ASEAN MT - Work - Booklet - F&B Svcs - Manila - 101114

Train the Trainer ASEAN Master Trainer
MTA 1
Work Booklet for Food and Beverage Services
Division
durat
Train the Trainer

ASEAN Master Trainer
MTA 1
Work Booklet for Food and
Beverage Services Division
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone:
(03) 9606 2111
Facsimile:
(03) 9670 1330
Acknowledgements
Project Director:
Project Manager
Chief Writer:
Subject Writers:
Editor:
DTP/Production:
Wayne Crosbie
Jim Irwin
Alan Hickman
John Horner, Judy De-Bruin
Jim Irwin
Daniel Chee, Mai Vu, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on Training of ASEAN
Master Trainers and Master Assessors for Front Office, Food and Beverage Services and Food Production
Divisions.
This publication is supported by the Australian Governments aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2014.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: 276563228
Table of contents
Course Overview..........................................................................................................3
Program Summary........................................................................................................4
Training Plan.................................................................................................................5
ASEAN Master Trainer Assessment Task and Templates.........................................11
Training Plan........................................................................................................................................ 12
Training Program................................................................................................................................. 14
Session Plan........................................................................................................................................ 19
Assessment Strategy Map................................................................................................................... 21
PowerPoint Handouts.................................................................................................27
Assessment Task (Example Only)............................................................................107
Training Plan...................................................................................................................................... 107
Training Program............................................................................................................................... 110
Session Plan Session 3.................................................................................................................. 118
Session Plan Session 11................................................................................................................ 126
Glossary....................................................................................................................129
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Work Booklet for Food and Beverage Services Division
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Course Overview
This 15 day program course has a duration of 85 hours
This program course is divided into 60 sessions as shown in the Lesson Plan in this
document.
The planned duration of each session is 1 hour and 25 minutes. Total training hours do
not include breaks or assessments.
Actual delivery time each day is 5 hours and 40 minutes.
The course will cover the following
four competency elements:
Days
No of
Sessions
Training
Duration
Identify operational context
3.25
12.5
17 hours 45 mins
Identify ASEAN toolbox components
1.75
7.5
10 hours 35 mins
Characterise role of ASEAN trainers
1.75
9 hours 55 mins
Implement training of an ASEAN

Competency Standard
9.25
33
45 hours 45 mins
Total
15
60
85 hours
5 DAYS
7 DAYS
Times of Delivery
The delivery blocks per day will be broken down into 1 hour & 25 minute blocks as follows:
Time
Activity
9.00am - 10.25am
Session 1
10.25am - 10.35am
Morning Break
10.35am - 12.00pm
Session 2
12.00pm - 1.00pm
Lunch Break
1.00pm - 2.25pm
Session 3
2.25pm - 2.35pm
Afternoon Break
2.35pm - 4.00pm
Session 4
4.00pm - 4.30pm
Wrap up and Written Questions
Program Summary
Course Aim
To equip participants with knowledge and application skills to become an AEAN Master
Trainer.
Course Objectives
On completion of this unit, the learner will have knowledge and application skills to:
Identify operational context
Identify ASEAN toolbox components
Characterise role of ASEAN trainers
Implement training of an ASEAN Competency Standard
Training Delivery Methodologies
Class discussion
Demonstration
Questioning
Excursions
Chalk-and-talk
Guest speakers
Practical exercises/drill
Use of Learner Guide
Use of PowerPoint slides.
Assessment Methodologies
Activities
Written Questions
Training Presentation / Role Play
Class Size
Page 4
Minimum 10
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Maximum 20
Training Plan
Day
Training Objectives
Section 1
Introduction and element 3 Characterise the role of an ASEAN trainer
Section 2
Section 3
Introduction
Participants/ trainers
Why you are here
Element 3 Characterise the role of an ASEAN trainer
You will be expected to.
Power point
presentation
Slide Number
Resources
2 to 14
Training guide
Competency tool box training
manual
Activity 1
Element 1: Identify operational context.
Element 1: Identify operational context
Explain the background
Describe elements
The tool box
Element 1: Identify operational context. Define competency base training and assessment
Page 6
Training methods
Define competency base training and assessment
Activity 2
17 to 26.
Activity 3
27 to 39
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Day
Training Objectives
Training methods
Slide Number
Activity 4.
41 to 43
Resources
44 to 46
47 to 54
Section 4
Section 5
Section 6
Element 2: Identify ASEAN Toolbox components
CBT
ASEAN competency Based Standard
Format of Competency standard
Competency examination
Recognition of prior Learning
Qualification framework
Summary
Activity 5
Slides 55 to 59
59 to 64.
Element 2: Identify ASEAN Toolbox components ( Tool box in Detail)
Tool box in detail
Activity 6
Slide 66 to 70
Access to tool boxes.
Slide 70 to 72
Getting to know you tool box
Slide 72 to 100
Tool box information
A review of the training and learning process
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Day
Section 7
Training Objectives
Training methods
Slide Number
Learning
Activity 7
Slide 103
Kolb learning styles
Activity 8.
106
Adult learning principles
Activity 9.
114
Roles within the training process
Activity 10
116
Barriers to learning
Activity 11
119 to125
Resources
Training as a system
Training as a system
Activity 12
Activity 13
Section 8
Page 8
Competency based training process
Example of the CBT process room attendant
Activity 16
127 to 129
Developing the training program
130
Plan the assessment
Activities 17, 18 and

