Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:
DEVELOP AND UPDATE HOSPITALITY
INDUSTRY KNOWLEDGE

Unit Code: ITHHHCO01AEM

Acknowledgements
Writer:
Munawaroh Zainal, Trisakti University
Erfin Roesfian, STP Bandung
Herry Ryana, STP Bandung
NYM Gd. Astina, STP Bali
Mr Utama, STP Bali
Ms Lisnawarthy, PPPG Sawangan
Ms Dewi Eka Arini Algozi, PPPG Sawangan

Indonesian Hotels and Restaurant Association

Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
AusAID Australian Agency for International Development

This package has been produced to provide information that can be used to
complement the materials that already available. The package is not intended
to replace current resources.

Package for Hospitality Training – Develop and update hospitality industry knowledge i
Glossary

Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.

Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.

Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.

Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.

Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.

Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.

Context of assessment
Specifies where, how and by what methods assessment should occur.

Elements
The skills, which make up a unit of competence.

Evidence guide
These are guidelines on how a unit should be assessed.

Fair
Does not disadvantage particular trainees or students.

Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.

Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.

Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.

Package for Hospitality Training – Develop and update hospitality industry knowledge ii
These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.

Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.

National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.

Performance criteria
This is used to judge whether an individual has achieved competence in a unit.

Range of variables
This details the range of different contexts that may apply to a particular unit.

Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.

Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.

Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.

Trainee or student
A trainee or student is a person who is being taught knowledge or skills.

Trainer or teacher
A trainer or teacher is a person who facilitates learning.

Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.

Unit descriptor
A general description of the competency standard.

Valid
Judgement on the same evidence and criteria

Package for Hospitality Training – Develop and update hospitality industry knowledge iii
will produce the same assessment outcomes
from different assessors.

Package for Hospitality Training – Develop and update hospitality industry knowledge iv
 Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________6
4.2 How to teach the competency standard_______________________11
4.3 Support materials (Overhead transparencies/Handouts)__________19
5. Assessment
5.1 Workplace assessment issues______________________________36
5.1.1 Workplace assessment.....................................................................36
5.1.2 Competent.........................................................................................36
5.1.3 Recognition of current competence...................................................36
5.1.4 Assessors..........................................................................................36
5.2 Underpinning skills and knowledge___________________________36
5.2.1 Assessment of underpinning skills and knowledge...........................36
5.2.2 Examples of assessment tasks.........................................................37
5.3 Suggested assessment for Develop and update hospitality industry knowledge____38

Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.

This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.

This will help you teach the competency Develop and update hospitality industry knowledge.

This guide deals with the skills and knowledge required to access, increase and update
knowledge of the hospitality industry including different industry sectors and relevant industry
legislation. This knowledge underpins effective performance in all sectors.

Linkages to other units:

1. This is a core unit that underpins effective performance in all other units. It is
recommended that this unit be assessed/trained in conjunction with other operational
and service units.
2. There is a strong link between this unit and ITHHGGA03AES Source and present
information, and combined training may be appropriate.

Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no bias towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.

Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.

A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.

The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.

1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.

Package for Hospitality Training – Develop and update hospitality industry knowledge 1
Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?

2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.

Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.

2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.

2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurant Association (PHRI)
Jl. R.P. Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations - PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Package for Hospitality Training – Develop and update hospitality industry knowledge 2
Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.

3.2 Competency standard

UNIT ITHHHCO01AES DEVELOP AND UPDATE HOSPITALITY INDUSTRY

KNOWLEDGE

UNIT DESCRIPTOR This unit deals with the skills and knowledge required to access,
increase and update knowledge of the hospitality industry including
different industry sectors and relevant industry legislation. This
knowledge underpins effective performance in all sectors.

ELEMENTS PERFORMANCE CRITERIA

01 Seek information on 1.1 Sources of information on the hospitality

the hospitality industry industry are correctly identified and accessed.
1.2 Information to assist effective work
performance within the industry is obtained including:
 different sectors of the hospitality industry and the
services available in each sector
 relationship between the tourism and hospitality
industries
 relationship between the hospitality industry and
other industries
 industry working conditions
 legislation that affects the industry
 environmental issues and requirements
 industrial relations issues and major organisations
 career opportunities within the industry
 work ethic required to work in the industry and the
industry expectations of the staff
 quality assurance
1.3 Specific information on sector of work
is accessed and updated.
1.4 Industry information is correctly
applied to day-to-day work activities.
02 Update hospitality 2.1 Informal and/or formal research is used to
Industry knowledge update general knowledge of the hospitality industry.
2.2 Update knowledge is shared with
customers and colleagues as appropriate and
incorporated into day-to-day working activities.

