Types of Accommodation

Any property that offers in-house accommodation has its own housekeeping
department.

Housekeeping departments operate within:

Hotels, motels, and clubs

Resorts, chattels, and hostels
Passenger ships and trains
Serviced apartments

Housekeeping is an important area in any accommodation property. The role of

housekeeping is to ensure the comfort and safety of guests while they are staying at a
hospitality organization. To take on this responsibility, each staff of the housekeeping
department is given his own area to take care in running the accommodation or
establishment.

Public Area Attendant: Clean Premises, Facilities

and Equipment
POSITION SUMMARY:

The public area attendant keeps all lobbies and public facilities (such as lobby
restrooms, telephone area, the front desk, and offices) in a neat and clean condition.
DUTIES AND RESPONSIBILITIES:

Cleans rooms, hallways and restrooms.

Cleans and maintains restaurants and banquet halls.
Sweeps carpets.
Empties ashtrays and urns.
Polishes furniture and fixtures.
Vacuums and polishes elevators.
Keeps the front of the hotel free from trash.
Cleans rugs, carpets and upholstered furniture using a vacuum cleaner , broom and
shampoo machine.
Washes walls and ceilings, moves and arranges furniture, and fixtures.
Sweeps, mops, scrubs, waxes, and polishes floors.
Dusts and polishes metal work.
Maintains housekeeping carts.
Removes trash collected by room attendants.
 Upkeeps responsibly all the equipment which he is using i.e., vacuum cleaner,
trolleys, scrubbing machine.
Maintains a time schedule for cleaning of his areas.
Performs spring cleaning of his area as per the schedule given to them.
Enters into offices with appropriate authority for maintenance or other activities like
pest control, shampooing of carpet etc.

Introduction
Plan Training Session is one of the six competencies to be mastered in
Trainers Methodology I (TM I). But before we focus on planning, let us have an
overview of the whole training program. In this lesson, you will learn the role as trainer
or assessor. As a trainer or assessor, you need to know what and how to teach, and
how to work effectively with others. We look forward to see you competent enough as
you study this course.
Trainees Entry Requirements
It is expected that you will be a Trainer and/or Assessor as you finish this
course, Trainers Methodology I (TM I).
What is a TVET Trainer?

TVET Trainer is a professional who enables a learner or a group of learners to

develop competencies to performing a particular trade or technical work. Towards this
end, a TVET Trainer may assume various roles such as training facilitator, competency
assessor, training designer, developer or training supervisor 1.
What is a Trainer / Assessor?

From the Training Regulation, a Trainer is a person who enables group of

learners to develop competencies toward performing a particular trade or technical work
while an Assessor is an individual accredited and authorized to evaluate or assess
competencies of a candidate applying for certification or any one of the purpose of
assessment.
Trainer/Assessor is at least NC II holder and who has achieved all the required
units of competency identified in the Trainers Methodology Level I (TM Level I) under
the PTTQF. He is also a holder of National TVET Trainer Certificate Level I (NTTC I) 2. A
Trainer is an Assessor; an Assessor is a Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following
requirements:
 Graduate of baccalaureate degree or equivalent in training or experience along the
field of Technical Vocational Education and Training
Certified at the same or higher NC Level in the qualification that will be handled (for
technical trainers)
Able to communicate orally and in writing
Physically fit and mentally healthy
Proficient in quantitative and qualitative analysis
Proficient in verbal reasoning
Basic and Core Competencies
Listed are the knowledge, skills, and attitudes required of Trainers Methodology
(TM) Level I 1:
Basic Competencies (or skills and knowledge that everyone needs for work):

Lead workplace Communication

Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT applications in technical training
Lead small teams
Apply work ethics, values and quality principles
Work effectively in vocational education and training
Foster and promote a learning culture
Ensure a healthy and safe learning environment
Maintain and enhance professional practice
Develop and promote appreciation for cost-benefits of technical training
Develop and promote global understanding of labor market

Core Competencies (or specific skills and knowledge needed in TM1):

Plan training sessions

Facilitate learning sessions
Supervise work-based learning
Conduct competency assessment
Maintain training facilities
Utilize electronic media in facilitating training
1
Training Regulation Framework

Introduction
Getting the idea on structure and principles embedded in training is important
before designing a session plan. Do you know how to teach a Technical-Vocational
Education and Training (TVET) program? That will be the focus of todays lesson.
 The framework in teaching skill-based lesson is called Competency Based
Training (or CBT). It focuses on skills development that is why its approach differs from
the traditional education.
In traditional education, the teacher controls the environment (or called teacher-
centered approach); while in CBT, the learners control and manipulate the tools and
equipments with the guide of a teacher (also known as student-centered approach).

In addition to that, learners are not compared among each other, instead their
skills are compared against the norms or standard set by the industry. The training is
also self-paced; an example of this is when the trainer allows the students to study the
materials & practice the skill on their own. Lastly, the focus of CBT is on the outcome or
the end product.

