Training of Trainers
Hospitality Trainers
9 – 11 December 2012
1
Introductions
Your facilitator:
Delegates:
Please briefly introduce yourself with your:
• Name
• Current job
• Brief professional background
• What is the strangest thing you have ever
eaten?
2
Our Programme:
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The HITT Approach to Learning
Trainer Professional Development
Training Resources & Support
HITT Learning Methods and Tools
3
Why is this course important to you?
Professionally:
• Skills and competence as trainers
• Increase technical knowledge
Personally
• Self-confidence
• Self-development
HITT
A brief introduction
5
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.
6
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
The HITT Approach to
Learning
The principles and practices of our
Approach
8
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?
9
HITT Training Approach
The HITT Approach enabling
environment and elements
Learner
Actors in
the HITT
Training
System
Trainers
Industry
Enterprises
10
HITT Learning Approach
The following core elements are the foundation for
any HITT learning interventions:
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Andragogy
Acknowledge Prior Learning
Active Learning
Integrated Learning
Creating Motivation for Learning (ARCS)
11
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
12
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
13
Active Learning
14
Integrated Learning
Teaching and learning different content at same time:
Ideas from the floor?
15
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?
HITT Trainers:
Ongoing Professional
Development
17
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
18
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.
How to keep up to date:
• Ideas… Brainstorming
19
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
20
How to keep up to date:
Ideas…
• Read industry publications: Food and Wine
Magazine Nepal
• http://www.fnw.com.np
• ECS Magazine
21
Other ideas to keep current…
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Surf the ‘Net
Travel!?
Eat out
Do free on-line courses (OTT)
Watch TV (MasterChef, Jamie Oliver, etc)
Attend industry delivered courses
22
Training Preparation,
Resources and Skills
Tips and codes for delivering
excellent training
24
Trainer kits
Materials and resources to
enhance your training.
• Paper-based
• Equipment-based
resources
• Samples and
examples
Resources are indicated in
your facilitator guide
25
Your Training Room
• How will you make your
training venue a good
learning space?
• Educational materials
Resources
26
Venue Set-up
Delegate 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
27
Training Pre-prep
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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
28
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!
29
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
30
HITT Training skills
Using Power Point:
• Clear slides
• Simple bullet points
• No rubbish clip art or Word art
• Simple templates
• Clear fonts
• Consistent fonts, sizes, bullets, etc
• Use for showing picture slide shows
•Serif font
Using data projector
• Face your students
• Stand
• Use media pointer if possible – gives you flexibility to move
around and not stand behind computer
31
Industry Resources
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Posters
Tent cards
Menus
Websites
Advertisements
Catalogues
32
Advertisements
33
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!
34
Icebreakers
What is an icebreaker?
When do you use one?
Elements of icebreakers?
35
Activity: Icebreakers
Small Group Activity:
Groups of 3: each come up with an icebreaker
they have used that works in Nepal.
Demonstrate it.
36
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?
37
Quiet or Shy Delegates
HITT 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
38
Gender Sensitivity
Women may not speak up – how to encourage
them to participate?
Ideas from the floor?
39
Using Games
We all like to play!
• Quizzes
• Competitions
• Matching cards
• Other…
40
Remembering Names
Important to use delegate names!
Simplest way: name cards
Link a description with same starting sound to
the name :
• Lucky Lisa
• Brave Bibek
• Creative Krishner
• Gentle Jon
41
Using Prizes and Rewards
• What are prizes and rewards?
• Why and what for?
• What can you use?
• When?
42
Methods to Divide Groups
Ideas from the floor?
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Counting
Stickers
Playing cards
Theme cards
High Impact
Training Methods
Ideas for delivering High Impact
Training
44
Posters
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?
45
Activity: Poster Making
In groups of 4,
1. Discuss and agree the criteria for a good
poster
2. Design and draw a poster to show these
criteria
• Present the poster
• The best poster will win a prize!
46
Posters
Criteria:
• Bold
• Colourful
• Simple
• Easy to read from far
• Eye-catching
• Accurate information
47
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 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
48
Flashcards
Many ideas and uses:
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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
49
Activity: Flashcards
• Coffee matching
• Sequencing of:
▫ Cleaning a room
▫ Service procedures
• Organogram
• Pests
50
Video
• 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…
51
Experiments
What?