RANGE OF VARIABLES
1. This unit applies to all sectors of the hospitality industry.
2. Information sources may include but are not limited to:
2.1 media

Package for Hospitality Training – Develop and update hospitality industry knowledge 3
 2.2 reference books
2.3 libraries
2.4 unions
2.5 industry associations
2.6 industry journals
2.7 internet
2.8 personal observation and experience

EVIDENCE GUIDE
1. Underpinning skills and knowledge
1. To demonstrate competence, evidence of skills and knowledge in the following
areas is required:
a. different sectors of the hospitality industry and their interrelationships
including a general knowledge of the role and function of the following:
a. food & beverage
b. front office
c. food production
d. housekeeping
e. clubs
f. other activities of the hotel.
b. overview of quality assurance in the hospitality industry and the role of
individual staff members
c. basic research skills:
 identification of relevant information
 questioning techniques to obtain information
 sorting and summarising information
d. the role of trade unions and employer groups in the industry
2. Context of assessment
2.1 This unit may be assessed on or off the job. Assessment should include a form
of practical demonstration plus a range of methods to assess underpinning
knowledge.
3. Critical aspects of assessment
3.1 The specific focus of this unit will depend upon the industry sector. Evidence
should include a demonstrated broad knowledge of the hospitality industry plus
a more detailed knowledge of the issues that relate to a specific sector or
workplace. Note that prevocational training programs may include coverage of
all industry sectors.

Package for Hospitality Training – Develop and update hospitality industry knowledge 4
4. Linkages to Other Units
4.1 This is a core unit that underpins effective performance in all other
units. It is recommended that this unit is assessed/trained in conjunction with
other operational and service units.
4.2 There is a strong link between this unit and ITHHGGA03AES
Source and present information, and combined training may be appropriate.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT

Collecting, organising and 1 Using mathematical ideas and -

analysing information techniques

Communicating ideas and 1 Solving problems -

information

Planning and organising activities 1 Using technology 1

Working with others or in teams -

Package for Hospitality Training – Develop and update hospitality industry knowledge 5
Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Range of Variables Additional Content Training Topics Activity Visual
Performance Criteria
0.1 Seek information on the This unit applies to all sectors of Sourcing information on R
hospitality industry the hospitality industry. the hospitality industry Pro
1.1 Sources of information of Information sources may include ways to source
the hospitality industry are but are not limited to: information and
correctly identified and  media knowledge:
accessed.  reference books  networking
 libraries  sharing information
 unions with colleagues
 industry associations  personal observation
 industry journals and experience.
 internet
 personal observation and
experience.

1.2 Information to assist This unit applies to all sectors of Institutional catering: Defining the Hospitality B
effective work performance the hospitality industry Industry Q
within the industry is
obtained including: Different sectors of the B OHT 1 &
 different sectors of the hospitality industry HO 1
hospitality industry
and the services Categories of each sector GW
available in each of the industry Dis
sector
Services offered within GW
each sector Dis

Different departments in B OHT 2 &

the hotel HO 2

Package for Hospitality Training – Develop and update hospitality industry knowledge 6
 Element and Range of Variables Additional Content Training Topics Activity Visual
Performance Criteria
Role and function of the B HO 3
various departments Dis
CS
 relationship between Defining “Tourist” and Q OHT 3
the tourism and “Tourism” B
hospitality industries Sector of the tourism Dis OHT 4
industry GW

 relationship between How the Hospitality industry Identifying industries that GW OHT 5
hospitality industry interacts with the following: interact with the
and other industries  entertainment hospitality industry
 sport and recreation
 retail
 telecommunications
 banking
 transportation.
 industry working Hospitality industry B OHT 6
conditions working conditions: GW
 house rules Dis
 working hours
 minimum pay
 welfare.

 legislation that effects Define legislation B OHT 7 &

the industry Local regulations and S HO 4
their application to the CS HO 5
hospitality industry

The Legislation
applicable:
liquor, health and safety,
hygiene, work place

Package for Hospitality Training – Develop and update hospitality industry knowledge 7
 Element and Range of Variables Additional Content Training Topics Activity Visual
Performance Criteria
relations, workers
compensation, consumer
protection and trade
practices, building
operations, equal
employee opportunity and
anti discrimination.

