Housekeeping NC III CBC

TESDA-OP CO-01-F11
(Rev.No.00-03/08/17)
COMPETENCY-BASED CURRICULUM
A. Course Design
Course Title: HOUSEKEEPING NC III

Nominal Duration: 264 Hours
Course Description: This course is designed to enhance the knowledge, skills,
and attitudes in accordance with industry standards. This
covers competencies that a person must achieve in
performing tasks such as supervising room cleaning and
maintenance requirement, housekeeping services to
guests, laundry guests’ clothes and lines as well as
implementing lost and found procedures
Trainee Entry Trainees or students wishing to gain entry into this course
should possess the following requirements:
Requirements:
• Must have completed the 10-year basic education or an Alternative Learn-
ing System (ALS) Certificate of Completion with grade 10 equivalent hold-
er
• Can communicate in basic English in both oral and written form
• Must be computer literate
• Can perform basic mathematical computation
• Must be competent in Housekeeping NC II qualification gained
through training or experience or certification
This list does not include specific institutional requirements such as educational at-
tainment, appropriate work experience, and others that may be required of the train-
ees by the school or training center delivering the TVET program.
Course Structure
Basic Competencies
No. of Hours: (40 hours)
Unit of Compe- Module Title Learning Out- Nominal
tency comes Duration
1.Lead work- Leading work- 1.1.1 Communicate 6 hours
place commu- place commu- information about
nication nication workplace
processes
1.1.2 Lead workplace
discussions
1.1.3 Identify and
communicate
issues arising in the
workplace
2. Lead small Leading small 2.1.1 Provide team 4 hours
teams teams leadership
2.1.2 Assign
responsibilities
2.1.3 Set performance
expectations for
team members
2.1.4 Supervise team
performance
3. Apply criticalApplying critical 3.1.1 Examine specific 4 hours

thinking and thinking and workplace
problem- solving problem- solving challenges
techniques in techniques in the 3.1.2 Analyze the causes
the workplace workplace of specific
workplace
challenges
3.1.3 Formulate
resolutions to
specific workplace
challenges
3.1.4 Implement action
plans and
communicate
results
4. Work in a Working in a 4.1.1 Develop an 3 hours

diverse envi- diverse envi- individual’s cultural
ronment ronment awareness and
sensitivity
4.1.2 Work effectively in
an environment that
acknowledge s and
values cultural
diversity
4.1.3 Identify common
issues in a
multicultural and
diverse
environment
5. Propose Proposing 5.1.1 Assess work 3 hours
methods of ap- methods of ap- procedures,
plying learning plying learning processes and
and innovation and innovation systems in terms of
in the organiza- in the organiza- innovative practices
tion tion 5.1.2 Generate practical
action plans for
improving work
procedures,
processes
5.1.3 Evaluate the
effectiveness of the
proposed action
plans
6. Use infor- Using infor- 6.1.1 Use technical 8 hours
mation system- mation systemat- information
atically ically 6.1.2 Apply information
technology (IT)
6.1.3 Edit, format and
check information
7. Evaluate Oc- Evaluating Oc- 7.1.1 Interpret 4 hours
cupational Safe- cupational Safe- Occupational Safety
ty And Health ty And Health and Health practices
Work Practices Work Practices 7.1.2 Set OSH work
targets
7.1.3 Evaluate
effectiveness of
Occupational Safety
and Health work
instructions
8. Evaluate En- Evaluating Envi- 8.1.1 Interpret 3 hours
vironmental ronmental Work environmental
Work Practices Practices practices, policies
and procedures
8.1.2 Establish targets to
evaluate
environmental
practices
8.1.3 Evaluate
effectiveness of
environmental
practices
9. Facilitate En- Facilitating En- 9.1.1 Develop and 5 hours
trepreneurial trepreneurial maintain micro-
Skills For Micro- Skills For Micro- small- medium
Small- Medium Small- Medium enterprise (MSMEs)
Enterprises Enterprises skills in the
(MSMEs) (MSMEs) organization
9.1.2 Establish and
maintain client-
base/market
9.1.3 Apply budgeting and
financial
management skills
Common Competencies
No. of Hours: (96 Hours)
Unit of Compe- Module Title Learning Outcomes Nominal
tency Duration
1. Receive and Receiving and 1.1.1 Identify and analyse 16 hours
resolve custom- resolve cus- the complaint
er complaints tomer com- 1.1.2 Respond to com-
plaints plaints
1.1.3 Determine and agree
upon appropriate ac-
tion to resolve com-
plaint
1.1.4 Refer complaints
2. Work cooper- Working coop- 2.1.1 Develop effective 12 hours

atively In a gen- eratively In a team relationships
eral administra- general admin- 2.1.2 Participate in team
tion environment istration envi- assignments
ronment 2.1.3 Contribute to team
development
3. Maintain qual- Maintaining 3.1.1 Identify customer/ 12 hours

ity custom- quality custom- guest requirements
er/guest service er/guest service 3.1.2 Ensure delivery of
quality prod-
ucts/services
3.1.3 Evaluate customer
service
4. Roster Staff Rostering Staff 4.1.1 Develop and 10 hours
implement staff
rosters
4.1.2 Maintain staff
records
5. Control And Controling And 5.1.1 Maintain stock levels 22 hours

Order Stock Order Stock and records
5.1.2 Process stock orders
5.1.3 Minimize stock
losses
5.1.4 Follow-up orders
5.1.5 Organize and
administer stocks
6. Prepare And Preparing And 6.1.1 Determine training 12 hours
Deliver Training Deliver Training requirements
Sessions Sessions 6.1.2 Prepare training plan
6.1.3 Deliver training
sessions
7. Plan, conduct Planning, con- 7.1.1 Plan a staff 16 hours
and evaluate duct and evalu- performance
staff perfor- ate staff per- assessment
mance assess- formance as- 7.1.2 Conduct a staff
ment sessment performance
assessment
7.1.3 Evaluate a staff
performance
assessment
Core Competencies
No. of Hours:(64 hours)
Unit of Compe- Module Title Learning Outcomes Nominal
tency Duration
1. Supervise Supervising 1.1.1 Monitor housekeep- 16 hours
room cleaning room cleaning ing requirement pro-
and mainte- and mainte- cedures and re-
nance require- nance require- sources
ment ment 1.1.2 Monitor cleanliness
and safety in the
workplace
1.1.3 Assess and evaluate
assigned tasks
2. Supervise Supervising 2.1.1 Monitor housekeep- 16 hours

housekeeping housekeeping ing team
services to services to 2.1.2 Update current prac-
guests guests tices in housekeeping
2.1.3 Evaluate housekeep-
ing team’s perfor-
mance vs. organiza-
tional standards
2.1.4 Monitor usage of
tools, equipment and
supplies
3. Implement Implementing 3.1.1 Monitor lost and 16 hours
lost and found lost and found found facility
procedures procedures 3.1.2 Deal with lost and
found items.
3.1.3 Deal with claims for
lost items
3.1.4 Deal with unclaimed
items
4. Supervise Supervising 4.1.1 Evaluate the role and 16 hours
laundry of linen, laundry of linen, responsibilities of a
uniform and uniform and laundry services
guest clothes guest clothes 4.1.2 Monitor laundry pro-
cedure
4.1.3 Supervise the cost-
ing, packaging and
delivery of laundered
items
4.1.4 Supervise laundry
facility maintenance
RESOURCES:
Recommended list of tools, equipment and materials for the training of a min-
imum of 25 trainees for HOUSEKEEPING NC III are as follows:
Supplies EQUIPMENT REFERENCE MATERIALS

QTY QTY QTY
2 25 Computer with 25 Inventory forms for tools,
A4 paper
rims units internet connection equipment and supplies
2 Legal Bond 1 unit LCD projector 1 HACCP
rims paper
2set 2 unit Printer 1 BOSH
printer ink
s
1 Internal policies on green
practices
50 Guest feedback form
25 Staff roster worksheet
25 Monitoring sheet for
waste management and
disposal
25 Evaluation forms for
Housekeeping staff
1 GAD Manual/handbook
25 Lost and found inventory
forms
25 Return/Release Lost and
Found forms
25 Unclaimed Lost and found
inventory forms
25 Maintenance Checklist for
Lost and Found Facilities
25 Laundry Service forms
25 Laundry Service inventory
forms
25 Monitoring Sheet for
Laundry service
25 Price list of laundry items
25 Maintenance Checklist for
Laundry Facilities
ASSESSMENT METHODS:
 Written examination
 Practical Demonstration
 Direct observation
 Hands-on
COURSE DELIVERY:
 Group Discussion
 Demonstration
 Film Viewing
 Modular instruction
 Practical application
 Reporting
 Industry immersion
 E-learning
 School-On-Air
TRAINERS QUALIFICATION:
• Holder of National TVET Trainer Certificate (NTTC) Level I in Housekeep-

ing
NC III
• Must have at least two (2) years industry experience as House-
keeping Supervisor
B. Modules of Instruction
Basic Competencies: Housekeeping NC III

Unit of Competency: LEAD WORKPLACE COMMUNICATION
Modules Title: LEADING WORKPLACE COMMUNICATION
Module Descriptor: This unit covers the knowledge, skills and attitudes re-
quired to lead in the effective dissemination and discus-
sion of ideas, information, and issues in the workplace.
This includes preparation of written communication mate-
rials
Nominal Duration: 6 hours
Qualification Level: NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Communicate information about workplace processes

LO2. Lead workplace discussions
LO3. Identify and communicate issues arising in the workplace
LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES
Assessment Contents Condi- Methodologies Assessment

Criteria tions/Resout Methods
ces
1. Relevant com- - Method of The stu- -Discussion -Third Party
munication method communica- dents/trainees -Role Play Report
is selected based tion must be pro- -Brainstorming -Portfolio
on workplace pro- - Communi- vided with the -Interview
cedures. cation skills following: -
2. Multiple opera- - Communi- Demonstra-
tions involving sev- cation tools  Classroom tion/Role Play-
eral topics/areas - Questioning  Handouts ing
are communicated techniques and other
following enterprise - Effective reference
requirements verbal com- materials
3. Questioning is munication Resources (See
applied to gain ex- methods RESOURCES)
tra information
4. Relevant sources
of information are
identified in accord-
ance with work-
place/ client re-
quirements
5. Information is se-
lected and orga-
nized following en-
terprise procedures
6. Verbal and writ-
ten reporting is un-
dertaken when re-
quired
7. Communication
and negotiation
skills are applied
and maintained all
relevant situations
LO2. LEAD WORKPLACE DISCUSSIONS
Assessment Contents Conditions Methodolo- Assessment

Criteria gies Methods
1. Response to - Meth- The stu- -Discussion -Third Party
workplace issues od/techniques dents/trainees -Role Play Report
are sought following of discussion must be pro- -Brainstorming -Portfolio
enterprise proce- - How to lead vided with the -Interview
dures discussion following: -
2. Response to - How to solicit Demonstra-
workplace issues response  Classroom tion/Role Play-
are provided imme-  Handouts ing
diately and other
3. Constructive con- reference
tributions are made materials
to workplace dis- Resources (See
cussions on such RESOURCES)
issues as produc-
tion, quality and
safety
4. Goals/ objectives
and action plans
undertaken in the
workplace are
communicated
promptly
LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE

1. Issues and prob- - Identify prob- The stu- -Discussion -Third Party Re-
lems are identified lems and is- dents/trainees -Role Play port
as they arise sues must be pro- -Brainstorming -Portfolio
2. Information re- - Organizing vided with the -Interview
garding problems information on following: -
and issues are or- problem and Demonstra-
ganized coherently issues  Classroom tion/Role
to ensure clear and - Relating prob-  Handouts Playing
effective communi- lems and is- and other
cation sues reference
3. Dialogue is initiat- - Communica- materials
ed with appropriate tion barriers Resources (See
personnel affecting work- RESOURCES)
4. Communication place discus-
problems and issues sions
are raised as they - Understand
arise and convey
5. Identify barriers in intended mean-
communication to be ing
addressed appropri-
ately
Basic Competencies: Housekeeping NC III

Unit of Competency: LEAD SMALL TEAMS
Modules Title: LEADING SMALL TEAMS
Module Descriptor: This unit covers the knowledge, skills and attitudes to
lead small teams including setting, maintaining and moni-
toring team and individual performance standards
LO1. Provide team leadership

LO2. Assign responsibilities
LO3. Set performance expectations for team members
LO4. Supervise team performance
LO1. PROVIDE TEAM LEADERSHIP
Assessment Contents Condi- Methodolo- Assessment

Criteria tions/Resource gies Methods
s
1. Work require- -Communication The stu- -Discussion -Written Exam
ments are identified skills required for dents/trainees -Role Play -Oral Question-
and presented to leading small must be provided -Brainstorming ing
team members team with the following: -Portfolio
based on company - Skills and
policies and proce- techniques in  Classroom
dures promoting team  Handouts and
2. Reasons for in- building other refer-
structions and re- - Negotiating ence materials
quirements are skills Resources (See
communicated to - Up to date RESOURCES)
team members dissemination of
based on company instruction and
policies and proce- requirements to
dures members.
3. Team members’ - Art of listening
and leaders’ con- and treating
cerns are recog- individual team
nized, discussed members
and dealt with based concern
on company practic-
es
LO2. ASSIGN RESPONSIBILITIES

1. Responsibilities - Work plan and The stu- -Discussion -Written Exam
are allocated hav- procedures dents/trainees -Role Play -Oral Question-
ing regard to the - Work require- must be pro- -Brainstorming ing
skills, knowledge ments and tar- vided with the -Portfolio
gets following:
and aptitude re-
- Individual and
quired to under- group expecta-  Classroom
take the assigned tions and as-  Handouts
task based on signments and other
company policies. - Ways to im- reference
2. Duties are allo- prove group materials
cated having re- leadership and Resources (See
gard to individual membership RESOURCES)
preference, do-
mestic and per-
sonal considera-
tions, whenever
possible
LO3. SET PERFORMANCE EXPECTATIONS FOR TEAM MEMBERS

1. Performance ex- - One’s roles The stu- -Discussion -Written Exam
pectations are es- and dents/trainees -Role Play -Oral Question-
tablished based on responsibilities must be pro- -Brainstorming ing
client needs in the team vided with the -Portfolio
2. Performance ex- - Feedback following:
pectations are giving and
based on individual receiving  Classroom
team members - Performance  Handouts
knowledge, skills expectation and other
and aptitude reference
3. Performance ex- materials
pectations are dis- Resources (See
cussed and dissem- RESOURCES)
inated to individual
team members
LO4. SUPERVISE TEAM PERFORMANCE

1. Performance is - Performance The stu- -Discussion -Written Exam
monitored based on Coaching dents/trainees -Role Play -Oral Question-
defined performance - Performance must be pro- -Brainstorming ing
criteria and/or as- management vided with the -Portfolio
signment instruction - Performance following:
2. Team members Issues
are provided with  Classroom
feedback, positive  Handouts
support and advice and other
on strategies to reference
overcome any defi- materials
ciencies based on Resources (See
company practices RESOURCES)
3. Performance is-
sues which cannot
be rectified or ad-
dressed within the
team are referred to
appropriate person-
nel according to
employer policy
4. Team members
are kept informed of
any changes in the
priority allocated to
assignments or
tasks which might
impact on cli-
ent/customer needs
and satisfaction
5. Team operations
are monitored to
ensure that employ-
er/client needs and
requirements are
met
6. Follow-up com-
munication is pro-
vided on all issues
affecting the team
7. All relevant doc-
umentation is com-
pleted in accordance
with company pro-
cedures
UNIT OF COMPETENCY : APPLY CRITICAL THINKING AND PROBLEM-
SOLVING TECHNIQUES IN THE WORKPLACE
MODULE TITLE : APPLYING CRITICAL THINKING AND PROBLEM-
SOLVING TECHNIQUES IN THE WORKPLACE
Module Descriptor: This unit covers the knowledge, skills and attitudes
required to solve problems in the workplace includ-
ing the application of problem solving techniques
and to determine and resolve the root cause/s of
specific problems in the workplace.
LO1. Examine specific workplace challenges

LO2. Analyze the causes of specific workplace challenges.
LO3. Formulate resolutions to specific workplace challenges.
LO4. Implement action plans and communicate results.
LO1. EXAMINE SPECIFIC WORKPLACE CHALLENGES

Criteria tions/Resour gies Methods
ces
1. Variances are - Competence The stu- -Discussion -Observation
examined from nor- includes a thor- dents/trainees -Role Play -Case Formula-
mal operating pa- ough knowledge must be pro- -Brainstorming tion
rameters; and prod- and understand- vided with the -Life Narrative
uct quality ing of the process following: Inquiry
2. Extent, cause and normal operating -Standardized
nature of the specific parameters, and  Classroom Test
problem are defined product quality to  Handouts
through observation, recognize non- and other
investigation and standard situa- reference
analytical tech- tions materials
niques. - Competence to Resources (See
3. Problems are include the ability RESOURCES)
clearly stated and to apply and ex-
specified plain, enough for
the identification
of fundamental
causes of specific
workplace chal-
lenges
- Relevant
equipment and
operational pro-
cesses.
- Enterprise
goals, targets
and measures.
- Enterprise quali-
ty OHS and envi-
ronmental re-
quirement
- Enterprise in-
formation sys-
tems and data
collation
- Industry codes
and standards.
LO2. ANALYZE THE CAUSES OF SPECIFIC WORKPLACE CHALLENGES

1. Possible causes - Competence The stu- -Discussion -Observation
of specific problems includes a thor- dents/trainees -Role Play -Case Formula-
are identified based ough knowledge must be pro- -Brainstorming tion
on experience and and understand- vided with the -Life Narrative
the use of problem ing of the process following: Inquiry
solving tools / ana- normal operating -Standardized
lytical techniques. parameters, and  Classroom Test
2. Possible cause product quality to  Handouts
statements are de- recognize non- and other
veloped based on standard situa- reference
findings tions materials
3. Fundamental - Competence to Resources (See
causes are identified include the ability RESOURCES)
per results of inves- to apply and ex-
tigation conducted. plain, sufficient
for the identifica-
tion of fundamen-
tal cause, deter-
mining the cor-
rective action and
provision of rec-
ommendations.
- Relevant
equipment and
operational pro-
cesses.
- Enterprise
goals, targets
and measures.
- Enterprise quali-
ty OSH and envi-
ronmental re-
quirement
- Enterprise in-
formation sys-
tems and data
collation.
- Industry codes
and standards.
LO3. FORMULATE RESOLUTIONS TO SPECIFIC WORKPLACE CHALLENGES

1. All possible op- - Competence to The stu- -Discussion -Observation
tions are considered include the ability dents/trainees -Role Play -Case Formula-
for resolution of the to apply and ex- must be pro- -Brainstorming tion
problem. plain, sufficient vided with the -Life Narrative
2. Strengths and for the identifica- following: Inquiry
weaknesses of pos- tion of fundamen- -Standardized
sible options are tal cause, deter-  Classroom Test
considered. mining the cor-  Handouts
3. Corrective actions rective action and and other
are determined to provision of rec- reference
resolve the problem ommendations materials
and possible future - Relevant Resources
causes. equipment and (See
4. Action plans are operational pro- RESOURCES)
developed identify- cesses
ing measurable ob- - Enterprise
jectives, resource goals, targets
needs and timelines and measures
in accordance with - Enterprise quali-
safety and operating ty OSH and envi-
procedures ronmental re-
quirement
- Principles of
decision making
strategies and
techniques
- Enterprise in-
formation sys-
tems and data
collation
- Industry codes
and standards
LO4. IMPLEMENT ACTION PLANS AND COMMUNICATE RESULTS

1. Action plans are - Competence to The stu- -Discussion -Observation
implemented and include the ability dents/trainees -Role Play -Case Formula-
evaluated. to apply and ex- must be pro- -Brainstorming tion
2. Results of plan plain, sufficient vided with the -Life Narrative
implementation and for the identifica- following: Inquiry
recommendations tion of fundamen- -Standardized
are prepared. tal cause, deter-  Classroom Test
3. Recommenda- mining the cor-  Handouts
tions are presented rective action and and other
to appropriate per- provision of rec- reference
sonnel. ommendations materials
4. Recommenda- - Relevant Resources
tions are followed- equipment and (See
up, if required. operational pro- RESOURCES)
cesses
- Enterprise
goals, targets
and measures
- Enterprise quali-
ty OSH and envi-
ronmental re-
quirement
- Principles of
decision making
strategies and
techniques
- Enterprise in-
formation sys-
tems and data
collation
- Industry codes
and standards
UNIT OF COMPETENCY : WORK IN A DIVERSE ENVIRONMENT
MODULE TITLE : WORKING IN A DIVERSE ENVIRONMENT
MODULE DESCRIPTOR: This unit covers the outcomes required to work effec-
tively in a workplace characterized by diversity in terms
of religions, beliefs, races, ethnicities and other differ-
ences
NOMINAL DURATION : 3 hours
LO1. Develop an individual’s cultural awareness and sensitivity

LO2. Work effectively in an environment that acknowledges and values cultural di-
versity
LO3. Identify common issues in a multicultural and diverse environment
LO1. DEVELOP AN INDIVIDUAL’S CULTURAL AWARENESS AND SENSITIVITY

Criteria tions/Reso gies Methods
urces
1. Individual differ- - Understanding The stu- -Discussion -Demonstration
ences with clients, cultural diversity in dents/trainee -Role Play -Group Discus-
customers and fellow the workplace s must be -Brainstorming sion
workers are recog- - Norms of behav- provided with -Case Study
nized and respected ior for interacting the following: -Third-Party
in accordance with and dialogue with Report
enterprise policies specific groups(e.  Class- -Written Exam-
and core values g., Muslims and room ination
2. Differences are other non- Chris-  Handouts -Role Play
responded to in a tians, non- Catho- and other
sensitive and consid- lics, tribes/ethnic reference
erate manner groups, foreign- materials
3. Diversity is ac- ers) Resources
commodated using - Different meth- (See
appropriate verbal ods of verbal and RESOURCE
and non- verbal non- verbal com- S)
communication. munication in a
multicultural set-
ting
LO2. WORK EFFECTIVELY IN AN ENVIRONMENT THAT ACKNOWLEDGES AND
VALUES CULTURAL DIVERSITY