19.
Objectives
Training content
Sequencing content
Selecting training methods
Activity 20
Activity 21
Activity 22
Activity 23
131
133
135an 136
137 to 141
142 to 145
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Day
Training Objectives
Practice a series of training methods
Training methods
Slide Number
Activity 24.
146
Demonstration
Activity 25
150
Brainstorm
Activity 26
151 to 163
Role play
Activity 27.
164
Case study
Activity 28
165
Group discussion
Resources
166, 167
Questioning
168, to 173
Action learning.
174
Training Resources
175
Deliver the training
176
Conduct the assessment
178
Evaluation
180
182
184
186
187 to 194
195
196198
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Day
Training Objectives
Training methods
Slide Number
Resources
202to 203
Section 9
Page 10
Competency based assessment in detail
Competency based assessment in detail
Activity 29
Principles
Activity 30
Types
Evidence
Methods (matrix)
204 to 221
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Day
Training Objectives
Training methods
Section 10
Element 4: Implement training of an ASEAN competency Standard
Work shop assessment task
Activity 31
Documenting the training:
Activity 32
Training plan
Activity 33
Training program
Activity 34
Session plan
Activity 35
Assessment strategy
Trainee feedback form
Observer checklist
Self evaluation and reflection
Assessment task planning
Presentation
Training Session evaluation
Training plan development
Program Evaluation
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Slide Number
Resources
Slide 222 to 240
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Assessment Task and Templates
Purpose: To become a Master Trainer you will demonstrate your ability to
1. Identify operational context
2. Identify ASEAN Tool box components
3. Characterise role of ASEAN trainers
4. Implement training of an ASEAN Competency standard
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Objectives:
For a given ASEAN CATC Tool Box Competency, using provided templates,
1. Prepare the following training documents
a. Training Plan
b. Training Program
c. Training Plan Self Review
d. Two Session Plans
e. Suggested Assessment strategy competency linkage.
2. Deliver a 45-60 minute training session demonstrating your training plan methodology
a. Provide examples of how you have incorporated the ASEAN Toolbox Resource
3. Provide an evaluation of your training session by providing
a. Completed feedback forms from the participants
b. Completed observer check list
c. Completed Self Evaluation and reflection sheet
4. Develop a train the trainer, training program for implementing an ASEAN Tool Box competency.
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Training Plan
Name:
Country:
Competency unit
Training Organisation
Number of learners
Purpose/focus
Qualification
Profile of learner group
Program duration (total)
Assessment
Prerequisites
Resources
Venue information
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Pre-program information or
pre-work
Administration
People to be informed
Safety
issues
Incident or hazard
reporting
Emergency
procedures
OHS info for
participants
Specific support requirements

of learners
Other organisational
requirements
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Training Program
Name:
Country:
Competency unit
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Identify and list appropriate
resources from the ASEAN
Tool Box
Session 1
Session 2
Session 3
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Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Tool Box
Session 4
Session.5
Session 6
Session 7
Session 8
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Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Tool Box
Session 9
Session 10
Session 11
Session 12
Session 13
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Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Tool Box
Session 14
Session 15
Session 16
Session 17
Session 18
Name:
Country:
Competency
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Training Plan 'Self Review