 environmental issues Awareness of Q OHT 8

and requirements environmental issues CS
GW
Conservation/minimal R
impact Pre
 land
 water
 culture (language or
religion)
 energy.
Control of:
 waste
 pollution.
 industrial relations What are Industrial relations? Define Industrial relations Dis
issues and major The major employee Q
organisations Organisations
Industry Bodies
 career opportunities Structure of the industry Revise sectors of the B
within the industry Types of jobs industry
Career paths Job titles in a hotel Dis OHT 9
Industry expectation of staff: structure HO 6
 qualifications
 work experience Career path Dis HO 7
R
Pre

Package for Hospitality Training – Develop and update hospitality industry knowledge 8
 Element and Range of Variables Additional Content Training Topics Activity Visual
Performance Criteria
 work ethic required to  time management Industry expectations of
work in the industry  ability to work in a team employees
and the industry  good communication
expectations of the  strong customer focus
staff
 ability to work well under Globalisation of Dis
pressure employment Q
 technical skills and
knowledge
 organisational skills
 presentation and
grooming.
Globalisation of employment:
 APEC.

 quality assurance service Quality management GS

Defining a code of
product practice and a mission
statement
Defining Standard
Operating procedures

Local – multicultural, Define tourist attraction Dis

shopping, history, specific Identify national Ex or V
attractions, events, attractions
conferences Types of tourist
Regional – eco-hospitality, attractions
recreations, resorts, Identify local and regional Ex or V OHT 10 &
shopping, culture attractions HO 8
1.3 Specific information on This topic is included in
sector of work is accessed 1.2
and update.

Package for Hospitality Training – Develop and update hospitality industry knowledge 9
 Element and Range of Variables Additional Content Training Topics Activity Visual
Performance Criteria
1.4 Industry information is
correctly applied to-day-to-
day work activities.

02. Update hospitality Type of media used for Methods of transferring GW

industry knowledge research should include: knowledge B/Pre
2.1 Informal and/or  facsimile
formal research is used to  email Various types of media Dis OHT 11 &
update general knowledge  telephone used to transfer HO 9
of the hospitality industry  memo knowledge
 briefing
 meeting, Advantages and GW OHT 12
disadvantages of using Pre
 communication board
manual or computerised
 notice
systems to transfer
 brochures information
 banners
 magazines Identify appropriate OHT 13
 journal places to go to for
 fliers information
2.2 Update knowledge is  menu stand
shared with customers and  room directory.
colleagues as appropriate,
and incorporated into day-
to-day working activities.
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V

Package for Hospitality Training – Develop and update hospitality industry knowledge 10
4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Sources of information of the hospitality Research project to:
industry are correctly identified and Identify features of the national hospitality industry.
accessed.

Information to assist effective work Trainer or teacher to brainstorm with the Trainees or students by asking the question:
performance within the industry is  What is the hospitality industry?
obtained including: Answer: The hospitality provides food and beverage and accommodation to both visitors and local
residents.
 Different sectors of the  What are the different sectors of the hospitality industry?
hospitality industry and the services Brainstorm Trainer or teacher to show OHT 1 and Handout 1 [Sectors of the hospitality industry].
available in each sector
Trainer or teacher to ask Trainees or students to list different sectors of the hospitality industry. Trainees or
students are divided into groups to discuss different sectors or categories under each sector.
Trainer or teacher to give Handout of different sectors of the hospitality industry and the categories under each
sector.

Trainer or teacher to divide Trainees or students into groups. Trainees or students are asked to discuss the
services available in each sector of the hospitality industry.

 Role and function of areas in Trainer or teacher to brainstorm with Trainees or students of the different departments in the hotel OHT 2 &
the hotel Handout 2 [Departments in a hotel].
Trainer or teacher to show overhead of different departments.
Trainer or teacher to brainstorm with Trainees or students about the role of the different departments.
Trainer or teacher to explain to Trainees or students the role and function of the different departments.
Trainer or teacher to give Trainees or students handout about the role and function of the departments.

 Relationship between Tourism Brainstorm - Trainer or teacher to give the trainee a question about tourists.
and Hospitality  What motivates people for travelling?

Trainer or teacher to show OHT 3 [Tourism and tourist].

Package for Hospitality Training – Develop and update hospitality industry knowledge 11
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Brainstorm What are the sectors of the tourism industry? Trainer or teacher to write answers on the board.
Trainer or teacher to add to board answers by showing OHT 4 [Sectors of the tourism industry].
 accommodation
 attractions
 transport
 tour operators
 promotion/distribution
 retail services
 information services
 adventure tourism
 travel agencies.
Trainees or students to be put into small groups to discuss and list the ways each sector of the tourism industry
interacts with the hospital industry.