CBT Terminologies
The need to understand commonly used terminologies is important before
starting this courseware. Comprehending these terminologies will empower you to
understand easily the next lessons.

Knowledge is the cognitive representation of ideas, events, activities or tasks derived

from practical or professional experience as well as from formal instruction or study,
e.g. memory, understanding, analysis 1.

Skill refers to the acquired and practiced ability to carry out a task or job 2.

Competency, as used in TESDA, is a) the application of knowledge, skills and

attitude required to complete a work activities to the standard expected in the
workplace 3; or b) the possession and application of knowledge, skills and attitudes to
the standard of performance required in the workplace 4.

The 4 dimensions of competency that describes aspect of work performance are 5:

I. Task Skills undertaking a specific workplace task
II. Task Management Skills managing a number of different tasks to complete the
entire work activity
III. Contingency Management Skills responding to problems, irregularities and
breakdown in routine when undertaking the work activity
IV. Job/Role Environment Skills dealing with the responsibilities and expectations
of the work environment when undertaking a work activity

Competency Standard are industry-determined specification of competencies

required for effective work performance. They are expressed as outcomes and they
focus on work place activity rather than training or personal attributes, and capture the
ability to apply skills in new situations and changing work organization 6.
 Recognition of Prior Learning (RPL) is the acknowledgement of an individuals
skills, knowledge and attitudes gained from life and work experiences outside
registered training programs 7.

Qualification is cluster of units of competency that meets job roles and is significant
in the workplace. It is also a certification awarded to a person on successful
completion of a course and/or in recognition of having demonstrated competencies
relevant to an industry 7.

It has three components:

o Basic Competency skills and knowledge that everyone needs for work
o Common Competency skills and knowledge needed by people working in a
particular industry
o Core Competency specific skills and knowledge needed in a particular area of
work-industry sector/occupation/job role

Competency-Based Training (CBT) is a system by which the student is trained on

the basis of demonstrated ability rather than on that of elapsed time 7.

CBT includes:
o Competency-Based Curriculum (CBC) is the specification for a course or subject
(module) which describes all the learning experience a student or learner
undergoes. It specifies outcomes which are consistent with the requirements of the
workplace as agreed through industry or community consultations.8
o Competency-Based Learning Material (CBLM) refers to the print and non-print
instructional media used as guide in learning workplace activities.
Delivery of Competency-Based Training (CBT)
The flow of CBT differs from the traditional education approach. To see the big
picture is important before planning a session plan. Below is the CBT delivery
framework:

1. Trainee enters the program. Trainer conducts pre-training assessment to identify

learners training needs. Orientation of CBT program on Recognition of Prior
Learning (RPL) and roles of trainer & trainee follows.

2. Trainee selects competency from the identified training needs and receives instruction
from the trainer. The trainer administers learning contract or agreement between him
and his trainees, then provides CBLM materials and introduces the use of progress
and achievement chart.

3. With the selected competency, the trainee studies the module by doing the following
learning activities (in any order): review learning package, view multimedia materials,
use manuals, observe demonstration, practice skills in workshop, and receive
assistance and advice.
4. While the trainee practices the skill, the trainer observes and records the performance
on the Progress Chart. Student will attempt the task until he masters the skill with the
help of trainers immediate and constructive feedback.

5. Once the trainee determines by himself that he is competent to do the skill, he will call
the attention of trainer. The trainer will observe and rate the performance based on
the Performance Criteria Checklist and will record the result on the Achievement
Chart. If the skill is satisfactorily performed, he will then select another unit of
competency. If the skill is not satisfactorily performed, the trainee will study again the
module.

6. To exit the training program, trainee must satisfactorily perform the skill and must
have enough units of competencies (or has completed all the modules). If the trainee
doesnt have enough units of competencies, he will then select another unit of
competency, and repeat the competency-based training process.

Ten (10) Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten (10)
principles of CBT serves as ground rules for trainers and trainees. Memorize, apply and
promulgate the listed principles below:

Principle One: The training is based on curriculum (CBC) developed from the
competency standards (CS).

Principle Two: Learning is competency based or modular in structure.

Principle Three: Training delivery is individualized and self-paced.

Principle Four: Training is based on work that must be performed.

Principle Five: Training materials are directly related to the competency standards
and the curriculum modules.
 Principle Six: Assessment is based in the collection of evidences of the performance
of work to the industry required standard.

Principle Seven: Training is based both on and off the job components.

Principle Eight: The system allows Recognition of Prior Learning (RPL) and or
current competencies.

Principle Nine: Training allows multiple entry and exit in the training program.

Principle Ten: Approved training programs are nationally accredited. Programs of

each institution or training center are registered with UTPRAS (Unified TVET Program
Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and
compare it on how Competency-Based Training works. How will you teach skill-based
session? Does it have any difference? Will you make that change for the better? Get a
paper and take down notes on its differences.

Introduction
Competency-Based Training without planning and without determining trainees
characteristics will lead to an unsuccessful session plan.

