9 11 December 2012

Training of Trainers

Hospitality Trainers

IntroductionsYour facilitator:

Delegates: Please briefly introduce yourself with your:NameCurrent jobBrief professional backgroundWhat is the strangest thing you have ever eaten?

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Our Programme:The HITT Approach to LearningTrainer Professional DevelopmentTraining Resources & SupportHITT Learning Methods and Tools

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Why is this course important to you?Professionally:Skills and competence as trainersIncrease technical knowledge

PersonallySelf-confidenceSelf-development*

HITTA brief introduction

HITT GlobalHITT 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 Commission20% co-funded and implemented by SNV Netherlands Development Organisation and its national partners in each of the participating countries.

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HITT NepalThe 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 operatorsMountain LeadersWaitersCooksHousekeepersFast Food restaurants

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The HITT Approach to LearningThe principles and practices of our Approach

Characteristics of a good TrainerWho 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 ApproachThe HITT Approach enabling environment and elements

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

AndragogyAcknowledge Prior LearningActive LearningIntegrated LearningCreating Motivation for Learning (ARCS)

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Andragogy: teaching adultsHITT 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 trainingFind out what they know and build on itEmphasise practical more than theory trainingUse a wide range of learning activities

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Acknowledge Prior LearningHITT 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 Learning

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

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MotivationCreating motivation for learning using the ARCS principles: AttentionRelevance linkConfidence 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 timeAre well prepared, with well equipped training kitsEncourage all delegates to participate in trainingAre kind and patient, especially with skills trainingAre energetic and believe that training is a form of entertainmentNotice when delegates energy is lowKeep eye contact with delegatesLearn 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 environmentUse what you have at handUnderstand 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:IdeasDevelop and maintain industry networks:Join and become active members of industry associations both attend and host meetingsREBAN, HAN, Fast-Fanhttp://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:IdeasRead industry publications: Food and Wine Magazine Nepalhttp://www.fnw.com.np

ECS Magazine

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Other ideas to keep currentSurf the NetTravel!?Eat outDo 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

*Trainer kitsMaterials and resources to enhance your training.

Paper-basedEquipment-based resourcesSamples and examples

Resources are indicated in your facilitator guide

Your Training RoomHow 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 workOr U-shaped for access

Trainer space:Table for your kit and materialsSpace for your flip file clearly seen by everyoneChairWater

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Training Pre-prepCheck your kit that everything is thereReplace items you have usedReview the content of the lessonRead the tips Check the arrangements: dates, location, venueCheck the paperwork attendance registers

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Mobile Training PreparationArrival at location what should you do?

Check your venue for correct seating, facilities, etc.Check practical training facilities and equipmentImprovise if facilities are lacking:Revise recipes, revise methods or toolsSet up training kitPrepare for demonstrationsPrepare 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 skillsUsing training resources: Make sure these are ready and accessible on a table, tray, etc. before they are needed

Prepare in advance for demonstrationsEquipmentResources

Prepare in advance for complex activities:TastingsIdentification tests

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HITT Training skills*

Industry ResourcesPostersTent cardsMenusWebsites AdvertisementsCatalogues

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Advertisements*

Presentation SkillsFace your students as much as possibleMove around the room do not hide behind a desk or stand like a statue in the frontKeep your own energy up keep moving!Entertain your delegates keep them interestedUse humour and energy to keep delegates focusedDont read unless it is in an activityStand straight and be confidentProject your voice delegates must hear youCirculate during group activities to help and guide groupsHave fun!

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IcebreakersWhat 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: Icebreakers*

EnergisersTimes when energy levels fall and peoples attention wanders:at the end of the morning, just after lunchtowards 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 questionsIf someone is dominating them, move people around in the roomPut quiet people in one group together so that they will have to communicate with each other and provide feedbackHave a word with them at break to see if they are keeping up and are OK

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Gender SensitivityWomen may not speak up how to encourage them to participate?

Ideas from the floor?

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Using GamesWe all like to play!QuizzesCompetitionsMatching cardsOther

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Remembering NamesImportant to use delegate names!

Simplest way: name cardsLink a description with same starting sound to the name :Lucky LisaBrave BibekCreative KrishnerGentle Jon

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Using Prizes and RewardsWhat are prizes and rewards?

Why and what for?

What can you use?

When?

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Methods to Divide GroupsIdeas from the floor?

CountingStickersPlaying cardsTheme 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 learnedProvides an opportunity to correct and guide studentsUse posters as classroom dcor and learning materialsProvides fun and competitionProvide simple A0 paper and wax crayonsHow to judge best?

Posters*

In groups of 4, Discuss and agree the criteria for a good posterDesign and draw a poster to show these criteria

Present the poster

The best poster will win a prize!

Activity: Poster Making*

Criteria:BoldColourfulSimpleEasy to read from farEye-catchingAccurate information

Posters*

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 crayonsEach student has one vote to vote for the poster they think is best but may not vote for their ownPoster with most votes wins a reward/prize

When:To check if students understand what they have learnedProvides an opportunity to correct and guide studentsUse posters as classroom dcor and learning materialsProvides fun and competition

Posters*

Many ideas and uses:

Matching words and picturesCompleting sentencesIdentifying objectsDisplay thinking (e.g pest cards)Role play scenariosTeaching EnglishGamesIdentify problems and proposing solutions

Flashcards*

Coffee matchingSequencing of:Cleaning a roomService proceduresOrganogramPests

Activity: Flashcards*

YouTube (downloader)

Many in EnglishCan translate as they are playedOr choose ones with no sound or speaking videos

Can be useful for barista training, service techniques, etc.Example: Coffee art: Link1How to hyperlink

Video*

ExperimentsWhat?A demonstration of cause-and-effect

How?Jelly experimentBaking 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: Experiments*

Enjoy your identification test.