• 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
52
Activity: Experiments
• Test egg freshness: video link
• Testing baking powder
53
Activity: Identification Test
• Enjoy your identification test….
54
Identification tests
What?
• 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 it
2. 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
55
Activity: Identification Tests
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.
56
Role Play
What?
• A small ‘play’ to tell a story about a situation and how staff handle particular
situations
How?
• 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.
57
Role Play
What?
• A small ‘play’ to tell a story about a situation and how staff handle particular
situations
How?
• 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.
58
Role Play: Handling Complaints
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?
59
Activity: Role Play
• Take the HEAT
• Trainer will demonstrate the technique
• In groups of 4, practice the technique, using
role plays from the HITT Homestay course
60
Demonstrations
What:
Showing students a technique/skill
How:
1. Practice before hand
2. Gather all materials and equipment
3. Arrange all items ready for use
4. Make sure enough space for all to see
5. Go through all steps of the procedure
6. Allow time for delegates to see, touch, taste, feel
where possible.
7. Delegates must then practice with trainer coaching
them
61
Activity: Demonstration
• 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.
62
Tasting
What?
• 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
63
Activity: Blind Tasting
• Chocolate tasting!
• Using the tasting template in your manual, rate
each of the four samples of chocolate.
No
1
2
3
4
5
Colour
/10
Texture Flavour
/10
/10
Total
/30
64
Blind Tasting
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All products must be the same
Number and label
Score
Price can be a factor
65
Activity: Open Tasting
• Beverage mixers
• Using the tasting template in your manual,
capture information on each of the items you
taste.
No
1
2
3
Name
Use
Notes
66
Activity: Tastings
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.
67
Activity: Guest Lecturer
• Welcome our special guest lecturer!
• Take notes
• Ask questions!
68
Guest Lecturer
What?
• 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
69
Class Debates
What?
• 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.
70
Activity: Class Debate
• 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.
71
Case Studies
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
72
Activity: Case Study
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?
73
Industry Visits
What?
• 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!
74
Industry Visits
How?
• 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
75
Activity: Industry Visit
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.
76
Games
What?
• 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
77
Games
Why?
• 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
78
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
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• It's never been simpler—just give EclipseCrossword a list of words
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Types of waste
Waste
is separated into:
Recyclable and Non-recyclable
Recyclable
Non-Recyclable
Separated into organic and
inorganic
Separated into organic and
inorganic
Types of waste
Waste
is separated into:
Recyclable and Non-recyclable
Recyclable
Separated into organic and
inorganic
Organic
Uncooked
production
waste:
peelings,
trimmings,
etc
Types of waste
Waste
is separated into:
Recyclable and Non-recyclable
Recyclable
Separated into organic and
inorganic
Organic
Uncooked
productio
n waste:
peelings,
trimmings
, etc
Inorgani
c
Glass
Paper
Cans
Plastic
E-waste
Types of waste
Waste
is separated into:
Recyclable and Non-recyclable
Recyclable
Separated into organic and
inorganic
Organic
Uncooked
production
waste:
peelings,
trimmings,
etc
Inorganic
Glass
Paper
Cans
Plastic
E-waste
Non-Recyclable
Separated into organic and inorganic
Organic
Cooked
food waste:
plate
waste,
bones, etc
Types of waste
Waste
is separated into:
Recyclable and Non-recyclable
Recyclable
Separated into organic and
inorganic
Organic
Uncooked
production
waste:
peelings,
trimmings,
etc
Inorganic
Glass
Paper
Cans
Plastic
E-waste
Non-Recyclable
Separated into organic and
inorganic
Organic
Cooked
food waste:
plate
waste,
bones, etc
Inorgani
c
Hazardous
e.g.
batteries,
chemicals,
fluorescent
light bulbs
84
Activity: Games
• 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
85
Checklist
Look at page 10 of your manual…
Let’s complete the checklist
86
Team Quiz
What?
• 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
87
Activity: Team Quiz
• 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!
88
Storytelling
What?
• 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
89
Activity: Storytime
Once there lived a village of
creatures along the bottom of a
great crystal river….
Thank You…
And Good Luck….!
91
Preparation for next 2 days