1. Knowledge, skills - Value of diver- The stu- -Discussion -Demonstration
and experiences of sity in the econ- dents/trainees -Role Play -Group Discus-
others are recog- omy and society must be provid- -Brainstorming sion
nized and docu- in terms of ed with the fol- -Case Study
mented in relation to Workforce de- lowing: -Third-Party
team objectives velopment Report
2. Fellow workers - Importance of  Classroom -Written Exam-
are encouraged to inclusiveness in  Handouts ination
utilize and share a diverse envi- and other -Role Play
their specific quali- ronment reference
ties, skills or back- - Shared vision materials
grounds with other and understand- Resources (See
team members and ing of and com- RESOURCES)
clients to enhance mitment to team,
work outcomes departmental,
3. Relations with and organiza-
customers and cli- tional goals and
ents are maintained objectives
to show that diversi- - Strategies for
ty is valued by the customer ser-
business. vice excellence
LO3. IDENTIFY COMMON ISSUES IN A MULTICULTURAL AND DIVERSE

ENVIRONMENT

1. Diversity-related - Value, and The stu- -Discussion -Demonstration
conflicts within the leverage of cul- dents/trainees -Role Play -Group Discus-
workplace are effec- tural diversity must be provid- -Brainstorming sion
tively addressed - Inclusivity and ed with the fol- -Case Study
and resolved. conflict resolu- lowing: -Third-Party Re-
2. Discriminatory tion port
behaviors towards - Workplace  Classroom -Written Exami-
custom- harassment  Handouts nation
ers/stakeholders are - Change man- and other -Role Play
minimized and ad- agement and reference
dressed accordingly ways to over- materials
3. Change man- come resistance Resources (See
agement policies to change RESOURCES)
are in place within - Advanced
the organization. strategies for
customer ser-
vice excellence
UNIT OF COMPETENCY: PROPOSE METHODS OF APPLYING LEARNING AND
INNOVATION IN THE ORGANIZATION
MODULE TITLE : PROPOSING METHODS OF APPLYING LEARNING

AND INNOVATION IN THE ORGANIZATION
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes re-
quired to assess general obstacles in the application of
learning and innovation in the organization and to pro-
pose practical methods of such in addressing organi-
zational challenges.
Upon completion of this module, the trainees/students must be able to:
LO1. Assess work procedures, processes, and systems in terms of innovative practices
LO2. Generate practical action plans for improving work procedures, processes
LO3. Evaluate the effectiveness of the proposed action plans
LO1. ASSESS WORK PROCEDURES, PROCESSES, AND SYSTEMS IN TERMS
OF INNOVATIVE PRACTICES

Criteria tions/Resourc gies Methods
es
1. Reasons for inno- - Seven habits The stu- -Discussion -Psychological
vation are incorpo- of highly effec- dents/trainees -Role Play and Behavior
rated to work proce- tive people must be provid- -Brainstorming Interview
dures - Character ed with the fol- -Performance
2. Models of innova- strengths that lowing: Evaluation
tion are researched foster innovation -Life Narrative
3. Gaps or barriers and learning  Classroom Inquiry
to innovation in - Five minds of  Handouts -Review of
one’s work area are the future con- and other Portfolios of
analyzed. cepts reference Evidence and
4. Staff who can - Adaptation materials Third-Party
support and foster concepts in neu- Resources (See Workplace
innovation in the roscience RESOURCES) -Sensitivity
work procedure are - Transtheoreti- Analysis
identified. cal model of be- -Organizational
havior change Analysis
-Standardized
Assessment of
Character
Strengths and
Virtues Applied
LO2. GENERATE PRACTICAL ACTION PLANS FOR IMPROVING WORK
PROCEDURES, PROCESSES.

1 Ideas for innova- -Seven habits of The stu- -Discussion -Psychological
tive work procedure highly effective dents/trainees -Role Play and Behavior
to foster innovation people. must be pro- -Brainstorming Interview
using individual and - Character vided with the -Performance
group techniques strengths that following: Evaluation
are conceptualized foster innovation -Life Narrative
2. Range of ideas and learning  Classroom Inquiry
with other team -Five minds of  Handouts -Review of
members and col- the future con- and other Portfolios of
leagues are evalu- cepts reference Evidence and
ated and discussed -Adaptation con- materials Third-Party
3. Work procedures cepts in neuro- Resources Workplace
and processes sub- science (See -Sensitivity
ject to change are -Transtheoretical RESOURCES Analysis
selected based on model of behav- ) -Organizational
workplace require- ior change Analysis
ments (feasible and -Standardized
innovative). Assessment of
4. Practical action Character
plans are proposed Strengths and
to facilitate simple Virtues Applied
changes in the work
procedures, pro-
cesses and systems
5. Critical inquiry is
applied and used to
facilitate discourse
on adjustments in
the simple work pro-
cedures, processes
and systems.
LO3. EVALUATE THE EFFECTIVENESS OF THE PROPOSED ACTION PLANS

1. Work structure is -Five minds of The stu- -Discussion -Psychological
analyzed to impact the future con- dents/trainees -Role Play and Behavior
of the identify the cepts must be pro- -Brainstorming Interview
new work proce- -Adaptation con- vided with the -Performance
dures cepts in neuro- following: Evaluation
2. Co-workers/key science -Life Narrative
personnel is con- -Transtheoretical  Classroom Inquiry
sulted to know who model of behav-  Handouts -Review of Port-
will be involved with ior change and other folios of Evi-
or affected by the reference dence and
work procedure materials Third-Party
3. Work instruction Resources Workplace
operational plan of (See -Sensitivity
the new work proce- RESOURCES Analysis
dure is developed ) -Organizational
and evaluated. Analysis
4. Feedback and -Standardized
suggestion are rec- Assessment of
orded. Character
5. Operational plan Strengths and
is updated Virtues Applied
6. Results and im-
pact on the devel-
oped work instruc-
tions are reviewed
7. Results of the
new work procedure
are evaluated
8. Adjustments are
recommended
based on results
gathered
UNIT OF COMPETENCY : USE INFORMATION SYSTEMATICALLY
MODULE TITLE : USING INFORMATION SYSTEMATICALLY
quired to use technical information systems, apply in-
formation technology (IT) systems and edit, format &
check information
LO1. Use technical information

LO2. Apply information technology (IT)
LO3. Edit, format and check information
LO1. USE TECHNICAL INFORMATION

- Application in The stu- -Discussion -Direct Observa-
1. Information are
collating infor- dents/trainees -Role Play tions
collated and orga-
mation must be pro- -Brainstorming -Oral Interviews
nized into a suitable
-Procedures for vided with the and Written Test
form for reference
inputting main- following:
and use
taining and ar-
2. Stored infor- chiving infor-  Classroom
mation are classified mation  Handouts
so that it can be -Guidance to and other
quickly identified people who need reference
and retrieved when to find and use materials
needed information Resources
-Organize infor- (See
3. Guidance are ad-
mation RESOURCES)
vised and offered to
-classify stored
people who need to information for
find and use infor- identification and
mation retrieval
-Operate the
technical infor-
mation system by
using agreed
procedures
LO2. APPLY INFORMATION TECHNOLOGY (IT)

1. Technical infor- - Attributes and The stu- -Discussion -Direct Observa-
mation system is limitations of dents/trainees -Role Play tions
operated using available software must be pro- -Brainstorming -Oral Interviews
agreed procedures tools vided with the and Written Test
2. Appropriate and - Procedures and following:
valid procedures are work instructions
operated for input- for the use of IT  Classroom
ting, maintaining and - Operational re-  Handouts
archiving information quirements for IT and other
3. Software required systems reference
are utilized to exe- - Sources and flow materials
cute the project ac- paths of data Resources
tivities - Security systems (See
4. Information and and measures that RESOURCES
data obtained are can be used )
handled, edited, - Extract data and
formatted and format reports
checked from a - Methods of en-
range of internal and tering and pro-
external sources cessing infor-
5. Information are mation
extracted, entered, - WWW enabled
and processed to applications
produce the outputs
required by custom-
ers
6. Own skills and
understanding are
shared to help oth-
ers
7. Specified security
measures are im-
plemented to protect
the confidentiality
and integrity of pro-
ject data held in IT
systems
LO3. EDIT, FORMAT AND CHECK INFORMATION

1. Basic editing - Basic file- The stu- -Discussion -Direct Observa-
techniques are used handling tech- dents/trainees -Role Play tions
2. Accuracy of doc- niques must be pro- -Brainstorming -Oral Interviews
uments are checked - Techniques in vided with the and Written Test
3. Editing and for- checking docu- following:
matting tools and ments
techniques are used - Techniques in  Classroom
for more complex editing and format-  Handouts
documents ting and other
3. Proof reading - Proof reading reference
techniques is used techniques materials
to check that docu- Resources
ments look profes- (See
sional RESOURCES
)
UNIT OF COMPETENCY : EVALUATE OCCUPATIONAL SAFETY AND HEALTH
WORK PRACTICES
MODULE TITLE : EVALUATING OCCUPATIONAL SAFETY AND

HEALTH WORK PRACTICES
MODULE DESCRIPTION : This unit covers the knowledge, skills and attitudes re-
quired to interpret Occupational Safety and Health
practices, set OSH work targets, and evaluate effec-
tiveness of Occupational Safety and Health work in-
structions
LO1. Interpret Occupational Safety and Health practices

LO2. Set OSH work targets
LO3. Evaluate effectiveness of Occupational Safety and Health work instructions
LO1. INTERPRET OCCUPATIONAL SAFETY AND HEALTH PRACTICES
1. OSH work prac- -OSH work prac- The stu- -Discussion -
tices issues are tices issues dents/trainees -Role Play Observa-
identified relevant to -OSH work must be pro- -Brainstorming tion/Demonstrati
work requirements standards vided with the on with Oral
2. OSH work stand- -General OSH following: Questioning
ards and procedures principles and -Written Exam
are determined legislations  Classroom
based on applicabil- -  Handouts
ity to nature of work Compa- and other
3. Gaps in work ny/workplace reference
practices are identi- poli- materials
fied related to rele- cies/guidelines Resources
vant OSH work -Standards and (See
standards safety require- RESOURCES)
ments of work
process and
procedures
LO2. SET OHS WORK TARGETS

1. Relevant work -OSH work tar- The stu- -Discussion -
information are gets dents/trainees -Role Play Observa-
gathered necessary -OSH Indicators must be pro- -Brainstorming tion/Demonstrati
to determine OSH -OSH work in- vided with the on with Oral
work targets structions following: Questioning
2. OSH Indicators -Safety and -Written Exam
based on gathered health require-  Classroom
information are ments of tasks  Handouts
agreed upon to -Workplace and other
measure effective- guidelines on reference
ness of workplace providing feed- materials
OSH policies and back on OSH and Resources
procedures security concerns (See
3. Agreed OSH indi- -OSH regulations RESOURCES
cators are endorsed Hazard control )
for approval from procedures
appropriate person- -OSH trainings
nel relevant to work
4. OSH work instruc-
tions are received in
accordance with
workplace policies
and procedures
LO3. EVALUATE EFFECTIVENESS OF OCCUPATIONAL SAFETY AND HEALTH