What are the preferred learning styles of your
learner?
What type of learning activities have you chosen for

your learner? Explain why you chose to use these
activities.
How did you involve the learner in the selection and

development of these activities?
What provisions have you made for the learner to

practice their skills or apply their knowledge?
What feedback model are you going to use to provide

constructive feedback to the learner?
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How will you find out whether your learners needs

are being met?
At what key points in the learning relationship are

you going to check whether your learners needs are
being met?
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Session Plan
Name:
Country:
Session Number:
Competency Unit
Time
Topic
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Class Activity
Resources
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Name:
Country:
Session Number:
Competency Unit
Time
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Topic
Class Activity
Resources
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Assessment Strategy Map

Name:
Country:
Competency unit
Assessment Tool
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Competency Linkage/Element number
ASEAN Toolbox Resource Reference
Page 25
Feedback Form
Session:
Date:
Please tell us how you rate your training experience ranking in order 1 (below expectations) to 6 (exceeded
expectations). Please feel free to add comments or suggestions. Thank you for your feedback.
Area
Comments or suggestions
Relevance of the training to the company

1
Relevance of the training to your position

1
Relevance of the training to your career

1
Quality of the material presented

1
Trainer demonstrated good knowledge

1
Trainer developed good rapport with you

1
Were training objectives achieved?

1
Will the learning be of benefit to you

1
In what ways?
6
Overall satisfaction with the training

1
Most useful part of the training:
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Least useful part of the training:

Most useful part of the training:
Least useful part of the training:
Other comments or suggestions:
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Observer Checklist
Trainer:
Date:
Observer:
Session:
Preparation and set-up
Was a session plan prepared that was clear with a learning

outcome, sequence and timing of activities, method of
delivery, resources and handouts?
Was a task breakdown prepared showing a clear, step-bystep description of the procedure?
Did the trainer set-up the environment, equipment and

other resources so that safety was ensured and the learner
could easily see what the trainer was doing throughout the
session?
Clarify the purpose of training and the learning outcome/s
Check the foundation knowledge and needs of the learner

using an appropriate choice of questions or other strategies
Comments
Structure
Introduction Did the trainer:
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Give an session overview
Provide housekeeping information appropriate to the

session
Demonstrate a skill professionally (silently, at normal

speed)
Demonstrate step-by-step, clearly explaining each step,

without going back
Let the learner practice the skill, giving guidance only as

necessary
Let the learner practice at least once independently
Summarise key learning points and discuss readiness for

assessment
Assess learners achievement of learning outcome
Revisit the learning outcome?
Give encouraging feedback?
Body Did the trainer:
Conclusion Did the trainer:
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Clarify the future: what happens next?
Delivery
Throughout the training session did the trainer manage the learning environment by:
Speaking clearly using plain English, no slang or
unnecessary jargon?
Use questions effectively and appropriately?
Listen actively and respond appropriately?
Give clear, specific feedback?
Support the learner throughout the session, identifying and

responding to needs where appropriate?
Monitor learning throughout the session and modify the

plan where appropriate to ensure effective learning?
Monitor OH&S issues to ensure safety throughout the

session?
In general
Did the trainer manage time well to cover planned
activities?
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Was the training approach appropriate for the learner?
Did the trainer use resources and props effectively?
Feedback to trainer
Trainer signature:
Date:
Observer signature:
Date:
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Self evaluation and reflection

Name:
ASEAN Competency
Explain how you felt about
your performance in the
trainer/facilitation role.
What benefits have you

gained from the role/s?
What aspects of the session

did you feel went well?
What aspects of your delivery

do you feel need attention?
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Explain the ways in which

you could improve the session
for next time.
What have you learned from

your experience?
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Performance Grading
Name:
Country:
Competency
Date:
Competency
Degree of competency Scoring system
Can conduct training in English
Demonstrates ASEAN competency based training and/or assessment knowledge
Demonstrates application of an ASEAN Toolbox in the design of a competency

based learning and/or assessment program
Demonstrates the ability to conduct training independently
Has sufficient ability to support experienced trainers
Demonstrates knowledge of and has the ability to implement the ASEAN

competencies of the CATC in at least one specialist area (e.g. English,
housekeeping or in the common core)
TOTAL (out of 30)

