroom décor and learning materials•Provides fun and competition

Posters48

Many ideas and uses:

•Matching words and pictures•Completing sentences•Identifying objects•Display thinking (e.g pest cards)

•Role play scenarios•Teaching English•Games•Identify problems and proposing solutions

Flashcards49

• Coffee matching• Sequencing of:

▫ Cleaning a room▫ Service procedures

• Organogram• Pests

Activity: Flashcards50

• YouTube (downloader)

• Many in English• Can translate as they are played• Or choose ones with no sound or speaking

videos

• Can be useful for barista training, service techniques, etc.

• Example: Coffee art: Link1• How to hyperlink…

Video51

ExperimentsWhat?•A demonstration of cause-and-effect

How?•Jelly experiment•Baking Powder

When?•When you need to demonstrate something that will have lasting impact and will be remembered

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• Test egg freshness: video link

• Testing baking powder

Activity: Experiments53

• Enjoy your identification test….

Activity: Identification Test54

Identification testsWhat?•Activity to introduce new things to students in a fun and interesting way.

How?1.Lay a selection of common and less known items out on a surface – each must have a number attached to it2.Students to write what they think each item is on a sheet of paper.3.Trainer to ask what each item is – give clues, praise students for right answers, then explain and demonstrate each item.4.Student/s with highest score get a small prize or treat

When?•To introduce students to new or some familiar items

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Class Practice:• Working in groups of 3, 1 member of each group must prepare and present a identification test to the whole group, then coach them in that skill.

Activity: Identification Tests56

Role PlayWhat?•A small ‘play’ to tell a story about a situation and how staff handle particular situationsHow?•Teach students a particular technique•Demonstrate the technique•Divide students into groups•Provide each group with scenes to play•They must practice handling the situation using the technique you have taught them•All groups can practice at same time – F&B Facilitator and assistant can circulate and assist and guide the groups till they get it right.•Debrief afterward

When?•To act out scenes that are likely to happen in industry•Teaching ‘soft skills’ like engaging with guests, handling complaints, etc.

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Role PlayWhat?•A small ‘play’ to tell a story about a situation and how staff handle particular situationsHow?•Teach students a particular technique•Demonstrate the technique•Divide students into groups•Provide each group with scenes to play•They must practice handling the situation using the technique you have taught them•All groups can practice at same time – F&B Facilitator and assistant can circulate and assist and guide the groups till they get it right.•Debrief afterward

When?•To act out scenes that are likely to happen in industry•Teaching ‘soft skills’ like engaging with guests, handling complaints, etc.

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Role Play: Handling Complaints

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HEAT four step approach:

•Hear them out: listen carefully and attentively without becoming defensive•Empathize: Be sympathetic to how he or she is feeling. •Apologize: say ‘Sorry’ that the situation has happened•Take responsibility for action: Fix the problem immediately. It might be appropriate to ask the customer:

▫ What would make him or her happy? ▫ How could we rectify this situation? ▫ What solution would you see as a satisfactory

one?

• Take the HEAT

• Trainer will demonstrate the technique• In groups of 4, practice the technique, using

role plays from the HITT Homestay course

Activity: Role Play60

What: Showing students a technique/skill

How:1.Practice before hand2.Gather all materials and equipment3.Arrange all items ready for use4.Make sure enough space for all to see5.Go through all steps of the procedure6.Allow time for delegates to see, touch, taste, feel where possible.7.Delegates must then practice with trainer coaching them

Demonstrations61

• Service procedure:• Cross Contamination

Class Demonstrations:• Working in groups of 3, 1 member of each

group must prepare and present a demonstration to the others, then coach them in that skill.

Activity: Demonstration62

TastingWhat?•Opportunity to try food and beverage items used in menus or cooking

How?•2 kinds:

▫ Blind: identify which product is the best▫ Open: learning about new products and how they taste

When?•When introducing food and beverages items that students may not be familiar with.•Introducing new menu items•Adding new products to menu or stock lists•Comparing the quality of different brands of food to put on a menu or product list

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• Chocolate tasting!• Using the tasting template in your manual, rate

each of the four samples of chocolate.

Activity: Blind Tasting64

No Colour/10

Texture/10

Flavour/10

Total/30

1

2

3

4

5

• All products must be the same• Number and label• Score• Price can be a factor

Blind Tasting65

• Beverage mixers

• Using the tasting template in your manual, capture information on each of the items you taste.

Activity: Open Tasting66

No Name Use Notes

1

2

3

Class Practice:• Working in groups of 3, 1 member of each

group must prepare and present a tasting to the others, then coach them in that skill.

Activity: Tastings67

• Welcome our special guest lecturer!

• Take notes• Ask questions!

Activity: Guest Lecturer68

Guest LecturerWhat?•Specialist speaker to present info on specialist skills, do demonstrations

How?•Source experts•Invite them to speak•Brief them VERY WELL•Arrange a “Thank You”

Examples:•Cocktail making•Pest control

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Class DebatesWhat?•Opportunity to research a topic and presents a case in its favour

How?•Divide class into teams and give each team a topic to build a case on.•Provide each team with time to prepare•Each team to appoint a compelling speaker to make their case•Each team presents their argument in 5 minutes•Class votes for best case

When?•Studying controversial topics – such as pooling tips, ‘the customer is always right’, etc.