WORK INSTRUCTIONS
1. OSH Practices -OSH Practices The stu- -Discussion -
are observed based -OSH metrics dents/trainees -Role Play Observa-
on workplace stand- -OSH Evaluation must be pro- -Brainstorming tion/Demonstrati
ards Techniques vided with the on with Oral
2. Observed OSH -OSH work following: Questioning
practices are meas- standards
ured against ap-  Classroom -Written Exam
proved OSH metrics  Handouts
3. Findings regard- and other
ing effectiveness are reference
assessed and gaps materials
identified are imple- Resources
mented based on (See
OSH work standards RESOURCES
)
UNIT OF COMPETENCY : EVALUATE ENVIRONMENTAL WORK PRACTICES
MODULE TITLE : EVALUATING ENVIRONMENTAL WORK

PRACTICES
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitude to
interpret environmental Issues, establish targets to
evaluate environmental practices and evaluate ef-
fectiveness of environmental practices
LO1. Interpret environmental practices, policies and procedures

LO2. Establish targets to evaluate environmental practices
LO3. Evaluate effectiveness of environmental practices
LO1. INTERPRET ENVIRONMENTAL PRACTICES, POLICIES AND
PROCEDURES
1. Environmental - Environmental The stu- -Discussion -Written/Oral
work practices is- Issues dents/trainees -Role Play Examination
sues are identified - Environmental must be pro- -Brainstorming -Interview/Third
relevant to work re- Work Procedures vided with the Party Reports
quirements - Environmental following: -Portfolio
2. Environmental Laws -Simulation and
Standards and Pro- - Environmental  Classroom Role Play
cedures nature of Hazardous and  Handouts
work are determined Non-Hazardous and other
based on Applicabil- Materials reference
ity to nature of work - Environmental materials
3. Gaps in work required license, Resources
practices related to registration or (See
Environmental certification RESOURCES)
Standards and Pro-
cedures are identi-
fied
LO2. SET OSH WORK TARGETS

1. Relevant work - OSH work tar- The stu- -Discussion -Written/Oral
information are gets dents/trainees -Role Play Examination
gathered necessary - OSH Indicators must be pro- -Brainstorming -Interview/Third
to determine OSH - OSH work in- vided with the Party Reports
work targets structions following: -Portfolio
2. OSH Indicators - Safety and -Simulation and
based on gathered health require-  Classroom Role Play
information are ments of tasks  Handouts
agreed upon to - Workplace and other
measure effective- guidelines on reference
ness of workplace providing feed- materials
OSH policies and back on OSH and Resources
procedures security and se- (See
3. Agreed OSH indi- curity RESOURCES)
cators are endorsed - OSH regula-
for approval from tions Hazard con-
appropriate person- trol procedures
nel - OSH trainings
4. OSH work instruc- relevant to work
tions are received in
accordance with
workplace policies
and procedures*
LO3. EVALUATE EFFECTIVENESS OF OSH WORK INSTRUCTIONS

1. OSH Practices - OSH Practices The stu- -Discussion -Written/Oral
are observed based - OSH metrics dents/trainees -Role Play Examination
on workplace stand- - OSH Evaluation must be pro- -Brainstorming -Interview/Third
ards Techniques vided with the Party Reports
2. Observed OSH - OSH work following: -Portfolio
practices are meas- standards -Simulation and
ured against ap-  Classroom Role Play
proved OSH metrics  Handouts
3. Findings regard- and other
ing effectiveness are reference
assessed and gaps materials
identified are imple- Resources
mented based on (See
OSH work standards RESOURCES
)
UNIT OF COMPETENCY : EVALUATE ENVIRONMENTAL WORK PRACTICES
MODULE TITLE : EVALUATING ENVIRONMENTAL WORK

PRACTICES
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitude to
interpret environmental Issues, establish targets to es-
tablish targets to effectiveness of environmental prac-
tices
Upon completion of this module, the trainee/student must be able to:
LO1. Interpret environmental practices, policies and procedures
LO2. Establish targets to evaluate practices environmental
LO3. Evaluate effectiveness of environmental practices

LO1. INTERPRET ENVIROMENTAL PRACTICES, POLICIES AND PROCEDURES
1. Environmental - Environmental The stu- -Group -Competency
work practices is- Issues dents/trainees discussion may be
sues are identified - Environmental must be provid- (Through assessed in
relevant to work re- Work Proce- ed with the fol- online using workplace or in
quirements dures lowing: Webinar) a simulated
2. Environmental - Environmental -Interaction workplace
Standards and Pro- Laws  Classroom (Face to face setting (Face to
cedures nature of - Environmental  Handouts with proper face with proper
work are determined Hazardous and and other distancing of distancing of 1.5
based on Applicabil- Non-Hazardous reference 1.5 meters meters with 15
ity to nature of work Materials materials with 15 of of population)
3. Gaps in work - Environmental Resources (See population)
practices related to required license, RESOURCES) -Assessment
Environmental registration or shall be
Standards and Pro- certification observed while
cedures are identi- task are being
fied undertaken
whether
individually or in
group (Face to
face with proper
distancing of 1.5
meters with 50%
of population)
LO2.ESTABLISH TARGETS TO EVALUATE ENVIRONMENTAL PRACTICES

1. Relevant infor- - Environmental The stu- -Group -Competency
mation are gathered Indicators dents/trainees discussion may be
necessary to deter- - Relevant Envi- must be provid- (Through assessed in
mine environmental ronment Per- ed with the fol- online using workplace or in
work targets sonnel or expert lowing: Webinar) a simulated
2. Environmental - Relevant Envi- -Interaction workplace
Indicators based on ronmental Train-  Classroom (Face to face setting (Face to
gathered information ings and Semi-  Handouts with proper face with proper
are set to infor- nars and other distancing of distancing of 1.5
mation are set to reference 1.5 meters meters with 15
targets materials with 15 of of population)
3. Indicators are ver- Resources (See population)
ified with appropriate RESOURCES) -Assessment
personnel shall be
observed while
task are being
undertaken
whether
individually or in
group (Face to
face with proper
distancing of 1.5
meters with 50%
of population)
LO3.EVALUATE EFFECTIVENESS OF ENVIRONMENT PRACTICES

1. Work environ- - Environmental The stu- -Group -Competency
mental practices are Practices dents/trainees discussion may be
recorded based on - Environmental must be provid- (Through assessed in
workplace standards Standards and ed with the fol- online using workplace or in
2. Recorded work Procedures lowing: Webinar) a simulated
environmental prac- -Interaction workplace
tices are compared  Classroom (Face to face setting (Face to
against planned in-  Handouts with proper face with proper
dicators and other distancing of distancing of 1.5
3. Findings regard- reference 1.5 meters meters with 15
ing effectiveness are materials with 15 of of population)
assessed and gaps Resources (See population)
identified are imple- RESOURCES) -Assessment
mented based on shall be
environment work observed while
standards and pro- task are being
cedures undertaken
4. Results of envi- whether
ronmental assess- individually or in
ment are conveyed group (Face to
to appropriate per- face with proper
sonnel distancing of 1.5
meters with 50%
of population)
UNIT OF COMPETENCY : FACILITATE ENTREPRENEURIAL SKILLS FOR
MICRO-SMALL-MEDIUM ENTERPRISES (MSMEs)
MODULE TITLE : FACILITATING ENTREPRENEURIAL SKILLS FOR

MICRO-SMALL-MEDIUM ENTERPRISES (MSMEs)
MODULE DESCRIPTOR : This unit covers the outcomes required to build,

operate and grow a micro/small-scale enterprise
LO1. Develop and maintain micro- small-medium enterprise(MSMEs) skills in

the organization
LO2. Establish and maintain clientbase/market
LO3. Apply budgeting and financial management skills

LO1. DEVELOP AND MAINTAIN MICRO-SMALL-MEDIUM ENTERPRISE
(MSMEs) SKILLS IN THE ORGANIZATION
1. Appropriate busi- - Business mod- The stu- -Discussion -Written Exami-
ness strategies are els and strate- dents/trainees -Role Play nation
determined and set gies must be provid- -Brainstorming -
for the enterprise - Types and cated with the fol- Demonstra-
based on current egories of busi- lowing: tion/Observation
and emerging busi- nesses with Oral Ques-
ness environment. - Business op-  Classroom tioning
2. Business opera- eration  Handouts -Portfolio As-
tions are monitored - Basic and other sessment with
and controlled fol- Bookkeeping reference Interview
lowing established - Business inter- materials -Case Problems
procedures nal controls Resources (See
3. Quality assurance -Basic quality RESOURCES)
measures are im- control and as-
plemented consist- surance con-
ently cepts
4. Good relations - Government
are maintained with and regulatory
maintained with processes
5. Policies and pro-
cedures on occupa-
tional safety and
health and and
health and are con-
stantly observed
LO2.ESTABLISH AND MAINTAIN CLIENTBASE/MARKET

1. Good customer - Public relations The stu- -Discussion -Written Exami-
relations are main- concepts dents/trainees -Role Play nation
tained - Basic product must be provid- -Brainstorming -
2. New customers promotion strat- ed with the fol- Demonstra-
and markets are egies lowing: tion/Observation
identified, explored - Basic market with Oral Ques-
and reached out to and feasibility  Classroom tioning
3. Promo- studies  Handouts -Portfolio As-
tions/Incentives are -Basic business and other sessment with
offered to loyal cus- ethics reference Interview
tomers materials -Case Problems
4. Additional prod- Resources (See
ucts and services RESOURCES)
are evaluated and
tried where feasible
5. Promotion-
al/advertising initi-
atives are carried
out where necessary
and feasible.
LO3.APPLY BUDGETING AND FINANCIAL MANAGEMENT SKILLS

1. Enterprise is built - Cash flow The stu- -Discussion -Written Exami-
up and sustained management dents/trainees -Role Play nation
through judicious - Basic financial must be provid- -Brainstorming -
control of cash flows management ed with the fol- Demonstra-
2. Profitability of en- - Basic financial lowing: tion/Observation
terprise is ensured accounting with Oral Ques-
though appropriate - Business inter-  Classroom tioning
internal appropriate nal controls  Handouts -Portfolio As-
internal and other sessment with
3. Unnecessary or reference Interview
lower- priority ex- materials -Case Problems
penses and pur- Resources (See
chases are avoided. RESOURCES)
UNIT OF COMPETENCY : RECEIVE AND RESOLVE CUSTOMER
COMPLAINTS
MODULE TITLE : RECEIVING AND RESOLVE CUSTOMER