Scoring/rating
is undertaken out of 30 and candidates are classified into one of four Levels:
Category A Level 1: (25 30) Outstanding Master Trainer and/or Assessor
Category B Level 2: (19 24) Competent Master Trainer and/or Assessor
Category C Level 3: (15 19) Competent Trainer and/or Assessor
Category D. Level 4: (0 14) Not Yet Competent Trainer and/or Assessor
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Comments
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PowerPoint Handouts
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Assessment Task (Example Only)

Training Plan
RTO
William Angliss Institute
Client
Angliss Hotel
Program name
Front Office Traineeship
Number of learners
Purpose/focus
To develop skills in Front Office operations, creating Reservations, check guests in an

check guests out.
To handle customer requests and guest services.
Qualification
To contribute to completion of Certificate 2 in Hospitality SIT20207
Competency standards
SITTTSL007B - Receive and process reservations

SITHACS001B - Provide accommodation reception services
Profile of learner group
Staff who have been employed for 12 or more months in entry level positions in either
Room Service who have entered the Angliss Hotel Traineeship program to be eligible
Program duration (total)
8 weeks, including 2 sessions of workplace observation
Assessment
Simulated role plays to establish competency

Observation in the workplace.
Research Portfolios
Case studies
Completion of work book activities
Prerequisites
Ability to read and write in English

Computer literacy and keyboard skills.
Completed Angliss Hotel Guest Services- a can do attitude training
Resources
Notes and workbook

Computer with connection to a Printer
Access to Opera PMS and Micros Cashiering system.
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Access to Ving Card System

Venue information
Session to be run in the level 2 training room to the rear of the Reservations area. Sta
Pre-program information or
pre-work
Read Angliss Hotel Customer guidance policy.
Administration
Session to be 3 hours duration with a 10 minute break after 80 min.
Make an appointment with Bill Reynolds in IT to get your Login and IT Etiquette trainin
Sessions will run twice a week on Tuesdays and Thursdays from 10 1pm
Staff to be rostered off for these times
IT to allocate 6 training logons to Opera.
Attendance monitored by HR.
People to be informed
Shift supervisors in the relevant departments.

Departmental Heads
Front Office Manager
Human Relations Department.
Safety
issues
Incident or
hazard reporting
As per Hotel Policy
Emergency
procedures
As covered in staff induction
OHS info for

participants
Ergonomics of chair and desk, check lighting and temperature suitable for computer u
Specific support requirements

of learners
IT to supply access to self-paced touch typing program.
Other organisational
requirements
Catering to be supplied:
Hot beverages , tea and coffee and biscuits
Access to the training room so trainees can practice use of Opera
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Training Program
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Link
Session 1
Introduction to all units.
Theory:
SITTTSL007A Receive and Process

Reservations
Whiteboard
Power point
Complete Front offi

position and dutie
sheet
Worksheet activity
DVD
SITHACS001A Providing Accommodation

Reception Services
Issue Text Book
Class discussion and work sheet completed
Summary of Front Office Department jobs, duties
& interactions
Front Office Terminology and abbreviations
Session 2
Introduction to Reservations theory.
Practical:
The roles of the Reservation section manage

and maintain reservations & associated office
procedures
Room yield statistics and sales targets
Theory:
Introduction to Opera PMS system and Angliss

Hotel
Whiteboard
Audio Visual
Login procedure
Work Sheet target

markets
Selling rooms and Target markets intro
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Role play Week 8
Working with a partner to

take telephone
reservation and message
Page 119
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Link
Session 3

Hotel [rates, market segment and product
knowledge]
Practical:
Role Play Week 8
Reservations & office procedures. Record

reservation details manually
Written conventions [hotel jargon & etiquette,
grammar &spelling]
Receive & process reservation requests,
procedure and handling reservation problems.
Allotments and Group Reservations.
Manual Reservation
Electronic Reservation
Week 8 case stud
Theory:
Whiteboard
O.H.P.
Power point
Work Sheet
Angliss Hotel features & rates summary sheet for

use in practical assessment
Session 4
Electronic Reservations, guest profile, special

requests, availability & guest history.
Confirming details
Role play: Taking a reservation.
Entering reservation into Opera [credit card
payment]
Session.5
Product knowledge and marketing Hotel features.