 Relationship between the hospitality Brainstorm with the Trainees or students to identify what kind of industries interact with the hospitality industry.
industry and other industries:
OHT 5 [Industries that interact with the hospitality industry].
- banking
Trainer or teacher to show OHT which lists typical industries that interact:
- transportation  banking
 transportation
- entertainment
 entertainment
- retail  retail
 telecommunication
- telecommunication  sport and recreation.
- sport and recreation.
Trainer or teacher to give case study handout to the Trainees or students.
Trainees or students are divided into small group to discuss the following:
A family decides to go from Jakarta to Bali for a holiday. List all of the industries that the family will come into
contact with from the moment they leave their house in Jakarta to the moment that they return to their house in
Jakarta.

Package for Hospitality Training – Develop and update hospitality industry knowledge 12
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
 Industry Working conditions Trainer or teacher to write in the middle of the board “Hospitality Industry Working conditions” brainstorm
information from Trainees or students on the board about:
“What do you know about Hospitality industry working conditions?”
OHT 6 [Industry working conditions].
Handout 3 [Case study].
Trainer or teacher to give a definition of working conditions.
Trainer or teacher to ask Trainees or students “What do you know about the following?” Trainees or students
can work in small groups or brainstorm as a class
 house rules
 working hours
 minimum pay
 welfare.
Trainer or teacher to discuss with Trainees or students the above dot points and compare with the answers of
the other Trainees or students
Trainer or teacher to Organise information on the board or flip chart paper for Trainees or students to take
notes on:
 house rules
 working hours
 minimum pay
 welfare.

 legislation that effects the industry Trainer or teacher to give a definition of what a regulation is.
Trainees or students to brainstorm about the regulations that exist in Indonesia and then identify the ones that
are applicable to the Hospitality industry.
OHT 7 & Handout 4 [Legislation that covers the hospitality industry].
Regulations that cover the Hospitality sector:
 building regulations
 health and safety
 hygiene
 workers compensation
 consumer protection

Package for Hospitality Training – Develop and update hospitality industry knowledge 13
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
 duty of care
 equal employment opportunity
 anti-discrimination
 industrial relations
 religious
 cultural.
Handout 5 [Case study]
Imagine you are working for a local hotel employing 30 staff. The company offers the following services and
facilities:
 airport “meet and greet”
 guided tours in conjunction with the local tour company
 room service
 function rooms
 local cuisine restaurant
 gymnasium
 swimming pool
 event management
 business centre
 customer reception area.
1. List 5 responsibilities that the owner of the company has to:
 The customer
 The employee.
2. As a customer, identify 2 rights and 2 responsibilities you have.
 Environmental issues and Trainer or teacher to question Trainees or students of their understanding and awareness of environmental
requirements issues. By asking questions to the group such as:
 What do we mean by the environment?
 What are the positive impacts the hospitality industry has on our environment?
 What are the negative impacts that the hospitality industry has on our environment?
Trainer or teacher to list responses on the board.
Trainer or teacher to show OHT 8 [Environmental issues and requirements].

Package for Hospitality Training – Develop and update hospitality industry knowledge 14
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Trainees or students are divided into small groups to research and present information on the following topics:
1. Conservation or minimum impact operations in regards to:
 Land
 Water
 Culture
 Energy.
2. Control of:
 Waste
 Pollution.

 Industrial relations issues and major Trainer or teacher to give Trainees or students a definition of “Industrial relations”
organisations Industrial Relations refers to union and employer organisations and their role in negotiating workplace
conditions
Trainer or teacher to list major organisations on the board:
 SPSI
 Ministry of Manpower
 SPPAR.
Questions to Trainees or students – “Does anyone know what these organisations do?
Write any answers on the board and give them further information to explain what the above organisations do.

 Career opportunities within the Trainer or teacher to brainstorm with Trainees or students about The different sectors of the industry as a
industry: revision from a previous session and list all trainee contributions on the board.
- structure of the industry
- types of jobs Revise OHT 1 [Sectors of the hospitality industry] (Commercial and Institutional).
- career paths Show OHT 9 & Handout 6 [Job titles in a typical hotel].
Trainer or teacher to discuss with Trainees or students what a career path is.
Handout 7 [A career path in the hospitality industry].
Trainer or teacher to give Hand out 9 listing an example of a career path.