Activity: Identification Test*

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

How?Lay a selection of common and less known items out on a surface each must have a number attached to itStudents to write what they think each item is on a sheet of paper.Trainer to ask what each item is give clues, praise students for right answers, then explain and demonstrate each item.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 Tests*

Role PlayWhat?A small play to tell a story about a situation and how staff handle particular situationsHow?Teach students a particular techniqueDemonstrate the techniqueDivide students into groupsProvide each group with scenes to playThey must practice handling the situation using the technique you have taught themAll 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 industryTeaching 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 techniqueDemonstrate the techniqueDivide students into groupsProvide each group with scenes to playThey must practice handling the situation using the technique you have taught themAll 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 industryTeaching soft skills like engaging with guests, handling complaints, etc.

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Role Play: Handling Complaints*HEAT four step approach:

Hear them out: listen carefully and attentively without becoming defensiveEmpathize: Be sympathetic to how he or she is feeling. Apologize: say Sorry that the situation has happenedTake 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 techniqueIn groups of 4, practice the technique, using role plays from the HITT Homestay course

Activity: Role Play*

What: Showing students a technique/skill

How:Practice before handGather all materials and equipmentArrange all items ready for useMake sure enough space for all to seeGo through all steps of the procedureAllow time for delegates to see, touch, taste, feel where possible.Delegates must then practice with trainer coaching them

Demonstrations*

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: Demonstration*

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

How?2 kinds:Blind: identify which product is the bestOpen: 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 itemsAdding new products to menu or stock listsComparing 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 Tasting*

NoColour/10Texture/10Flavour/10Total/3012345

All products must be the sameNumber and labelScorePrice can be a factor

Blind Tasting*

Beverage mixers

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

Activity: Open Tasting*

NoNameUseNotes123

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: Tastings*

Welcome our special guest lecturer!

Take notesAsk questions!

Activity: Guest Lecturer*

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

How?Source expertsInvite them to speakBrief them VERY WELLArrange a Thank You

Examples:Cocktail makingPest 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 prepareEach team to appoint a compelling speaker to make their caseEach team presents their argument in 5 minutesClass 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 teamsChoose a name for your team

Topics to prepare and present:Team 1 & 3: Why you should use guest speakers in your trainingTeam 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 Debate*

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

How:Find a good case study story usually in the mediaSource news articles, internet, etcDevelop questions to challenge understanding, problem solving, thinking and understanding of consequences, responsibilitiesSet questions based on the scenario

Case Studies*

Read the case study handed out to youIn 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 writersWhat can we learn from these reviews?

Activity: Case Study*

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

PurposeTo show students the real world of hospitalityTo consolidate learning particularly knowledge content that has been learned only abstractly from the written wordFor learners to have fun!

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Industry VisitsHow?Plan ahead: book all logistics with siteSet up question sheetsArrange indemnity and transport

Examples of Familiarisation Trips:HotelsRestaurantsFood 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 Visit*

GamesWhat?Opportunity to learn through funword searches, crossword puzzles, matching exercises, sorting games/activitiesDictionary search

How?Develop games with various toolsUse imagination

When?test yourself opportunitiesAssessments to check learning

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

AdvantagesGames lend themselves very well to consolidating students conceptsGames can keep students happily engaged during those times that they are free in classThe competitive spirit encourages students to participate*

Gameswww.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 simplerjust 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 wasteWaste is separated into:Recyclable and Non-recyclable

RecyclableSeparated into organic and inorganicNon-RecyclableSeparated into organic and inorganic

Types of wasteWaste is separated into:Recyclable and Non-recyclable

OrganicUncooked production waste: peelings, trimmings, etc

RecyclableSeparated into organic and inorganic

Types of wasteWaste is separated into:Recyclable and Non-recyclable

OrganicUncooked production waste: peelings, trimmings, etc

RecyclableSeparated into organic and inorganicInorganicGlassPaperCansPlasticE-waste

Types of wasteWaste is separated into:Recyclable and Non-recyclable

RecyclableSeparated into organic and inorganicOrganicUncooked production waste: peelings, trimmings, etc

InorganicGlassPaperCansPlasticE-waste

OrganicCooked food waste: plate waste, bones, etcNon-RecyclableSeparated into organic and inorganic

Types of wasteWaste is separated into:Recyclable and Non-recyclable

RecyclableSeparated into organic and inorganicOrganicUncooked production waste: peelings, trimmings, etc

InorganicGlassPaperCansPlasticE-waste

OrganicCooked food waste: plate waste, bones, etcNon-RecyclableSeparated into organic and inorganicInorganicHazardous 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: Games*

ChecklistLook at page 10 of your manual

Lets 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 serviceDivide group into 2 or 3 teamsEach team must have a nameAsk each team a question in turnIf they get it right, they get 2 pointsIf not, it goes to the next team for 1 pointTeam with most points at end winsProvide 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 Quiz*

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 topicPrepare questions about the story in advanceWrite or copy the story, and either memorise and tell, or read it to studentsAsk and discuss the questions after the story. E.g. What would have changed ifHow 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 interestingTo 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: Storytime*

Thank YouAnd Good Luck.!

Preparation for next 2 days*

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