Oral confirmation of details
Page 120
Telephone reservations.
Data input to Opera
Confirmation letter
Role Play Week 8

Case Study
Theory:
Whiteboard Power point
Work Sheet
Practical:
Data input to Opera
Definitions; room rates, rack rate, costing room

rates
Information to other
departments
Guest Requests
DVD
Manage reservation problems
Practical:
Company Charge MOP
Office machines
Practical enter company charge, linking a

company profile
Vouchers
Data input to Opera
Guaranteed vs. non Guaranteed, financial status

of the Reservation
Session 6
Practical:
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Role Play Week 8

Case Study
Role Play Week 8
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Use of Trace and Routing in information

transfer to other Departments
Cancellations, alterations & update reservations
Theory:
Reservations & office procedure Theory and

practical role-play. Opera exercises
Whiteboard
Power point
Update/amend/Cancel Reservation
Session 7
Assessment Link
Information to other
departments
Advise other departments
Practical:
Communicate reservation detail
Reports
Theory:
Preparation for assessment
Whiteboard
Reservations practical role-play. Opera exercises
Power point
Role Play Week 8
Data input to Opera
Reservations, practical role-play.

Opera exercises Revision for assessment
Written Assessment Revision
Preparation for assessment
Session 8
Case study competition date

Practical Assessment
Student, one on one with

teacher
Student to take a manual reservation over the

phone and then input the information accurately
into Opera and print a confirmation letter.
Demonstrate message file /storage
Session 9
Students each atte

specified time
Same day debrief
Observation in the workplace

Trainee to take a minimum 4 reservations
including transcribing email reservations
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Assessment
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Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Link
Session 10
Reception/ Cashier theory Reception
Theory:
Role Play
Roles of reception staff
White board
Pre-guest arrival activities
Power point
Work place observ
Preparation for registration; guest vouchers,

arrival & Departure lists, Room Status
Session 11
Registration steps: confirmation of details, DOD

& MOP, policies and procedures, Rooming
Guest, key & room location
Practical Credit card Check in
Financial process, pre authorization
Registration Card storage, Credit Card Guest
Reservation problems. Monitoring Arrival

Offering other services, marketing hotel/resort
services and in house businesses
Reception problems; overbooking, room not
available etc.
Role Play
Work place observ
Guest registration
Activity sheet 1
Account creation
White board
Power point
Quiz
Practical:
Role Play
Work place observ
Guest Account & check

out
Activity sheet 2
Theory:
Reception Services to In House Guests, e.g. lost

and found, wake up calls etc.
Whiteboard.
Power point
Audio Visual/YouTube
Demonstration
Deposits, guest pre payment, guest account

maintenance and In house services
Role Play
Walk-ins, refusing accommodation
Cashiering and posting
Student Role plays situations in class

Practical Opera exercises check in cash only
guest
Generate guest accounts, update guest account
& profile
Other methods of payment:
Company Charge, vouchers , Cheques and
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Role Play
Theory:
Role plays with pre set scenarios
Session 12
Practical:
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Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Link
Company charge check-in
Practical:
Role Play
Practical. Company Charge Check in
Role Play
Work place observ
Use of routing
Check In & Out
Activity sheet 3
Guest departure; finalize account and check out

procedure, feedback, luggage and departure
transport
Theory:
foreign currency
Correcting posting errors ,split screens and
mistake window
Session 13
Late charges, items in dispute

Reception/ Cashier. Role-play for guest check in
and check out Opera exercises
Session 14
Whiteboard
Power point
Demonstration
Demonstration of Practical procedure