COMPLAINTS
MODULE DESCRIPTOR : This unit deals with the skills and knowledge required
to receive and resolve customer complaints in a range
of settings within the hospitality industry workplace
context.
LO1. Identify and analyse the complaint
LO2. Respond to complaints
LO3. Determine and agree upon appropriate action to resolve complaint
LO4. Refer complaints

LO1. IDENTIFY AND ANALYSE THE COMPLAINT
1. Verbal complaint, - Communica- The stu- -Discussion -Case Studies
using active listening tion techniques dents/trainees -Role Play -Observation of
and empathy tech- - Anger man- must be provid- -Brainstorming Practical Candi-
niques is received agement tech- ed with the fol- date Perfor-
and accurately rec- niques and con- lowing: mance
orded flict resolution -Oral and Writ-
2. The exact nature techniques  Classroom ten Questions
of the customer - Customer  Handouts -Portfolio Evi-
complaint are identi- complaints and other dence
fied through appro- - Records and reference -Problem Solv-
priate communica- documentation materials ing
tion techniques - Enterprise’s Resources (See -Role Plays
3. Register or com- policies and RESOURCES) -Third Party Re-
plaint file/s in ac- procedures ports
cordance with the -Project and As-
requirements of the signment Work
enterprise infor-
mation system are
maintained
LO2.RESPOND TO COMPLAINTS

1. Complaints in ac- - Communica- The stu- -Discussion -Case Studies
cordance with or- tion techniques dents/trainees -Role Play -Observation of
ganizational stand- - Anger man- must be provid- -Brainstorming Practical Candi-
ards, policies and agement tech- ed with the fol- date Perfor-
procedures are pro- niques and con- lowing: mance
cessed flict resolution -Oral and Writ-
2. Documentation in techniques  Classroom ten Questions
relation to com- - Customer  Handouts -Portfolio Evi-
plaints is obtained complaints and other dence
and reviewed - Records and reference -Problem Solv-
3. Register of com- documentation materials ing
plaints/disputes are - Enterprise’s Resources (See -Role Plays
updated policies and RESOURCES) -Third Party Re-
procedures ports
-Project and As-
signment Work
LO3. DETERMINE AND AGREE UPON APPROPRIATE ACTION TO RESOLVE

COMPLAINT

1. Options to resolve - Communica- The stu- -Discussion -Case Studies
the complaint within tion techniques dents/trainees -Role Play -Observation of
enterprise policy, - Anger man- must be provid- -Brainstorming Practical Candi-
procedures and agement tech- ed with the fol- date Perfor-
guidelines are identi- niques and con- lowing: mance
fied and reviewed flict resolution -Oral and Writ-
2. Action to resolve techniques to  Classroom ten Questions
the complaint with resolve custom-  Handouts -Portfolio Evi-
the customer is er complaints and other dence
agreed and con- - Communicate reference -Problem Solv-
firmed effectively with materials ing
3. A commitment to all relevant peo- Resources (See -Role Plays
the customer to re- ple relevant RESOURCES) -Third Party Re-
solve the complaint people com- ports
is demonstrated plaint resolution -Project and As-
4. Customer is in- process signment Work
formed on the out- - Written com-
come of investiga- plaints
tion of complaint - Workplace
investigation records and
documentation
- Enterprise’s
policies and
procedures in
regard to receiv-
ing and resolv-
ing customer
complaints
LO4. REFER COMPLAINTS

1. Complaints that - Communica- The stu- -Discussion -Case Studies
require referral to tion techniques dents/trainees -Role Play -Observation of
other personnel or - Anger man- must be provid- -Brainstorming Practical Candi-
external bodies are agement tech- ed with the fol- date Perfor-
identified niques and con- lowing: mance
2. Complaint to ap- flict resolution -Oral and Writ-
propriate personnel techniques to  Classroom ten Questions
for follow- up in ac- resolve custom-  Handouts -Portfolio Evi-
cordance with indi- er complaints and other dence
vidual level of re- - Communicate reference -Problem Solv-
sponsibility are re- effectively with materials ing
ferred all relevant peo- Resources (See -Role Plays
3. All necessary ple throughout RESOURCES) -Third Party Re-
documentation in- the complaint ports
cluding investigation resolution pro- -Project and As-
reports to appropri- cess signment Work
ate personnel are - Written com-
forwarded plaints
4. Complaints which - Workplace
cannot be resolved records and
to an appropriate documentation
person are referred - Enterprise’s
policies and
procedures in
regard to receiv-
ing and resolv-
ing customer
complaints
UNIT OF COMPETENCY : WORK COOPERATIVELY IN A GENERAL
ADMINISTRATION ENVIRONMENT
MODULE TITLE : WORKING COOPERATIVELY IN A GENERAL

ADMINISTRATION ENVIRONMENT
to work cooperatively in a general administration
environment in a range of settings within the labor
divisions of the hospitality industry
LO1. Develop effective team relationships
LO2. Participate in team assignments
LO3. Contribute to team development

LO1. DEVELOP EFFECTIVE TEAM RELATIONSHIPS

1. Relationships with - Principles of The stu- -Discussion -Case Studies
team members and effective com- dents/trainees -Role Play -Observation of
promote benefits of munication skills must be provid- -Brainstorming Practical Candi-
cooperative work - Feedback ed with the fol- date Perfor-
consistent with or- techniques and lowing: mance
ganizational goals team building -Oral and Writ-
and objectives are techniques to  Classroom ten Questions
developed and build and main-  Handouts -Portfolio Evi-
maintained tain interperson- and other dence
2. Responsibilities al relationships reference -Problem Solv-
and assignments in within a desig- materials ing
a positive manner to nated work Resources (See -Role Plays
promote effective group or team RESOURCES) -Third Party Re-
relationships within - Communicate ports
the work group are effectively with a -Project and As-
undertaken range of people signment Work
3. Courteous and relevant to posi-
appropriate commu- tion and role
nication with others - Customer rela-
in a manner, which tions
reflects sensitivity to - Enterprise’s
individual social and policies and
cultural differences procedures in
in accordance with resolving com-
organizational re- plaints and con-
quirements, are flict
conducted
4. Communication
techniques to relay
information in a
clear and concise
manner are used
5. Language and
tone appropriate to a
particular audience
particular audience
situation, taking into
account the relevant
factors involved are
used
6. Issues that may
lead to, or involve
conflict with team
members, or refer to
appropriate persons
are recognized and
discussed
7. Routine work-
place documentation
is completed accu-
rately and in a timely
manner
LO2. PARTICIPATE IN TEAM ASSIGNMENTS

1. Individual respon- - Principles of The stu- -Discussion -Case Studies
sibilities within the effective com- dents/trainees -Role Play -Observation of
workgroup in ac- munication skills must be provid- -Brainstorming Practical Candi-
cordance with or- - Feedback ed with the fol- date Perfor-
ganisational re- techniques and lowing: mance
quirements are iden- team building -Oral and Writ-
tified and met techniques to  Classroom ten Questions
2. Cultural differ- build and main-  Handouts -Portfolio Evi-
ences within the tain interperson- and other dence
team are recognized al relationships reference -Problem Solv-
and accommodated within a desig- materials ing
nated work Resources (See -Role Plays
group or team RESOURCES) -Third Party Re-
- Communicate ports
effectively with a -Project and As-
range of people signment Work
relevant to posi-
tion and role
- Customer rela-
tions
- Enterprise’s
policies and
procedures in
resolving com-
plaints and con-
flict
LO3. CONTRIBUTE TO TEAM DEVELOPMENT

1. Both internal cus- - Principles of The stu- -Discussion -Case Studies
tomer and external effective com- dents/trainees -Role Play -Observation of
customer needs and munication skills must be provid- -Brainstorming Practical Candi-
expectations in ac- - Feedback ed with the fol- date Perfor-
cordance with or- techniques and lowing: mance
ganization stand- team building -Oral and Writ-
ards, policies and techniques to  Classroom ten Questions
procedures and build and main-  Handouts -Portfolio Evi-
within acceptable tain interperson- and other dence
time frames are met al relationships reference -Problem Solv-
2. Encouragement within a desig- materials ing
and support to other nated work Resources (See -Role Plays
team members to group or team RESOURCES) -Third Party Re-
identify and organise - Communicate ports
professional devel- effectively with a -Project and As-
opment opportuni- range of people signment Work
ties are given relevant to posi-
3. Formal feedback tion and role
and informal feed- - Customer rela-
back on individual tions
and team perfor- - Enterprise’s
mance regularly policies and
from colleagues and procedures in
supervisors to identi- resolving com-
fy and implement plaints and con-
improvements to flict
products, services
processes or out-
comes are sought
4. Personal work
standards in a man-
ner that supports the
workgroup and or-
ganisational re-
quirements are
maintained
5. Positive contribu-
tions to the planning
process to improve
work practices are
made
6. Non-
discriminatory atti-
tudes and language
when interacting
with customers, staff
and management,
consistently are
used
UNIT OF COMPETENCY : MAINTAIN QUALITY CUSTOMER/GUEST SERVICE
MODULE TITLE : MAINTAINING QUALITY CUSTOMER/GUEST

SERVICE
to maintain a quality customer/guest service within the
hotel and travel industries.
LO1. Identify customer/ guest requirements
LO2. Ensure delivery of quality products/services
LO3. Evaluate customer service

LO1. IDENTIFY CUSTOMER/GUEST REQUIREMENTS

1. Options to im- - Principles of The stu- -Discussion -Case Studies
prove service levels effective com- dents/trainees -Role Play -Observation of
are identified munication skills must be provid- -Brainstorming Practical Candi-
2. Needs of custom- - Business envi- ed with the fol- date Perfor-
ers and/or guests ronment in lowing: mance
are researched and which the hotel -Oral and Writ-
assessed and travel indus-  Classroom ten Questions
3. Deficiencies in try operates,  Handouts -Portfolio Evi-
service delivery are including major and other dence
identified by con- current custom- reference -Problem Solv-
ducting data analy- er relations and materials ing
sis management Resources (See -Role Plays
issues as ap- RESOURCES) -Third Party Re-
propriate to the ports
industry sector -Project and As-
- Principles of signment Work
customer ser-
vice
- Organization's
business struc-
ture, products
and services
and organiza-
tion's policy and
procedures for
customer ser-
vice, including
handling cus-
tomer com-
plaints
- Product and
service stand-
ards and best
practice models
- Common prob-
lems relating to
customer ser-
vice
- Consultation
methods, tech-
niques and pro-
tocols
8. Research and
or evidence and
feedback gath-
ering tech-
niques.
LO2. ENSURE DELIVERY OF QUALITY PRODUCTS/SERVICES

