Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:
WORK IN A SOCIALLY DIVERSE
ENVIRONMENT

Unit Code: ITHHCOR02AEM

Acknowledgements

Writers:
Muman, Trisakti Institute of Tourism, Jakarta
Nursyam, Tourism and Hospitality Training Academy Makasssar
Ratna, Tourism and Hospitality Training Academy Makasssar
Muh. Yusuf S, Tourism and Hospitality Training Academy Makasssar
Farid Said, Tourism and Hospitality Training Academy Makasssar
Margaretha, Tourism and Hospitality Training Academy Makasssar
Vais Arsyad, Tourism and Hospitality Training Academy Makasssar
Samsu Rijal, Tourism and Hospitality Training Academy Makasssar
Nur Salam, Tourism and Hospitality Training Academy Makasssar
Wim J Winowatan, Tourism and Hospitality Training Academy Makasssar
Arqam Syahban, Tourism and Hospitality Training Academy Makasssar
I Putu Suarta, Tourism and Hospitality Training Academy Makasssar
Endro Pramudjoko, Tourism and Hospitality Training Academy Makasssar
Daniel A. Ohyver, Tourism and Hospitality Training Academy Makasssar
Hamsu Hanafi, Tourism and Hospitality Training Academy Makasssar
Muh.Ricky Fauzi, Tourism and Hospitality Training Academy Makasssar
Islahuddin, Tourism and Hospitality Training Academy Makasssar

Others:
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
Australian Agency for International Development

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

Package for Hospitality Training – Work in a socially diverse environment 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 – Work in a socially diverse environment 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 – Work in a socially diverse environment iii

will produce the same assessment outcomes
from different assessors.

Package for Hospitality Training – Work in a socially diverse environment 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________________________9
4.3 Support materials (Overhead transparencies/Handouts)__________12
5. Assessment
5.1 Workplace assessment issues______________________________28
5.1.1 Workplace assessment.....................................................................28
5.1.2 Competent.........................................................................................28
5.1.3 Recognition of current competence...................................................28
5.1.4 Assessors..........................................................................................28
5.2 Underpinning skills and knowledge___________________________28
5.2.1 Assessment of underpinning skills and knowledge...........................28
5.2.2 Examples of assessment tasks.........................................................29
5.3 Suggested assessment for Work in a socially diverse environment__29

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 Work in a socially diverse environment.

This guide deals with the skills and knowledge required to the cultural awareness that is
required by all people working in the tourism and hospitality industry. It includes the cultural
awareness required for serving customers and working with colleagues from diverse
backgrounds.

Linkages to other units:

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. This
unit also has a strong link with ITHHCOR01AES - Work with colleagues and customers and
repetition in training should be avoided.

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 basis 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 are 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 – Work in a socially diverse environment 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 task
 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 – Work in a socially diverse environment 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 ITHHCOR02AES WORK IN A SOCIALLY DIVERSE ENVIRONMENT

UNIT DESCRIPTOR This unit deals with the cultural awareness that is required by
all people working in the tourism and hospitality industry. It
includes the cultural awareness required for serving customers
and working with colleagues from diverse backgrounds.

ELEMENTS PERFORMANCE CRITERIA

01 Communicate with 1.1 Customers and colleagues from all cultural groups are
customers and valued and treated with respect and sensitivity.
colleagues from 1.2 Verbal and non-verbal communication takes account
diverse backgrounds. of cultural differences.
1.3 Where language barriers exist, efforts are made to
communicate through use of gestures or simple
words in the other person's language.
1.4 Assistance from colleagues, reference books or
outside organisations is obtained when required.
02 Deal with cross 2.1 Issues, which may cause conflict or misunderstanding
cultural in the workplace, are identified.
misunderstandings 2.2 Difficulties are addressed with the appropriate people
and assistance is sought from team leaders.
2.3 When difficulties or misunderstandings occur, possible
cultural differences are considered.
2.4 Efforts are made to resolve the misunderstanding,
taking account of cultural considerations.
2.5 Issues and problems are referred to the appropriate
team leader/supervisor for follow up.