It is a must for us teachers to know our students their characteristics as adult

learners, their educational background, and their culture - not only because we need
data for filing purposes, but for us to use these data to analyze and determine their
training needs.

Who are our learners? What are the characteristics we need to include in their
profile? What type of learners are they? Those are our some highlight questions you
might encounter as you proceed in this lesson.

Understanding Adult Learners

Before we determine trainees characteristics, we first need to understand our
trainees as adult learners. Our training is learner-centered; hence, it is essential to know
them first.

Our training enables adult learners attain skills for them to land a job. Teaching
them requires different teaching approaches and methodologies; thus, understanding
them will surely help in preparing an effective session plan.
 Understanding how adults learn will also enable the trainer to think of teaching
strategies that focused on adults. This is based on the theory
called Andragogy (Knowles), also known as adult education. The study came up with
the characteristics of adult learner, and they are the following:
Adults are autonomous & self-directed.
Adults bring life experiences & knowledge to learning experiences.
Adults are goal-oriented.
Adults are relevancy-oriented.
Adults are practical.
Adults like to be respected.

Here is a best scenario on how to apply this theory: The trainer enters a class
consisting of adult learners. They are all different in terms of age, educational
background, gender etc., but they all have one thing in common - they are all adult
learners. A trainer, on his conscious state, will then use strategies to meet the needs of
adult learners.

A best example of strategy especially in developing working with teams is the

use of Situated Learning Experience (SLE). It would be a very good application of
adult learning principles since they are given specific instruction to achieve and explore
solution and course of actions to attain it.
An example is the creation of a tallest tower using limited supply of materials. In
this SLE, the goal is to make the highest tower. The devising of strategies and trying it
outgives adult learners autonomy and direct their own learning, and it also allows the
students to bring in their previous experiences and knowledge. When participants are
asked to give their insights on their SLE experience, this allows learners to give respect
to their classmates, as the application of insights becomes practical and self-motivating.

Note that the methods and strategies we construct, consciously and

unconsciously, should meet the needs of our adult learners, and will surely make an
effective transfer of learning.

Establishing Trainees Characteristics

In completing the trainees profile, we need to know the characteristics essential
in individualizing the session plan. Below are the essential trainees characteristics the
trainer needs to gather:

Characteristics What does it mean to the

of Learners plan?
Language, literacy These greatly affect the
and numeracy training method you can use,
(LLN) level as well as activities and task
suitable for each session. You
should be prepared for
different LLN levels and must
have different resources.
Cultural and Be aware of different cultural
language background and language
background abilities. You should take into
account inappropriate
activities because of culture
and language.
Education and It is used as one of the basis
general to gauge learners cognitive
knowledge capacity. It can also be of help
in deciding what speaking
pitch and rate of voice to use
for each session.
Gender It can influence your plan if
there are activities that have
demonstration, role play and
so on.
Age Age can alter the plan
depending on what is being
delivered, how and at what
pace.
Learning style Awareness on their learning
style could aid on what
training method/s to use. You
could classify them as
auditory, visual, kinesthetic,
pragmatist, activist, reflector
and theorist learners.

How Learners Learn?

A trainer is about to teach a group of students. Then he has collected data for
trainees characteristics but the problem is he hasnt assessed the students learning
style to complete the trainees profile.

What is learning style? Learning style is ones own way of learning new
information and ideas. It will give us an idea on how a person receive and transfer
information.
 Suggested learning styles are VARK Learning Style Model and PART Learning
Styles. Feel free to choose between the two in determining trainees learning style/s.

Visual, Auditory, Read/Write and Kinesthetic (VARK) Learning Style Model

Everyone learn differently since we all have preferred way to absorb, comprehend
and retain new information.

VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that
describes how a person takes-in and gives-out information while learning. These
learning styles are visual (learns best by seeing graphs, charts, and other symbols),
auditory (learns best by listening), read/write (learns best by reading text-based
information) and kinesthetic (learns best by doing).

Use VARK Learning Style self-assessment questionnaire as a tool in determining

your trainees learning style/s. Note that a trainee can have one or more learning
styles.

PART Learning Styles

Another model is PART Learning Styles. It is developed by Honey & Mumford but the
idea originated from Kolbs Learning Style Model.

The four learning styles are:

o Pragmatists putting theory into practice or needs to know how to apply the
information in real world Pragmatist tends to integrate or put together theory and
practice as they perceive information abstractly and process it actively. They always
think problems and opportunities as challenges.
o Activists having an experience or needs to do Activists put together experience
and application as they perceive information concretely and process it actively.
They would likely tackle problems by brainstorming. Activists learn by trial and
error, & by self-discovery method.
o Reflectors reflecting on it or needs time to think over information Reflectors
integrate or put together experience within oneself as they perceive information
concretely and process it reflectively. They learn by listening and sharing ideas.
o Theorists drawing out own conclusion or needs to know theory behind
information Theorists put together observations into complex but logically sound
theory as they perceive information abstractly and process it reflectively. They learn
by thinking through ideas.