1. Colleagues to - Principles of The stu- -Discussion -Case Studies
meet and exceed effective commu- dents/trainees -Role Play -Observation of
customer and ex- nication skills must be provid- -Brainstorming Practical Candi-
ceed customer - Business envi- ed with the fol- date Perfor-
providing appropri- ronment in which lowing: mance
ate professional de- the hotel and trav- -Oral and Writ-
el industry oper-
velopment are as- ates, including  Classroom ten Questions
sisted major current cus-  Handouts -Portfolio Evi-
2. Products/services tomer relations and other dence
are ensured to meet and management reference -Problem Solv-
customers’ needs issues as appro- materials ing
and reflect enter- priate to the indus- Resources (See -Role Plays
prise standards try sector RESOURCES) -Third Party Re-
3. Consistently en- - Principles of ports
sure prod- customer service -Project and As-
- Organization's
ucts/services meet business struc-
signment Work
customer needs and ture, products and
reflect enterprise services and or-
standards ganization's policy
and procedures
for customer ser-
vice, including
handling customer
complaints
- Product and ser-
vice standards
and best practice
models
- Common prob-
lems relating to
customer service
- Consultation
methods, tech-
niques and proto-
cols
8. Research and
or evidence and
feedback gather-
ing techniques.
LO3. EVALUATE CUSTOMER SERVICE

1. Systems, records - Principles of The stu- -Discussion -Case Studies
and reporting proce- effective commu- dents/trainees -Role Play -Observation of
dures in order to nication skills must be provid- -Brainstorming Practical Candi-
- Business envi-
identify and report ed with the fol- date Perfor-
ronment in which
on any changes in the hotel and trav- lowing: mance
customer satisfac- el industry oper- -Oral and Writ-
tion are compared ates, including  Classroom ten Questions
2. Customer service major current cus-  Handouts -Portfolio Evi-
evaluation outcomes tomer relations and other dence
are evaluated and and management reference -Problem Solv-
reported to desig- issues as appro- materials ing
nated groups or in- priate to the indus- Resources (See -Role Plays
dividuals try sector RESOURCES) -Third Party Re-
3. An agreement on - Principles of ports
appropriate courses customer service -Project and As-
- Organization's
of action to over- business struc- signment Work
come problems is ture, products and
obtained upon con- services and or-
sultation with desig- ganization's policy
nated individu- and procedures
als/groups for customer ser-
vice, including
handling customer
complaints
- Product and ser-
vice standards
and best practice
models
- Common prob-
lems relating to
customer service
- Consultation
methods, tech-
niques and proto-
cols
8. Research and
or evidence and
feedback gather-
ing techniques.
UNIT OF COMPETENCY : ROSTER STAFF
MODULE TITLE : ROSTERING STAFF
MODULE DESCRIPTOR : This unit covers the knowledge, skills, behavior and
motivations required to develop staff rosters. This role
may be carried out by operational supervisors and
managers.
LO1. Develop and implement staff rosters
LO2. Maintain staff records

LO1. DEVELOP AND IMPLEMENT STAFF ROSTERS

1. Rosters are de- - Effective com- The stu- -Discussion -Evaluation of
veloped in accord- munication dents/trainees -Role Play the staffing
ance with company - Role of rosters must be provid- -Brainstorming costs and ob-
agreements and and their im- ed with the fol- serving service
wage budgets portance in their lowing: levels at an
2. Operational effi- importance in event for which
ciency and customer costs  Classroom the candidate
service levels are - Factors to be  Handouts has prepared
maximized while considered and other rosters
wage costs are min- when develop- reference -Oral or written
imized in roster de- ing rosters materials questions to
velopment - Formats for the Resources (See assess
3. Duties are com- presentation of RESOURCES) knowledge of
bined where appro- staff rosters and specific factors
priate to ensure ef- details to be which affect the
fective use of staff. included design of rosters
4. The available - Area of opera- -Review of port-
skills base is utilized tion for which folios of evi-
appropriately to ros- roster is being dence
ter the most effec- developed
tive mix of staff and - Company
to meet different standards
operational require- - Customer Ser-
ments. vice
5. Rosters are pre-
sented in required
formats to ensure
clarity of information
in accordance with
company standards
6. Rosters are
communicated to
appropriate col-
leagues within des-
ignated timelines
LO2. MAINTAIN STAFF RECORDS

1. Time sheets and - Effective com- The stu- -Discussion -Evaluation of
other documentation munication dents/trainees -Role Play the staffing
are completed accu- - Area of opera- must be provid- -Brainstorming costs and ob-
rately and within tion for which ed with the fol- serving service
designated timelines roster is being lowing: levels at an
2. Staff records are developed event for which
updated accurately - Records man-  Classroom the candidate
and maintained or agement  Handouts has prepared
stored in accord- and other rosters
ance with estab- reference -Oral or written
lishment procedures materials questions to
Resources (See assess
RESOURCES) knowledge of
specific factors
which affect the
design of rosters
-Review of port-
folios of evi-
dence
UNIT OF COMPETENCY : CONTROL AND ORDER STOCK
MODULE TITLE : CONTROLLING AND ORDER STOCK
motivations required to control and order stock in a
range of hospitality establishments. This role is gener-
ally carried out by supervisors and team leaders
LO1. Maintain stock levels and records
LO2. Process stock orders
LO3. Minimize stock losses
LO4. Follow-up orders
LO5. Organize and administer stocks

LO1. MAINTAIN STOCK LEVELS AND RECORDS

1. Stock levels are - Stock level The stu- -Discussion -Review of
monitored and main- maintenance dents/trainees -Role Play activities
tained according to techniques must be provid- -Brainstorming undertaken by
company require- - Typical stock- ed with the fol- the candidate to
ments taking proce- lowing: monitor stock for
2. Stock security is dures as appro- a given period of
monitored and sys- priate to the in-  Classroom time for a
tems are adjusted dustry sector  Handouts specific outlet
as required - Stock record- and other i.e. order and re-
3. adjusted as re- ing systems reference order points
quired are monitored - Stock security materials - Written or oral
and adjusted as re- systems Resources (See questions to test
quired. - Types of stock RESOURCES) knowledge of
4. Colleagues are control docu- reasons for
informed of their mentation and procedures
individual responsi- systems that - Review of
bilities in regard to may be applied workplace
the reordering of in the hospitality reports and
stock industry records related
5. Records of stock - Reasons for to stock control,
storage and storage stock loss and prepared by the
and maintained in damage candidate
accordance with - Company pro- - Review of
company proce- cedures portfolios of
dures evidence and
6. Stock perfor- third party
mance is monitored workplace
and fast/slow-selling reports of on-
items are identified the-job
and reported in ac- performance by
cordance with com- the candidate
pany procedures
LO2. PROCESS STOCK ORDERS

1. Orders for stock - Stock level The stu- -Discussion -Review of
are processed accu- maintenance dents/trainees -Role Play activities
rately and in ac- techniques must be provid- -Brainstorming undertaken by
cordance with com- - Typical stock- ed with the fol- the candidate to
pany procedures taking proce- lowing: monitor stock for
2. Stock levels are dures as appro- a given period of
maintained and rec- priate to the in-  Classroom time for a
orded ensuring industry sector  Handouts specific outlet
formation is com- - Stock record- and other i.e. order and re-
plete, correct and ing systems reference order points
current - Stock security materials - Written or oral
3. Incoming stock is systems Resources (See questions to test
checked against - Types of stock RESOURCES) knowledge of
purchase and supply control docu- reasons for
agreements and all mentation and procedures
necessary details systems that - Review of
are recorded. may be applied workplace
in the hospitality reports and
industry records related
- Reasons for to stock control,
stock loss and prepared by the
damage candidate
- Company pro- - Review of
cedures portfolios of
evidence and
third party
workplace
reports of on-
the-job
performance by
the candidate
LO3. MINIMIZE STOCK LOSSES

1. Stock losses are - Stock level The stu- -Discussion -Review of
identified and rec- maintenance dents/trainees -Role Play activities
orded according to techniques must be provid- -Brainstorming undertaken by
company proce- - Typical stock- ed with the fol- the candidate to
dures. taking proce- lowing: monitor stock for
2. Losses are re- dures as appro- a given period of
ported in accord- priate to the in-  Classroom time for a
ance with company dustry sector  Handouts specific outlet
procedures - Stock record- and other i.e. order and re-
3. Avoidable losses ing systems reference order points
are identified and - Stock security materials - Written or oral
reasons behind systems Resources (See questions to test
these losses are - Types of stock RESOURCES) knowledge of
established control docu- reasons for
4. Solutions to loss mentation and procedures
situations are rec- systems that - Review of
ommended and re- may be applied workplace
lated procedures are in the hospitality reports and
implemented to pre- industry records related
vent future avoida- - Reasons for to stock control,
ble losses. stock loss and prepared by the
damage candidate
evidence and
third party
workplace
reports of on-
the-job
performance by
the candidate
LO4. FOLLOW-UP ORDERS

1. The delivery pro- - Stock level The stu- -Discussion -Review of
cess is monitored to maintenance dents/trainees -Role Play activities
ensure agreed techniques must be provid- -Brainstorming undertaken by
deadlines are met - Typical stock- ed with the fol- the candidate to
2. Continuity of sup- taking proce- lowing: monitor stock for
ply is ensured by dures as appro- a given period of
liaising with col- priate to the in-  Classroom time for a
leagues and suppli- dustry sector  Handouts specific outlet
ers - Stock record- and other i.e. order and re-
3. Routine supply ing systems reference order points
problems are fol- - Stock security materials - Written or oral
lowed up or referred systems Resources (See questions to test
to the appropriate - Types of stock RESOURCES) knowledge of
person in accord- control docu- reasons for
ance with company mentation and procedures
policy. systems that - Review of
4. Stock is distribut- may be applied workplace
ed to agreed loca- in the hospitality reports and
tions industry records related
damage candidate
evidence and
third party
workplace
reports of on-
the-job
performance by
the candidate
LO5. ORGANIZE AND ADMINISTER STOCKS

1. Stocks are orga- - Stock level The stu- -Discussion -Review of
nized at appropriate maintenance dents/trainees -Role Play activities
intervals according techniques must be provid- -Brainstorming undertaken by
to company policy - Typical stock- ed with the fol- the candidate to
and procedures taking proce- lowing: monitor stock for
2. Stocktaking re- dures as appro- a given period of
sponsibilities are priate to the in-  Classroom time for a
allocated to staff dustry sector  Handouts specific outlet
3. Accurate stock - Stock record- and other i.e. order and re-
reports are pro- ing systems reference order points
duced within desig- - Stock security materials - Written or oral
nated timelines systems Resources (See questions to test
- Types of stock RESOURCES) knowledge of
control docu- reasons for
mentation and procedures
systems that - Review of
may be applied workplace
in the hospitality reports and
industry records related
damage candidate
evidence and
third party
workplace
reports of on-
the-job
performance by
the candidate
UNIT OF COMPETENCY : PREPARE AND DELIVER TRAINING SESSIONS
MODULE TITLE : PREPARING AND DELIVER TRAINING SESSIONS
MODULE DESCRIPTOR : This unit deals with skills and knowledge required to
prepare and deliver in-house training sessions in a
range of settings within the hospitality industry work-
place context.
LO1. Determine training requirements
LO2. Prepare training plan
LO3. Deliver training sessions