 Work ethic required to work in Trainee to research and present an assigned sector of the hotel listing an appropriate career path for that
the industry and the industry sector.

Package for Hospitality Training – Develop and update hospitality industry knowledge 15
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
expectations of the staff Trainer or teacher to access industry guest speaker to talk about the industry expectations of employees.
- qualifications If a guest speaker is not available Trainer or teacher to give information to Trainees or students about what the
- work experience industry expect of its employees:
- industry expectations.  Work ethic (attitude, presentation, respect for culture, teamwork, communication, willingness to serve,
responsible, punctual, committed to job, honesty, work under pressure.
 Qualifications
 Work experience.

Globalisation of employment: Trainees or students in small groups to discuss how globalisation may effect them in their future in the
- APEC hospitality Industry
- AFTA 2003 Trainer or teacher to ask the question to Trainees or students
”Why would people move around Indonesia for employment within the hospitality industry?”

 Quality assurance Trainer or teacher to provide information on:

- service  What is quality management?
- product  How companies can achieve quality management?
 Definition of a Code of Practice and a mission statement?
 What standard operating procedures are?

A guest speaker from a local Hospitality organisation or Hospitality Association. May provide this information.
 General Tourist Attractions within the Trainer or teacher to ask the Trainees or students if they know: What a tourist attraction is?
country and in the vicinity of workplace List all answers on the board

Local – multicultural, shopping, history, Trainer or teacher to explain the definition of a tourist attraction. Trainer or teacher to discuss with Trainees or
specific attractions, events, conferences. students about the importance of tourist attractions to Indonesia.

Regional – eco Hospitality, recreation, Trainees or students to identify National attractions by:
resorts, shopping, culture.  Bringing the Trainees or students to the tourism information office
 Providing a video about locals attractions
 Showing brochures, posters or marketing materials from the ministry of tourism.
OHT 10 & Handout 8 [Types of attractions].

Package for Hospitality Training – Develop and update hospitality industry knowledge 16
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Handout about National tourist attractions.

Trainees or students to identify local tourist attractions by:

 Going around to see some local attractions
 Bringing the Trainees or students to the tourism information office
 Providing a video about locals’ attractions.

Trainer or teacher to give Handout about local tourism attractions.

Take a walking tour or organise a bus tour for the group. The group must identify what they consider to be the
features of local tourism attractions.

 Informal and/or formal research is Give the trainee a drawing of a man, then the Trainer or teacher asks question to the group about what they
used to update general knowledge of see in the picture.
the hospitality industry Question for the group to brainstorm and present.
 How do we transfer knowledge?
The object of the question is for the Trainees or students to talk about communication.
 What kind of media can we use to transfer the knowledge?

 Updated knowledge is shared with Media should include the following:

customers and colleagues as Fax, email, telephone, memo, briefing, meeting, discussion, communication board, notices, brochures,
appropriate and incorporated into day banners, magazines, journals, fliers, menu stand, room directories
to ay activities Trainer or teacher to give Trainees or students an explanation of each of the different types of media listed on
OHT 11 and Handout 9 [Types of media].

Trainer or teacher to refer to the teachers notes with the definitions of each type of media
Trainees or students in small groups to categorise the above points into two groups:
 Computerised
 Manual.
Trainer or teacher to organise Trainees or students into small groups to discuss the following question:
“What are the advantages and disadvantages of using a manual or Computerised system to transfer

Package for Hospitality Training – Develop and update hospitality industry knowledge 17
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
information?”
Each group to put their answers on flip chart paper to present to the whole group
Trainer or teacher can show OHT 12 [Advantage and disadvantages using media information] which has
some suggestions of the advantages and disadvantages of manual and Computerised ways of sharing
information.

Trainer or teacher to give Trainees or students OHT 13 [Places to go to for information].

Information on places to go to for information:
Organisations:
 DPP/DPD PHRI and ASITA
 PUSDIKLAT PARIWISATA and KESENIAN
Internet: World Wide Web pages:
 Excite - Garuda
 Infoseek - Merpati
 Lycos - Bouraq
 Yahoo - Mandala
 Answers. - Pelita Air Services
- PHRI
- ASITA

Package for Hospitality Training – Develop and update hospitality industry knowledge 18
4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1 & HO1

Sectors of the hospitality industry

Sectors of the hospitality industry:

Commercial:
 hotels
 motels
 losmens
 hostels
 bungalows
 caravan parks
 restaurants
 cafes
 bars.