Front Office reports
Express check out.
Reception/ Cashier. Role-play for guest check in
and checkout. Opera exercises.
Session 15
Revision
Practical:
Practical activities
Student to Check guest in, generate a guest

account, check guest out and process
documents
Role Play
Student one on one with

the teacher
Workplace observ
Corrections ,split screens and mistake window

Session 16
Case study questions cover terminology
Practical:
Practical. Assessment
SITHACS001A Providing Accommodation

Services Student to check guest in, retrieving the
correct Opera screen, completing the
Registration Card and rooming the guest
professionally, Accurately post items to a guest
account, demonstrate ability to correctly generate
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Role Play
Student one on one with

the teacher
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Delivery Schedule
Delivery
Schedule
Content
Delivery Method
a guest account, add late charges and check

guest out , process MOP and documents
Session 17
Page 124
Workplace observation
ASEAN 2014
Assessment Link
Learning /Training Plan Self Review

What are the preferred learning
styles of your learner?
Hands on practical
What type of learning activities have

you chosen for your learner? Explain
why you chose to use these
activities.
Simulated roles play with the Opera system to give trainees a range of expe
How did you involve the learner in

the selection and development of
these activities?
Pre-interview to establish prior skills so activities are established to meet in

selection the trainees.
What provisions have you made for

the learner to practice their skills or
apply their knowledge?
Practice sessions with role play scenarios and mentored shifts at the front d
What feedback model are you going

use to provide constructive feedback
to the learner?
Both verbal and a written feedback form.
How will you find out whether your

learners needs are being met?
Through observation and supervisors report
At what key points in the learning

relationship are you going to check
whether your learners needs are
being met?
Session 7and 15 as they prepare for assessment
These will enable the trainees to build confidence before having to use the
ASEAN 2014
Page 125
Session Plan Session 3

LESSON PLAN
Hotel Reception Services
Unit: Receive and Process Reservations SITTTSL007A

Session 3
Receive reservation request
Trainee to demonstrate the importance of

Market Segment
Practical:

Hotel [rates, market segment and product
knowledge] Reservations & office procedures.
Record reservation details manually
Manual Reservation
Electronic Reservation
Theory:
Whiteboard
Power point
Work Sheet
Objective: to take manual reservation identifying the appropriate Market Segment and demonstrating product Knowledge.
Input reservation into Opera.
Time
Topic
Class Activity
Revise Market Segment
Why do people stay in Accommodation Venues? Slide 45 48
Definition Market segment: A category of guests with similar traits, needs and wants.
Angliss market segments add characteristics of groups 29 30 table 2.3
Rate Summary sheet
15
Room Rate Summary Sheet (Students

to complete and use in Practical
Testing)
Market
RACK RATE
Fully
Full rate no discounts given
Independent Traveller
Usually offered during high season i.e.

Grand Prix
[F.I.T]
Corporate
CORP
P. 29 Business Travellers
Convention Rate
CONV
P.30 Business Tourism
Government rate
GOVT
P. 30 Government Employe
Indulgent Spa Package
PKG
P.29 Leisure
Event Package
PKG
P.29 Leisure
Weekend Package
PKG
P.29 Leisure
Corporate A
NEGO
Negotiated
Busines
NEGO
Negotiated
Busines
NEGO
Negotiated
Busines
NEGO
Negotiated
Busines
Segment
Best Available Rate
Travel Agency
Corporate A
Micros Fidelio
Corporate B
ABC Equipment Hire
Corporate C
QANTAS Airlines Pty Ltd
Page 126
ASEAN 2014
LESSON PLAN
Roll
10
How reservations are received
Reservation process or managing Reservations involves the important First Contact. P
CRS definition p.31

GDS Global Distribution system page32
e.g. Opera Micros Fidelio web site
www.hotelinteractive.com
www.accor.com/gb/index.asp
Checking availability
You need to find out from the potential Guest slide 50:
Required dates/length of stay
Number of rooms
Number of guests
Ask questions and match the Guest needs to Room type(s) required
Sample conversation page.33 32:
Detailed Availability
Room Status
Room Rack
Manual Booking System page 33