LO1. DETERMINE TRAINING REQUIREMENTS

1. Current compe- - Active listening The stu- -Discussion - Observation of
tencies of learners techniques dents/trainees -Role Play practical
are identified - Record keep- must be provid- -Brainstorming candidate
2. Required compe- ing ed with the fol- performance
tencies for learners - Assessment lowing: Oral and written
are identified process questions
3. The training gap - Enterprise’s  Classroom - Portfolio
for learners are de- policies and  Handouts evidence,
scribed procedures and other including data
4. The identified - Appropriate reference on learner
training gap with performance materials competencies,
relevant personnel assessment Resources (See training needs,
are confirmed RESOURCES) training
5. Support available standards and
for training provision documents
are determined relating to
6. Recommenda- session/delivery
tions for training are plan, and
presented training
resources/materi
als developed
- Problem
solving
- Role plays
- Third party
reports
completed by a
supervisor
- Project and
assignment
work
LO2. PREPARE TRAINING PLAN

1. Session outlines - Active listening The stu- -Discussion - Observation of
for approved training techniques dents/trainees -Role Play practical
are developed - Record keep- must be provid- -Brainstorming candidate
2. Training content ing ed with the fol- performance
are developed - Assessment lowing: Oral and written
3. Training re- process questions
sources and materi- - Enterprise’s  Classroom - Portfolio
als are developed policies and  Handouts evidence,
4. Individual training procedures and other including data
sessions are devel- - Appropriate reference on learner
oped performance materials competencies,
5. Training require- assessment Resources (See training needs,
ments are organized RESOURCES) training
standards and
documents
relating to
session/delivery
plan, and
training
resources/materi
als developed
- Problem
solving
- Role plays
- Third party
reports
completed by a
supervisor
- Project and
assignment
work
LO3. DELIVER TRAINING SESSIONS

1. Attendance of - Active listening The stu- -Discussion - Observation of
learners at the train- techniques dents/trainees -Role Play practical
ing session is con- - Record keep- must be provid- -Brainstorming candidate
firmed ing ed with the fol- performance
2. The training ven- - Assessment lowing: Oral and written
ue for the training process questions
session is prepared. - Enterprise’s  Classroom - Portfolio
3. Training topic to policies and  Handouts evidence,
learners is intro- procedures and other including data
duced - Appropriate reference on learner
4. The training and performance materials competencies,
assessment activi- assessment Resources (See training needs,
ties involved in the RESOURCES) training
training session is standards and
explained. documents
5. Training session relating to
is presented. session/delivery
6. Opportunities for plan, and
learners to practice training
skills are provided resources/materi
7. Feedback to als developed
learners is provided - Problem
8. On-going safety solving
of learners during - Role plays
training delivery and - Third party
practice is ensured reports
completed by a
supervisor
- Project and
assignment
work
UNIT OF COMPETENCY : PLAN, CONDUCT AND EVALUATE STAFF
PERFORMANCE ASSESSMENT
MODULE TITLE : PLANNING, CONDUCT AND EVALUATE STAFF

PERFORMANCE ASSESSMENT
quired to plan, conduct and evaluate a staff perfor-
mance assessment within an organization that utilizes
formal staff appraisals in a range of settings within the
labor divisions of the hospitality industry
LO1. Plan a staff performance assessment
LO2. Conduct a staff performance assessment
LO3. Evaluate a staff performance assessment

LO1. PLAN A STAFF PERFORMANCE ASSESSMENT

1. The context for - Active listening The stu- -Discussion - Case studies
staff performance techniques dents/trainees -Role Play - Observation of
assessment for the - Record keep- must be provid- -Brainstorming practical
business is defined ing ed with the fol- candidate
2. Staff performance - Record keep- lowing: performance
assessment options ing process - Oral and
available to the or- - Enterprise’s  Classroom written
ganization is differ- policies and  Handouts questions
entiated procedures and other - Portfolio
3. Staff performance - Appropriate reference evidence
assessment infor- performance materials - Problem
mation amongst staff assessment Resources (See solving
who will be as- RESOURCES) - Role plays
sessed is shared - Third party
4. The initial focus of reports
the staff perfor- completed by a
mance assessment supervisor
for each staff mem- - Project and
ber is determined assignment
5. Documents to work
record identified
staff performance
assessment statis-
tics and perfor-
mance data is pre-
pared
6. Action plan to
guide the conduct of
staff performance
assessment is de-
signed
LO2. CONDUCT A STAFF PERFORMANCE ASSESSMENT

1. Workplace-based - Active listening The stu- -Discussion - Case studies
evidence of staff techniques dents/trainees -Role Play - Observation of
performance is - Record keep- must be provid- -Brainstorming practical
gathered ing ed with the fol- candidate
2. Employee per- - Assessment lowing: performance
formance data is process - Oral and
interpreted - Enterprise’s  Classroom written
policies and  Handouts questions
procedures and other - Portfolio
- Appropriate reference evidence
performance materials - Problem
assessment Resources (See solving
RESOURCES) - Role plays
- Third party
reports
completed by a
supervisor
- Project and
assignment
work
LO3. EVALUATE A STAFF PERFORMANCE ASSESSMENT

1. Staff performance - Active listening The stu- -Discussion - Case studies
assessment inter- techniques dents/trainees -Role Play - Observation of
view is prepared - Record keep- must be provid- -Brainstorming practical
2. Individual staff ing ed with the fol- candidate
performance with - Assessment lowing: performance
staff member is re- process - Oral and
viewed - Enterprise’s  Classroom written
3. Staff performance policies and  Handouts questions
assessment targets procedures and other - Portfolio
for next period is - Appropriate reference evidence
prepared performance materials - Problem
assessment Resources (See solving
RESOURCES) - Role plays
- Third party
reports
completed by a
supervisor
- Project and as-

signment work
MODULES OF INSTRUCTION
CORE COMPETENCIES
HOUSEKEEPING NC III
UNIT OF COMPETENCY : SUPERVISE ROOM CLEANING AND
MAINTENANCE REQUIREMENT
MODULE TITLE : SUPERVISING ROOM CLEANING AND

MAINTENANCE REQUIREMENT
quired to conduct the monitoring, supervision and as-
sessment of assigned housekeeping tasks.
LO1. Monitor housekeeping requirement procedures and resources
LO2. Monitor cleanliness and safety in the workplace
LO3. Assess and evaluate assigned tasks

LO1. MONITOR HOUSEKEEPING REQUIREMENT PROCEDURES AND
RESOURCES

1. Use of Personal - Workplace The stu- -Discussion - Demonstration
Protective Equip- procedures for dents/trainees -Role Play with Oral Ques-
ment (PPE) is moni- housekeeping must be provid- -Brainstorming tioning
tored in compliance - Documentation ed with the fol- -Portfolio
with Occupational necessary for lowing:
Safety and Health compliance with
Standards current regulato-  Classroom
2. External regula- ry guidelines  Handouts
tions are complied - Documentation and other
with according to and identifica- reference
industry standards tion of risks materials
3. Tools, equipment management Resources (See
and supplies are - Tools and RESOURCES)
controlled according equipment us-
to housekeeping age and mainte-
procedures nance
4. Accidents, inju- - Basic Occupa-
ries, and unsafe tional Safety and
work conditions are Health(BOSH)
responded in ac- - Green Practic-
cordance with estab- es
lishment procedures
5. Incidents reports
are stored and main-
tained
LO2. MONITOR CLEANLINESS AND SAFETY IN THE WORKPLACE

1. Continuous moni- - Workplace The stu- -Discussion - Demonstration
toring of the cleanli- procedures for dents/trainees -Role Play with Oral Ques-
ness and safety of housekeeping must be provid- -Brainstorming tioning
the workplace is - Documentation ed with the fol- -Portfolio
done necessary for lowing:
2. Housekeeping compliance with
issues are raised current regulato-  Classroom
with designated per- ry guidelines  Handouts
sonnel in accord- - Documentation and other
ance with workplace and identifica- reference
procedures tion of risks materials
3. Maintenance and management Resources (See
storage of tools, - Tools and RESOURCES)
equipment and sup- equipment us-
plies are monitored age and mainte-
in accordance with nance
workplace standards - Basic Occupa-
4. Records are tional Safety and
stored and main- Health(BOSH)
tained - Green Practic-
5. Emergency Man- es
agement Plan is re-
viewed periodically
LO3. ASSESS AND EVALUATE ASSIGNED TASKS

1. Risk assessment - Workplace The stu- -Discussion - Demonstration
activities are sched- procedures for dents/trainees -Role Play with Oral Ques-
uled and applied housekeeping must be provid- -Brainstorming tioning
based on industry - Documentation ed with the fol- -Portfolio
standards necessary for lowing:
2. Safe workplace is compliance with
ensured to protect current regulato-  Classroom
the workers’ safety ry guidelines  Handouts
3. Effectiveness of - Documentation and other
the systems are re- and identifica- reference
viewed and as- tion of risks
sessed according to management materials
workplace standards - Tools and Resources (See
4. Necessary im- equipment us- RESOURCES)
provements are im- age and mainte-
plemented nance
5. Compliance with - Basic Occupa-
legislations and in- tional Safety and
ternal requirements Health(BOSH)
are maintained - Green Practic-
es
UNIT OF COMPETENCY : SUPERVISE HOUSEKEEPING SERVICES TO
GUESTS
MODULE TITLE : SUPERVISING HOUSEKEEPING SERVICES TO

GUESTS
quired to supervise a range of general house-
keeping services to guests. It includes regulatory
requirements, plans and standard operating proce-
dures and the current practices in the industry.
LO1. Monitor housekeeping team
LO2. Update current practices in housekeeping
LO3. Evaluate housekeeping team’s performance vs. organizational standards
LO4. Monitor usage of tools, equipment and supplies

LO1. MONITOR HOUSEKEEPING TEAM

1. Team’s under- - Standards op- The stu- -Discussion - Demonstration
standing of regulato- erational policies dents/trainees -Role Play with Oral Ques-
ry requirements, and procedures must be provid- -Brainstorming tioning
including health and - Updates on ed with the fol- -Portfolio
safety are assured internal systems lowing:
2. Housekeeping and processes
standard operational - Basic Occupa-  Classroom
procedures (SOPs) tional Safety and  Handouts
are followed Health (BOSH) and other
3. Waste manage- - Hazard Analy- reference
ment and disposal sis Critical Con- materials
are implemented trol Point Resources (See
according to work- (HACCP) RESOURCES)
place standards - Green practic-
4. Use of Personal es
Protective Equip-
ment(PPE) is moni-
tored accordingly
LO2. UPDATE CURRENT PRACTICES IN HOUSEKEEPING

1. Trends and prac- - Current prac- The stu- -Discussion - Demonstration
tices in the house- tices in house- dents/trainees -Role Play with Oral Ques-
keeping industry are keeping must be provid- -Brainstorming tioning
observed - Basic Occupa- ed with the fol- -Portfolio
2. Occupational tional Safety and lowing:
safety and health Health(BOSH)
practices are imple- - Green Practic-  Classroom
mented in the work- es  Handouts
place and other
3. Sources of infor- reference
mation on issues materials
affecting the hospi- Resources (See
tality industry are RESOURCES)
obtained
4. Updated industry
knowledge and in-
formation to daily
operation are ap-
plied
LO3. EVALUATE HOUSEKEEPING TEAM’S PERFORMANCE VS.