Institutional catering:
 contract catering
 transport
 prisons
 educational food services
 hospitals.

Package for Hospitality Training – Develop and update hospitality industry knowledge 19
 OHT 2 & HO 2

Departments in a hotel

Departments include in a hotel:

 food and beverage

 room division

 food production

 recreation

 human resources

 finance and administration

 sales and marketing

 engineering

 security.

Package for Hospitality Training – Develop and update hospitality industry knowledge 20
 OHT 3

Tourism & tourist

Tourism

Activity that requires tourist to use different goods

and services which brings them into contact with the

broader hospitality industry.

Tourist

People who stay away from their usual place of

residence for one, or more, nights.

Package for Hospitality Training – Develop and update hospitality industry knowledge 21
 OHT 4

Sectors of the tourism industry

Sectors include in the tourism industry:

 accommodations

 attractions

 transport

 tour operators

 promotion/distribution

 retail services

 information services

 adventure tourism

 travel agencies.

Package for Hospitality Training – Develop and update hospitality industry knowledge 22
 OHT 5

Industries that interact with the

hospitality industry

 transportation

 banking

 entertainment

 retail

 telecommunication

 sport and recreations.

Package for Hospitality Training – Develop and update hospitality industry knowledge 23
 OHT 6

Industry working conditions

Industry working conditions include:

 hours of work

 payment for work

 sick leave

 annual leave

 long service leave

 house rules

 welfare.

Package for Hospitality Training – Develop and update hospitality industry knowledge 24
 HO 3

Case study

A family is travelling from Jakarta to Bali for a

holiday.

List all of the industries that the family will come into

contact with from the moment they leave their home

in Jakarta to the moment they return to their home

in Jakarta.

Package for Hospitality Training – Develop and update hospitality industry knowledge 25
 OHT 7 & HO 4

Legislation that covers the

hospitality industry

 building

 health and safety

 hygiene

 worker’s compensation

 consumer protection

 equal employment opportunity

 duty of care

 anti-discrimination

 industrial relations

 religious

 cultural.

Package for Hospitality Training – Develop and update hospitality industry knowledge 26
 HO 5

Case study

Imagine you are working for a local hotel employing 30

employees. The company offers the following services
and facilities:
 airport “meet and greet”
 guided tours in conjunction with the local tour
company
 room service
 function rooms
 local cuisine restaurant
 gymnasium
 swimming pool
 event management
 business centre
 customer reception area.

1. List 5 responsibilities that the owner of the company

has to do to:
 the customer
 the employee.
2. As a customer, identify two rights and two
responsibilities you have.
Package for Hospitality Training – Develop and update hospitality industry knowledge 27
 OHT 8

Environmental issues and

requirements

Conservation:
 What is it?
 What is the affect on the Hospitality industry?

Minimum impact on:

 land
 water
 culture
 energy.

Control of:
 waste
 pollution.

Package for Hospitality Training – Develop and update hospitality industry knowledge 28
 OHT 9

Job titles in a typical hotel

I. Kitchen

II. Food and Beverage

III. House Keeping

IV. Front Office

Package for Hospitality Training – Develop and update hospitality industry knowledge 29
 HO 6

Job titles in a typical hotel

1. Kitchen:
owner/operator, restaurant manager, food and beverage
manager
chef
chef de partie
cook
food production assistant/larder hand
kitchen hand.

2. Food and beverage:

venue manager, owner/operator, food and beverage
manager
catering manager, restaurant manager
restaurant/service supervisor, catering supervisor
restaurant cashier, host/hostesses, cocktail bar attendant
wait/bar-person, bottle shop attendant, snack bar attendant,
store person
bus person, bar useful, cellar hand.

3. Housekeeping:
rooms division manager
housekeeper
housekeeping supervisor
floor supervisor
butler
laundry/room attendant, public area cleaner.

4. Front office:
rooms division manager
front office manager
front office supervisor
cashier
telephonist, receptionist, reservation clerks
car park attendant, porter, bell desk attendant, clerical
assistant.