RANGE OF VARIABLES
1. This unit applies to all tourism and hospitality sectors
2. Cultural differences may include but are not limited to those of the following nature
(example only):
2.1 race
2.2 language
2.3 disabilities
2.4 family structure
2.5 gender
2.6 age
2.7 sexual preferences.
3. Possible cultural differences may include but are not limited to:
3.1 language spoken
3.2 forms of address
3.3 levels of formality/informality
3.4 non-verbal behaviour

Package for Hospitality Training – Work in a socially diverse environment 3

 3.5 work ethics
3.6 personal grooming
3.7 family obligations
3.8 recognised holiday
3.9 customs
3.10 special needs
3.11 product preferences.
4. Attempts to overcome language barriers may be made to:
4.1 meet and greet/farewell customers
4.2 give simple directions
4.3 give simple instructions
4.4 answer simple enquiries
4.5 prepare for, serve and assist customers
4.6 describe goods and services.
5. Outside organisations may include but are not limited to:
5.1 interpretative services
5.2 diplomatic services
5.3 local cultural organisations
5.4 appropriate government agencies.

EVIDENCE GUIDE
1. Underpinning skills and knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the following
areas is required:
a. principles that underpin cultural awareness
b. recognition of the different cultural groups in the Indonesian /
international society
c. basic knowledge of the culture of Indonesia’s indigenous and non-
indigenous peoples
d. recognition of various international tourist groups (as appropriate to the
sector and individual workplace)
e. principles of equal employment opportunity and anti-discrimination policy
as they apply to individual employees.
2. Context of assessment
2.1 This unit must be assessed on or off-the-job. Assessment should include
practical demonstration either in the workplace or through a simulation. This
should be supported by a range of methods to assess underpinning knowledge.
3. Critical aspects of assessment
3.1 Evidence should include a demonstrated knowledge of what it means to be
'culturally aware' and a demonstrated ability to communicate effectively with
customers and colleagues from a broad range of backgrounds as required for
the relevant job role. Evidence of competency should relate to different
communication and customer service contexts and may need to be collected
over a period of time.
3.2 The focus of this unit will vary depending upon the cultural context of the
workplace and the cultural background of the individual. Assessment should take
account of the cultural variances and requirements that apply in particular
situations.
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. This unit also has a strong link with
ITHHCOR01AES - Work with colleagues and customers and repetition in
training should be avoided.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT

Package for Hospitality Training – Work in a socially diverse environment 4

 Collecting, organising and 1 Using mathematical ideas and -
analysing information techniques

Communicating ideas and 1 Solving problems 1

information

Planning and organising activities 1 Using technology -

Working with others or in teams 1

Package for Hospitality Training – Work in a socially diverse environment 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 Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
0.1 Communicate with This unit applies to all tourism
customers and colleagues and hospitality sectors
from diverse backgrounds.
1.1 Customers & colleagues from all Treating different cultures B OHT 1
cultural groups are valued and with respect and Dis OHT 2
treated with respect and sensitivity OHT 3
sensitivity. OHT 4
OHT 5

1.2 Verbal and non-verbal Cultural differences may include Religion Define verbal B OHT 6
communication takes account of but are not limited to those of Social status communication
cultural differences. the following nature (example OHT 7
only): Identify the use of verbal Q
 race communication in the
 language hospitality industry
 disabilities
 family structure Define non-verbal B OHT 8
 gender communication
 age
Identify methods of non Dis OHT 9
 sexual preference.
verbal communication GW

1.3 Where language barriers exist, Attempts to overcome language Identify simple commonly Using gestures for B OHT 10
efforts are made to use gestures barriers may be made to: used words to communication HO 1
or simple words in the other  meet and greet/ farewell communicate:
person’s language. customers  language spoken Identify simple commonly B
 give simple directions  forms of address used words to Dis
 give simple instructions  level of formality / communicate RP

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 Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
 answer simple enquiries informality
 prepare for, serve and assist  non verbal / behaviours
customers  customs
 describe goods and
services.