ORGANIZATIONAL STANDARDS
1. Team’s daily per- - Key result Are- The stu- -Discussion - Demonstration
formance is meas- as (KRA) dents/trainees -Role Play with Oral Ques-
ured against the or- - Key Perfor- must be provid- -Brainstorming tioning
ganizational stand- mance Indica- ed with the fol- -Portfolio
ards tors (KPI) lowing:
2. Room allocation - Basic arithme-
per day is evaluated tic  Classroom
according to house- - Room status  Handouts
keepers’ perfor- reports and other
mance reference
3. Roster staffing is materials
monitored vs the Resources (See
performance effi- RESOURCES)
ciency, type of room
and the front office
information for ex-
pected time of arri-
val and expected
time of departure
4. Guests feedback
are reviewed
LO4. MONITOR USAGE OF TOOLS, EQUIPMENT AND SUPPLIES

1. Inventory of tools, - Inventory Con- The stu- -Discussion - Demonstration
equipment and sup- trol and Mainte- dents/trainees -Role Play with Oral Ques-
plies are verified nance must be provid- -Brainstorming tioning
based on Standards - Tools and ed with the fol- -Portfolio
Operating proce- Equipment lowing:
dures. manuals
2. Preventive - Basic Occupa-  Classroom
maintenance of tools tional Safety and  Handouts
and equipment are Health (BOSH) and other
scheduled as re- - Hazard Analy- reference
quired sis Critical Con- materials
3. Inventory and trol Point Resources (See
preventive mainte- (HACCP) RESOURCES)
nance results are - Green practic-
submitted es
4. Turn down ser-
vice is evaluated as
to cleanliness and
good scent of room
UNIT OF COMPETENCY : IMPLEMENT LOST AND FOUND PROCEDURES
MODULE TITLE : IMPLEMENTING LOST AND FOUND PROCEDURES
quired to implement lost and found procedures in an
accommodation facility. It includes the monitoring of
safekeeping of unclaimed and the release of claimed,
unclaimed lost and found items.
LO1. Monitor lost and found facility
LO2. Deal with lost and found items
LO3. Deal with claims for lost and found items
LO4. Deal with unclaimed items

LO1. MONITOR LOST AND FOUND FACILITY

1. Lost and found - Standards op- The stu- -Discussion - Demonstration
facility are checked erational policies dents/trainees -Role Play with Oral Ques-
2. In-house lost and and procedures must be provid- -Brainstorming tioning
found policies and - HACCP ed with the fol- -Portfolio
procedures are im- - Disposition of lowing:
plemented lost and found
3. Storage area of items  Classroom
lost and found items - Inventory of  Handouts
are regularly in- Lost and Found and other
spected Items reference
4. Legal require- - Updates on materials
ments that apply to systems and Resources (See
lost and found facili- processes RESOURCES)
ties are checked - Green Practic-
es
LO2. DEAL WITH LOST AND FOUND ITEMS

1. Valuable, non- - Standards op- The stu- -Discussion - Demonstration
valuable and perish- erational policies dents/trainees -Role Play with Oral Ques-
able items are and procedures must be provid- -Brainstorming tioning
checked and moni- - General ed with the fol- -Portfolio
tored for appropriate knowledge lowing:
action about OHS
2. Recorded lost and - Updates on  Classroom
found items are systems and  Handouts
monitored as to processes and other
safety and neces- reference
sary action. materials
3. Inventory of lost Resources (See
and found items are RESOURCES)
periodically checked
LO3. DEAL WITH CLAIMS FOR LOST AND FOUND ITEMS

1. Queries as to le- - Standards op- The stu- -Discussion - Demonstration
gal ownership of the erational policies dents/trainees -Role Play with Oral Ques-
lost and found items and procedures must be provid- -Brainstorming tioning
are facilitated. - Communi- ed with the fol- -Portfolio
2. Proper verification cating lost items lowing:
of ownership of - General
property being knowledge  Classroom
claimed is super- about OHS  Handouts
vised. - Updates on and other
3. Identification systems and reference
cards presented are processes materials
validated. Resources (See
4. Authorization of RESOURCES)
the representative to
claim the lost and
found items is
checked.
5. Lost and found
registry are moni-
tored as to com-
pleteness of report
LO4. DEAL WITH UNCLAIMED ITEMS

1. Established poli- - Standards op- The stu- -Discussion - Demonstration
cies and procedures erational policies dents/trainees -Role Play with Oral Ques-
on unclaimed lost and procedures must be provid- -Brainstorming tioning
and found items are - Communi- ed with the fol- -Portfolio
monitored as to cating lost items lowing:
compliance. - General
2. Inventory of un- knowledge  Classroom
claimed lost and about OHS  Handouts
found items in stor- - Updates on and other
age are periodically systems and reference
checked. processes materials
3. Claims and re- Resources (See
lease of lost and RESOURCES)
found items are
monitored in ac-
cordance with poli-
cies and standards.
UNIT OF COMPETENCY : SUPERVISE LAUNDRY OF LINEN, UNIFORM AND
GUEST CLOTHES
MODULE TITLE : SUPERVISING LAUNDRY OF LINEN, UNIFORM

AND GUEST CLOTHES
motivations required to supervise laundry of linen,
uniform and guest clothes.
LO1. Manage the role and responsibilities of a laundry services
LO2. Monitor laundry procedures
LO3. Supervise the costing, packaging and delivery of laundered items
LO4. Supervise laundry facility maintenance

LO1. MANAGE THE ROLE AND RESPONSIBILITIES OF A LAUNDRY SERVICES

1. Documentation of - BOSH and The stu- -Discussion - Demonstration
laundered items are HACCP dents/trainees -Role Play with Oral Ques-
monitored and con- - Equipment use must be provid- -Brainstorming tioning
trolled in laundry ed with the fol- -Portfolio
2. Laundry staff as- - Calibration of lowing:
signment are per- laundry tools
formed and equipment  Classroom
3. Costing of laundry - Cleaning  Handouts
services is checked agents and and other
and monitored chemicals reference
4. Laundry tools, - chemicals ac- materials
equipment and sup- cording to en- Resources (See
plies are checked terprise stand- RESOURCES)
and monitored as to ard
the required par - In-house laun-
stock dry items of es-
5. The use of Per- tablishment
sonal Protective - Guest clothes
Equipment (PPE) is - Staff roles
ensured in compli- - Laundry Cost-
ance with Occupa- ing
tional Safety and – Laundry ser-
Health Standards vices
- Green practic-
es
LO2. MONITOR LAUNDRY PROCEDURES

1. Receiving and - BOSH and The stu- -Discussion - Demonstration
checking of picked- HACCP dents/trainees -Role Play with Oral Ques-
up guest clothes are - Laundry Forms must be provid- -Brainstorming tioning
supervised in ac- - In-house linens ed with the fol- -Portfolio
cordance with en- and uniforms lowing:
terprise require- - Establishment
ments laundry proce-  Classroom
2. Received used in- dures  Handouts
house items are - Laundry tools, and other
evaluated equipment and reference
3. Segregation of chemicals materials
guest clothes and - Type of stains Resources (See
linens are insured and appropriate RESOURCES)
4. Application of ap- treatment
propriate procedure - Green practic-
for specific guest es
clothes and linens
are monitored
5. Appropriate for-
mula application for
washing clothes and
linen are supervised
6. Laundered items
with unremoved
stains are monitored
for appropriate
treatment
7. Worn out or dam-
aged linen condem-
nation are super-
vised
8. Staff use of laun-
dry tools, equipment
and supplies are
monitored particular-
ly for safety and
maintenance
9. Removal of lint on
guest clothes are
checked
10. Delivered linen
from outsource
laundry are evaluat-
ed
LO3. SUPERVISE THE COSTING, PACKAGING AND DELIVERY OF

LAUNDERED ITEMS

1. Costing of laun- - BOSH and The stu- -Discussion - Demonstration
dered guest clothes HACCP dents/trainees -Role Play with Oral Ques-
are verified - Establishment must be provid- -Brainstorming tioning
2. Packaging of standard costing ed with the fol- -Portfolio
laundered items are and packaging lowing:
monitored - Guest clothes
3. On time delivery delivery proce-  Classroom
of laundered items dures  Handouts
are ensured - Green practic- and other
es reference
materials
Resources (See
RESOURCES)
LO4. SUPERVISE LAUNDRY FACILITY MAINTENANCE

1. Post-cleaning - BOSH and The stu- -Discussion - Demonstration
laundry activities are HACCP dents/trainees -Role Play with Oral Ques-
monitored - Tools and must be provid- -Brainstorming tioning
2. Laundry tools and equipment man- ed with the fol- -Portfolio
equipment are uals lowing:
checked as to clean- - Calibration of
liness, working con- laundry facility  Classroom
dition of equipment - Green practic-  Handouts
and storage es and other
3. Dry cleaning pro- reference
cedure is checked materials
as to use of chemi- Resources (See
cal RESOURCES)
4. Daily internal
laundry reports are
evaluated
(Note: Copy format for modules of instructions for Common and Core Competencies)

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TESDA-OP CO-01-F11

Course Title: HOUSEKEEPING NC III

3. Apply criticalApplying critical 3.1.1 Examine specific 4 hours

4. Work in a Working in a 4.1.1 Develop an 3 hours

2. Work cooper- Working coop- 2.1.1 Develop effective 12 hours

3. Maintain qual- Maintaining 3.1.1 Identify customer/ 12 hours

5. Control And Controling And 5.1.1 Maintain stock levels 22 hours

2. Supervise Supervising 2.1.1 Monitor housekeep- 16 hours

Supplies EQUIPMENT REFERENCE MATERIALS

• Holder of National TVET Trainer Certificate (NTTC) Level I in Housekeep-

Basic Competencies: Housekeeping NC III

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students/trainees must be able to:

LO1. Communicate information about workplace processes

LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES

Assessment Contents Condi- Methodologies Assessment

LO2. LEAD WORKPLACE DISCUSSIONS

Assessment Contents Conditions Methodolo- Assessment

LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE

Basic Competencies: Housekeeping NC III

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students/trainees must be able to:

LO1. Provide team leadership

Assessment Contents Condi- Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

LO3. SET PERFORMANCE EXPECTATIONS FOR TEAM MEMBERS

Assessment Contents Conditions Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students/trainees must be able to:

LO1. Examine specific workplace challenges

Assessment Contents Condi- Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

MODULE TITLE : WORKING IN A DIVERSE ENVIRONMENT

NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students/trainees must be able to:

LO1. Develop an individual’s cultural awareness and sensitivity

Assessment Contents Condi- Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

LO3. IDENTIFY COMMON ISSUES IN A MULTICULTURAL AND DIVERSE

Assessment Contents Conditions Methodolo- Assessment

MODULE TITLE : PROPOSING METHODS OF APPLYING LEARNING

NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainees/students must be able to:

Assessment Contents Condi- Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

Assessment Contents Conditions Methodolo- Assessment

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainees/students must be able to:

LO1. Use technical information

Assessment Contents Conditions Methodolo- Assessment

LO2. APPLY INFORMATION TECHNOLOGY (IT)

Assessment Contents Conditions Methodolo- Assessment