Package for Hospitality Training – Develop and update hospitality industry knowledge 30
 HO 7

A career path in the hospitality industry

ACCOMMODATION DEPARTMENT HEAD

 
Executive Front Office
Executive Front Office
Housekeeper Manager
Housekeeper Manager

 
Duty
Duty
Housekeeper Manager
Housekeeper Manager

 
Supervisor/House Front office
Supervisor/House Front office
Person/House Supervisor/Senior
Person/House Supervisor/Senior
Person-in-charge Receptionist
Person-in-charge Receptionist

 
Room Attendant Front office cashier
Room Attendant Front office cashier


 
Receptionist/Accounts
Receptionist/Accounts
House person Clerk
House person Clerk


Telephonist
Telephonist
Reservations Clerk
Reservations Clerk

Package for Hospitality Training – Develop and update hospitality industry knowledge 31
 OHT 10 & HO 8

Types of attractions

1. Local attractions:
a. Object:
 amusement park (Ancol or Dufan)
 shopping centre.
b. Entertainment:
 traditional dancing
 traditional songs

2. National attractions:
a. Object:
 Museum
b. Entertainment:
 Independence day
 Kartini’s day
 Idul Fitri celebration.

Package for Hospitality Training – Develop and update hospitality industry knowledge 32
 OHT 11 & HO 9

Types of media

 fax
 e-mail
 telephone
 memo
 briefing
 meeting
 discussion
 communication board
 notices
 brochures
 banners
 magazines
 journals
 fliers
 menu stand
 room directories.

Package for Hospitality Training – Develop and update hospitality industry knowledge 33
 OHT 12

Advantages and disadvantages using media information

Number Type of Media Computerised Advantages Disadvantages

Or Manual
1 Facsimile
2 E-Mail
3 Telephone
4 Memo
5 Briefing
6 Meeting
7 Talking
8 Communication Board
9 Notice Board
10 Brochures
11 Banner
12 Magazine
13 Journal
14 Fliers
15 Menu/Beverage list
16 Room Directory

Package for Hospitality Training – Develop and update hospitality industry knowledge 34
 OHT 13

Places to go to for information

To get information about hospitality industry there are

several places to go to:

a. Organisations:
 DPP/DPD PHRI and ASITA
 Pusdiklat Pariwisata dan Kesenian.

b. Internet:
 Excite
 Infoseek
 Lycos
 Yahoo
 Answers.

c. World Wide Web pages for:

 Garuda
 Merpati
 Bouraq
 Mandala
 Pelita Air Services
 PHRI
 ASITA.

Package for Hospitality Training – Develop and update hospitality industry knowledge 35
Section 5
Assessment
5.1 Workplace assessment issues

5.1.1 Workplace assessment

Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other Trainees or students.

5.1.2 Competent

Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.

When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.

5.1.3 Recognition of current competence

An integrated national assessment principle provides the recognition of current competencies

regardless of where they have been acquired. Assessment recognises that individuals can
achieve competence in a variety of ways:
 prior qualifications
 informal learning.

Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.

5.1.4 Assessors

In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.

5.2 Underpinning skills and knowledge

5.2.1 Assessment of underpinning skills and knowledge

Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.

Package for Hospitality Training – Develop and update hospitality industry knowledge 36
You must now assess your trainees or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
1.1 To demonstrate competence, evidence of skills and knowledge in the following areas is
required:
a. different sectors of the hospitality industry and their interrelationships
including a general knowledge of the role and function of the following:
g. food & beverage
h. front office
i. food production
j. housekeeping
k. clubs
l. other activities of the hotel.
b. overview of quality assurance in the hospitality industry and the role of individual
staff members.
c. basic research skills:
 identification of relevant information
 questioning techniques to obtain information
 sorting and summarising information.
d. the role of trade unions and employer groups in the industry.

Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.

This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.

5.2.2 Examples of assessment tasks

Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.

Assessment tasks Yes No Further training

needed

Describe your industry sector and how it relates

to other parts of the hospitality and tourism
industries.

Describe possible sources of information on the

hospitality industry.

Outline the legislation that applies to a particular

industry sector.

Package for Hospitality Training – Develop and update hospitality industry knowledge 37
5.3 Suggested assessment for Develop and update
hospitality industry knowledge
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.

Results of a successful
assessment should indicate
sufficient and relevant
knowledge and understanding to
be able to infer competence.
Therefore the trainee is assessed
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.

Package for Hospitality Training – Develop and update hospitality industry knowledge 38
 Evidence gathering methods

Assessment of practical demonstration in the workplace may include observation of the trainee:
 demonstrating industry knowledge in communication with colleagues or customers
 undertaking processes to source industry information

Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 details of previous training, work experience
 examples of information sources by the candidate.