1.4 Assistance from colleagues, Outside organisations may Colleagues Getting Assistance B OHT 11
reference books or outside include but are not limited: Contacts Types of Assistance CS & HO 2
organisations is obtained when  interpretative service Experience Pre
required.  diplomatic service Languages Place and ways to get HO 3
 local cultural Knowledge Assistance
organisations Travel guides
 appropriate Encyclopaedia
government agencies.
0.2 Deal with cross-cultural
misunderstandings.
2.1 Issues, which may cause conflict Identifying the causes of B OHT 12
or misunderstanding in the conflict or RP
workplace, are identified. misunderstanding in the
workplace

2.2 Difficulties are addressed with Identity the appropriate B OHT 13

the appropriate people and people to assist with
assistance is sought from team difficulties & problems
leaders.

2.3 When difficulties or Cultural differences may Include Define cultural differences Q
misunderstanding occur, possible but are not limited to those of
cultural differences are the following nature:
considered.  race
 language

Package for Hospitality Training –Work in a socially diverse environment 7

 Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
 religion
 disabilities
 family structure
 gender
 age
 sexual preferences
 social status

2.4 Efforts are made to resolve the Possible cultural differences: Handling complaints and Resolving OHT 14
misunderstanding, taking  language spoken making an apology misunderstandings
account of cultural  forms of address
considerations.  level of formality/informality
 non-verbal behaviour
 work ethics
 personal grooming
2.5 Issues and problems are referred See 2.2
to the appropriate team
leader/supervisor for follow up.

Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Handout – 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
Explanation - Exp

4.2 How to teach the competency standard

Package for Hospitality Training –Work in a socially diverse environment 8

 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?
Define cultural differences Trainer or teacher to question the trainees as to their understanding of “cultural differences “verbal
communication.
Trainer or teacher to list trainee responses on the board.
Trainer or teacher to show OHT 1 [What are cultural differences?
 Language
 Disabilities
 family structure
 gender
 age
 sexual preference
 religion
 social status.

Trainees to brainstorm – What is respect?

Trainer or teacher to show OHT 2 [Cultural awareness].
Treating cultures with respect and Trainees or students to brainstorm – What is sensitivity?
sensitivity Trainer or teacher to show OHT 3 [Respect].
Trainer or teacher to Brainstorm with Trainees or students shows OHT 4 [How can we treat different
cultures with respect?]
Trainer or teacher to Brainstorm with Trainees or students shows OHT 5 [How to treat different cultures
with sensitivity].

Define verbal communication Trainees or students to brainstorm about - what is verbal communication?

Identify the use of verbal communication in Trainer or teacher to display first of OHT 6 [Types of verbal communication].Trainer or teacher to display
the hospitality industry one point at the time and ask the Trainees or students to give examples of verbal communication used to
address each point. Trainer or teacher to list examples on the board.

Identify simple commonly used words to Trainees or students to brainstorm – what are simple words that we use everyday?
communicate Trainer or teacher to discuss situations were simple words may be used:
 forms of address