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• Divide into 2 teams• Choose a name for your team

Topics to prepare and present:• Team 1 & 3: Why you should use guest

speakers in your training• Team 2 & 4: Why you should not use guest

speakers in your training

Each group gets 10 minutes to prepare, and 5 minutes to present their case.

Activity: Class Debate71

What: Using a real work-related situation to analyse and learn from

How:•Find a good case study story – usually in the media•Source news articles, internet, etc•Develop questions to challenge understanding, problem solving, thinking and understanding of consequences, responsibilities•Set questions based on the scenario

Case Studies72

Read the case study handed out to you•In groups of 3, analyse the situation:

▫ What were the issues mentioned by the writers?▫ What should the restaurant do to address the

issues?▫ How should the restaurant respond to the writers▫ What can we learn from these reviews?

Activity: Case Study73

Industry VisitsWhat?•Taking students on a visit to a local or national place of interest that links to the Passport curriculum to assist them to use all their senses to learn

Purpose•To show students the “real world” of hospitality•To consolidate learning – particularly knowledge content that has been learned only abstractly from the written word•For learners to have fun!

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Industry VisitsHow?•Plan ahead: book all logistics with site•Set up question sheets•Arrange indemnity and transport

Examples of Familiarisation Trips:•Hotels•Restaurants•Food processing plants or markets

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We will be visiting the back of house areas of the Marshyangdi Hotel as an industry visit.

•In groups of 3, prepare a question sheet for the ‘students’ to complete while on their visit.

Activity: Industry Visit76

GamesWhat?•Opportunity to learn through fun•word searches, crossword puzzles, •matching exercises, •sorting games/activities•Dictionary search

How?•Develop games with various tools•Use imagination

When?•“test yourself’ opportunities•Assessments to check learning

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GamesWhy?•To have students actively engaged in consolidating their learning•To create fun for students while they are learning

Advantages•Games lend themselves very well to consolidating students’ concepts•Games can keep students happily engaged during those times that they are free in class•The competitive spirit encourages students to participate

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Games• www.puzzle-maker.com

• www.discoveryeducation.com/puzzlemaker/• Welcome to Puzzlemaker! Puzzlemaker is a puzzle generation tool

for teachers, students and parents. Create and print customized word search, criss-cross, ...

www.eclipsecrossword.com/• It's never been simpler—just give EclipseCrossword a list of words

and clues, and it does the rest. In seconds, you'll have a crossword puzzle with just the words ...

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Types of waste

Waste is separated into:

Recyclable and Non-recyclable

RecyclableSeparated into organic and

inorganic

Non-RecyclableSeparated into organic and

inorganic

Types of waste



OrganicUncooked production waste: peelings, trimmings

, etc


inorganic

Types of waste



OrganicUncooke

d producti

on waste:

peelings, trimmings, etc


inorganic

Inorganic

GlassPaperCans

PlasticE-waste

Types of waste




inorganic


, etc

Inorganic

GlassPaperCans

PlasticE-waste

OrganicCooked

food waste: plate

waste, bones,

etc


inorganic

Types of waste




inorganic


, etc

Inorganic

GlassPaperCans

PlasticE-waste

OrganicCooked

food waste: plate

waste, bones,

etc


inorganic

Inorganic

Hazardous e.g.

batteries, chemicals

, fluorescent light bulbs

•Sort the bags of waste into different types

• In groups, using phones, find definitions of “service excellence” then from those, come up with your own definition

Activity: Games85

Checklist

Look at page 10 of your manual…

Let’s complete the checklist

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Team QuizWhat?•Fun activity to test knowledge – also keeps students alert during class in anticipation of quiz.

How?•Develop set of questions and answers on a particular set of knowledge – e.g. drinks service•Divide group into 2 or 3 teams•Each team must have a name•Ask each team a question in turn•If they get it right, they get 2 points•If not, it goes to the next team for 1 point•Team with most points at end wins•Provide small prizes for winning team

When?•At the end of a section of work or week

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• In groups of 4, design and draw a poster to show the criteria for judging good posters:

• Present the poster

• The best poster will win a prize!

Activity: Team Quiz88

StorytellingWhat?•Using a real life story or incident to provide an example or case study about a topic in the curriculum

How?•Source real stories from the news, internet or from colleagues and friends – these must be linked to a curriculum topic•Prepare questions about the story in advance•Write or copy the story, and either memorise and tell, or read it to students•Ask and discuss the questions after the story. E.g.

▫ What would have changed if…▫ How could this have been prevented?▫ How else could this have ended?▫ Who were the main people involved – how did they contribute to the

situation?

When?•To get and keep student interest in a topic that may not be that interesting•To use real examples for the world of work

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Once there lived a village of creatures along the bottom of a great crystal river….

Activity: Storytime90

Thank You…And Good Luck….!

Preparation for next 2 days

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training of trainers hospitality trainers

Documents

hitt learning interventions

learning arcs

hinder training

love active learning

good training materials

existing skills

range of skills

existing life skills