Oral questions or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 different sectors of the industry and their interrelationships including food and beverage, front office, food production, housekeeping, clubs and
gaming
 quality assurance and the role of individual staff members
 industry information sources
 research techniques
 role of trade unions and employer groups in the hospitality industry
 legislation that applies to the industry including: liquor, health and safety, hygiene, gaming, workplace relations, workers compensations,
consumer protection and trade practices, duty of care, building regulations, EEO and anti-discrimination.

In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 activity that allows the candidate to research information relevant to a practical workplace situation e.g.: the legal or quality issues associated with
serving food
 activity to research information on the local industry
 activity to research information that relates to assessment in another unit e.g.: the industry knowledge required to organise a function

Package for Hospitality Training – Develop and update hospitality industry knowledge 39
 Sample methods On-the- Off-the-
Job job

1. You work as a bar person in a local hotel. You have a friend who is considering entering the hospitality industry. Either 
verbally or in writing tell your friend about your industry, its different sectors, the possible career paths and the sort of
skills and knowledge you need to work in different parts of the industry.

2. You think a career in hospitality sounds like fun. What are the different career opportunities in the industry and what 
are the key attributes for a person working at the frontline in the hospitality industry?


3. You are helping a friend set up a new restaurant. He/she wants you to find out about any legal issues that he/she
needs to consider. Find the information and give him/her a verbal of written briefing.

4. Your motel has a new owner who has very little knowledge of the hospitality industry. He/she knows that you have 
completed hospitality industry studies and wants you to tell him/her about the different sectors of the industry. He/she
also wants to know about some of the major hospitality and tourism businesses in your local area.

Package for Hospitality Training – Develop and update hospitality industry knowledge 40
 Questions On- the- Off- the-
Job Job

Questioning should focus on:

1. Techniques and processes


 How would you find information on the hospitality industry and what types of formal or informal research could
you use?
 How would you keep up to date with changes in the hospitality industry? 

2. Organisation and planning

 How would you organise the process of obtaining information about the hospitality industry and when might you 

need to do so?

3. Communication with others

 Why is it important to share industry information with colleagues and customers and in what sort of situations  
might you do this?

4. Problem solving
 You work in a restaurant and would like to find out about other sectors of the hospitality industry. There is no  
information in your workplace. What would you do in this situation?

Package for Hospitality Training – Develop and update hospitality industry knowledge 41
Appendices
 Appendix 1

Competency assessment result

Unit code: ITHHHCO01AEA Title: Develop and update
hospitality industry knowledge
Trainee or student name:

Assessor name:

The Trainee was assessed as: Competent 

Competency to be achieved 
Feedback to trainee

Signatures

The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision

Date:

I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision

Date:

Package for Hospitality Training – Develop and update hospitality industry knowledge Appendix 1 - Page 1
 Appendix 2

Group trainee or student assessment record

Unit code: ITHHHCO01AEA Title: Develop and update
hospitality industry knowledge
Group:

Assessor name:

Trainee name Competent Competency

to be
achieved

Package for Hospitality Training – Develop and update hospitality industry knowledge Appendix 2 - Page 1
 Appendix 3

List of overheads and handouts

Overhead Handout Title

number number
(OHT) (HO)
1 1 Sectors of the hospitality Industry

2 2 Departments in a hotel

3 Tourism and tourist

4 Sectors of the tourism industry

5 Industries that interact with the

hospitality industry

6 Industry working conditions

3 Case study

7 4 Legislation that covers the

hospitality industry

5 Case study

8 Environmental issues and

requirements

9 6 Job titles in a typical hotel

7 A career path in the hospitality

industry

10 8 Types of attractions

11 9 Types of media

12 Advantages and disadvantages

using media information

13 Places to go for information

Package for Hospitality Training – Develop and update hospitality industry knowledge Appendix 3 - Page 1
 Appendix 4

Trainee or student evaluation sheet

Unit code: ITHHHCO01AEA Title: Develop and update
hospitality industry knowledge

Agree Don’t Disagree Doesn’t

The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   

The best things about this unit were

The worst things about this unit were

The things you should change in this unit are

Package for Hospitality Training – Develop and update hospitality industry knowledge Appendix 4 - Page 1
 Appendix 5

Hotel and Restaurant Materials

Amendment List

Unit code: ITHHHCO01AEM

Unit title: Develop and update hospitality industry

knowledge

Example:

No Amendment Version Page Line Amender Date

number number number initials completed

1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02

No Amendment Version Page Line Amender Date

number number number initials completed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Package for Hospitality Training – Develop and update hospitality industry knowledge Appendix 5 - Page 1