Computerized System page 33
Slide 51 53
Alternatives if not available
Refer to page 35 Reasons booking not made
Customer, Price too high. Desired features not available. Minimum stay requirements
Doesnt want to be added to waitlist.
Venue
No rooms at all available. No waitlist or waitlist full. Allotment is full.
Already overbooked for requested date.
Recap Overbooking from week 2
ASEAN 2014
Page 127
LESSON PLAN
Product knowledge

Product Features page36 slide 54
Location of room
Location in venue of services
Where is Smoking permitted?
Disability access
Features for disabled
Sleeping Spaces; how many does the room sleep?
Bedding Materials
Facilities for functions and events
Angliss room Features added to rate sheet slide 56
Pop quiz on Angliss hotel features slide 57
Room Rates
Slide
Angliss rates
Room Rate:
The rate charged by a venue for one nights accommodation. Page 37 39
Venues offer different rates to diverse Market Segments
Rack rate slide 59:
How are rack rates determined? Class discussion page 37 slide 60

Based on the cost structure of the venue:
Page 128
Cost to build and maintain venue
Operating costs
Staffing requirements
Services and products offered
Star rating
Room Rate Variances page 38 42
Room rate/ price may be influenced by:
* Star rating and level of service
* Location of Hotel and Room
* Room types
* Market segment
* Room availability Peak /Off Peak
* Packages are offered to increase sales during low occupancy pe
* Length of stay
* Number of rooms booked
* Meal plans
Room and breakfast
Half board
Full board
ASEAN 2014
LESSON PLAN
Page 41 Corporate contracts
Slide 63 64
What the rate includes page 43 room only

10
Class activity slides 63-64
Add Angliss rates to Rate Summary Sheet Week 1 handout MyWAI hospitality porta
Recording the reservation
Page 44 Etiquette of recording details
Practical
Industry Jargon
Phonetic Alphabet page 45
Use of 24 hour clock
Hand out reservation sheet example refer to p.49 50
Bookings can be guaranteed:
With a credit/charge card
With a company charge back
By sending a deposit
A non-guaranteed reservation is held until 6.00pm or an otherwise agreed time, on the

Cut off or Release Time
After this time, the room can be sold to another guest
A deposit will hold the room for a % of time
Ask preferred MOP & advise the guest the venues policy relating to their preferred p
Cash/ cheque (advanced deposits required)
Credit/charge card
Company charge, charge back facility. See example on page 64
Voucher (issued by travel agent, gift voucher)
Confirming Reservation details, page.52 53

DVD to watch technique of taking reservations
Available on MyWAI under My Tools, Videos.
Practical
Manual reservation
Recap
Prep for next week read page167 175
ASEAN 2014
Page 129
Session Plan Session 11

LESSON PLAN
Unit: SITHACS001A Provide Accommodation Reception Services

Week 11
Reception/ Cashier theory p160 p.167
Practical:
Guest Registration, purpose of registration, confirmation

of details, protocols, group registrations, DOD & MOP,
Rooming Guest, key & room location. Recording Guest
charges.
Guest registration
Account creation
Reception reports, documents, vouchers etc.
White board
Manual and electronic role plays with pre set scenarios.

Registration, Post room charge, checkout, close cashier.
Power point
Teacher demonstration
Cash Guest
Role Play assessmen

17
Supervised Written
assessment
Theory:
Objective: Welcome guest, describe the purpose of registration and the Process of registration. Learn how to check a guest into Op
and close cashier
Materials required Handouts/printing: Reservations for MOP Credit Card in Opera, Hand out from Portal Basic check in/out and
examples
Time
Topic
Class Activity
10
Quiz
How much do you remember? Quiz
10
Review reports; Arrival, Departure, House status, specials & gr

arrival
How are they used for check-in?
Attendance sheet
How to change password for Opera
Prep for registration
Pre-register guests
Print register cards, file storage
Purpose of registration
Registration Steps [1]
Greet the guest

Names and pronunciation Google pronounce names
Protocols and honorifics
Confirm details and register guest:

1.
Locate the registration card
2.
Hand the registration card to the guest and ask them to che
details. Note the disclaimer and Sign
3.
Register the guest in the PMS [room allocation]
4.
Confirm departure date
5.
Confirm MOP today credit card. [also mention Cash policy

charge back]
You tube hotel check in

Additional services
Room the Guest

Luggage porter
Location- lift
Demo Key and holder
Page 130
ASEAN 2014
LESSON PLAN
Practical
How to check in Cash guest
Power point how to + demonstration by Teacher in Opera on D

projector
Recap
ASEAN 2014
Prep for next week read p.167 175
Page 131
Glossary
Term
Explanation
AADCP
ASEAN Australia Development Cooperation Program
ACCSTP
ASEAN Common Competency Standards for Tourism

Professionals
AEC
ASEAN Economic Community
AM
Assessor Manual
AMS
ASEAN Member States
AQEM
ASEAN Qualifications Equivalence Matrix
ASEAN
Association of Southeast Asian Nations
ASEC
ASEAN Secretariat
ATM
ASEAN Tourism Ministers
ATPMC
ASEAN Tourism Professionals Monitoring Committee
ATPRS
ASEAN Tourism Professional Registration System
ATFTMD
ASEAN Task Force on Tourism Manpower Development
PC
Pass Competent (as opposed to NYC)
CATC
Common ASEAN Tourism Curriculum
CBA
Competency Based Assessment
CBT
Competency Based Training
CLMV
Cambodia, Laos, Myanmar, Vietnam
Co-requisite unit
A unit which must be undertaken at the same time another unit is

being undertaken
DTP
Desk-top publishing
ITAB
Industry Training Advisory Board
MA
Master Assessor
MT
Master Trainer
Page 132
ASEAN 2014
Term
Explanation
M-ATM
Meeting of ASEAN Tourism Ministers
MRA
Mutual Recognition Arrangement
NCVER
National Centre for Vocational Education Research
NTO
National Tourism Organisation
NTPB
National Tourism Professional Board
NYC
Not Yet Competent
OHP
Overhead Projector
PPT
PowerPoint presentation/slides
Pre-requisite unit
Mandatory unit which must be completed before another unit is

undertaken
RCC
Recognition of Current Competencies
RPL
Recognition of Prior Learning
RQFSRS
Regional Qualifications Framework and Skills Recognition System
RTO
Registered Training Organisation
TAFE
Technical and Further Education
TG
Trainer Guide
TM
Trainee Manual
ToMT
Training of ASEAN Master Trainers
ToMA
Training of ASEAN Master Assessors
TPCB
Tourism Professional Certification Board
VAP
Vientiane Action Plan
WAI
William Angliss Institute
ASEAN 2014
Page 133

ASEAN MT - Work - Booklet - F&B Svcs - Manila - 101114

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Train the Trainer ASEAN Master Trainer

Train the Trainer

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Identify operational context

Identify ASEAN toolbox components

Characterise role of ASEAN trainers

Implement training of an ASEAN

Wrap up and Written Questions

Identify operational context

Identify ASEAN toolbox components

Characterise role of ASEAN trainers

Implement training of an ASEAN Competency Standard

Training Delivery Methodologies

Use of Learner Guide

Use of PowerPoint slides.

Training Presentation / Role Play

Introduction and element 3 Characterise the role of an ASEAN trainer

Why you are here

Element 3 Characterise the role of an ASEAN trainer

You will be expected to.

Element 1: Identify operational context.

Element 1: Identify operational context

Explain the background

The tool box

Define competency base training and assessment

Element 2: Identify ASEAN Toolbox components

ASEAN competency Based Standard

Format of Competency standard

Recognition of prior Learning

Element 2: Identify ASEAN Toolbox components ( Tool box in Detail)

Tool box in detail

Access to tool boxes.

Getting to know you tool box

Tool box information

A review of the training and learning process

Kolb learning styles

Adult learning principles

Roles within the training process

Competency based training process

Example of the CBT process room attendant

Developing the training program

Plan the assessment

Activities 17, 18 and

Selecting training methods

Practice a series of training methods

Deliver the training

Conduct the assessment

Competency based assessment in detail

Competency based assessment in detail

Element 4: Implement training of an ASEAN competency Standard

Work shop assessment task

Documenting the training:

Trainee feed- back form

Self evaluation and reflection

Assessment task planning

Training Session evaluation

Training plan development

Slide 222 to 240

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ASEAN Master Trainer

Specific support requirements

Training Plan 'Self Review