Package for Hospitality Training –Work in a socially diverse environment 9

 What skills, knowledge and
attitude do I want the trainee or
student to have?
Define non – verbal communication
Identify Types of non verbal communication
used in the hospitality industry
Using gestures for communication
Getting Assistance
Where to get assistance
Package for Hospitality Training –Work in a socially diverse environment
How will I transfer the skills, knowledge and attitude to the trainee or student?
 meet and greet
 fare welling a customer
 giving simple directions
 giving simple instructions
 answering simple enquirer
 describing goods and services.
Trainer or teacher to show OHT 7 [Commonly used words in the hospitality industry].
Trainees or students to perform a role-play using simple words in their communication.
Trainees or students to brainstorm - what is non-verbal communication?
Trainees or students to work in small groups to brainstorm types of non-verbal communication used in the
hospitality industry to support guests of other cultures.
Groups to compare their list of type of OHT 8 [Non-verbal communication].
Trainer or teacher to show OHT 9 [Samples of non-verbal communication].
Trainees or students to brainstorm - What are gestures?
Trainer or teacher to show about the definition of OHT 10 [What is a gesture].
Trainer or teacher to give and explain Handout 1 [Samples of gesture].
Trainer or teacher to ask the trainees or students to demonstrate positive gestures.
Trainer or teacher to ask the trainees or students to demonstrate negative gestures.
Trainees or students to work in small groups to discuss type gestures that may be appropriate to use with
different cultural groups. e.g.
 meet and greet
 fare welling a customer
 giving simple directions
 answering enquiries.
Trainer or teacher to brainstorm with trainees or students where to go for assistance if required.
Trainer or teacher to group the trainees or students to enquire into:
 colleagues
10
 What skills, knowledge and
attitude do I want the trainee or
student to have?
Types of assistance
Identify the causes of conflict or
misunderstandings in the work place
With follow workers & guests
Identifying the appropriate people to assist
with difficulties and problems
Resolving misunderstandings
Package for Hospitality Training –Work in a socially diverse environment
How will I transfer the skills, knowledge and attitude to the trainee or student?
 references books
 outside organisations
 friends and relatives.
OHT 11 and Handout 2 [Where to get assistance?]
Trainer or teacher to give case study handout.
Trainees or students to work small groups to complete the case study.
Handout 3 [Case study].
Trainer or teacher to brainstorm with the trainee about types of assistance they may need while in the work
place (Trainer or teacher to record the trainee responds on the whiteboard).
Trainees or students to work in small groups to identify types of assistance that could occur between
colleagues in a typical 4 star hotel.
Trainer or teacher to ask Trainees or students to present the result s of their discussion.
Trainees or students to brainstorm the causes of conflict or misunderstandings.
Trainer or teachers to show OHT 12 [The causes of conflict or misunderstandings].
Trainees or students to give examples of conflict & misunderstanding with guests because of cultural
differences.
Trainees or students brainstorm about their understanding and awareness of identifying the appropriate
people to assist with difficulties by asking the question:
 What is mean by appropriate people?
Trainer or teacher to show OHT 13 [Appropriate people to assist with difficulties].
Trainer or teacher to brainstorm about resolving or handling difficulties or misunderstandings.
Trainer or teacher to list on the white board ideas from Trainees or students on how to do this.
Trainer or teacher to show OHT 14 [Handling difficulties and misunderstanding].
Trainer or teacher to organise the Trainees or students into pairs to take part in role-plays about resolving
difficulties & misunderstandings.
11
4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1

What are cultural differences?

Cultural differences are different ways of behaving
and interacting by different cultures. Sometimes the
different ways will seem strange or offensive to
someone else. Awareness of the cultural
differences will allow you to understand why people
act as they do and react to you as they do.
Different cultural views on:
 race
 language
 disabilities
 family:
- structure
- relationships
- values
- operation.
 gender
 age
 sexual preference
 religion
 social status.

Package for Hospitality Training –Work in a socially diverse environment 12

 OHT 2

Cultural Awareness

Consideration and sensitivity to the different ways

that people behave in relation to, for example:

 social status

 age

 gender.

Package for Hospitality Training –Work in a socially diverse environment 13

 OHT 3

Respect

To demonstrate an appreciation of another persons

background and culture, and to act in a non-

judgemental way when interacting with them.

Package for Hospitality Training –Work in a socially diverse environment 14

 OHT 4

How can we treat different cultures with

respect?

 welcome them in a friendly manner

 be sincere

 be prepared to use their solutions even if you

have a good one

 recognise and try to relate to their background

(nationality, race, age etc)

 offer suggestion’s not instructions or orders

 listen to what they are saying

 try to understand their needs and their wants.

Package for Hospitality Training –Work in a socially diverse environment 15

 OHT 5

How to treat different cultures with

sensitivity?

 be responsive to their questions, problems and

needs

 ask questions to ascertain their situation

show empathy and understanding to their
situation

 give them your full attention, do not be districted

by other happenings

 do not judge them.

Package for Hospitality Training –Work in a socially diverse environment 16

 OHT 6

Types of verbal communication

 talking  dialogue
 discussions  conversations
 questions  debates
 lectures  arguments
 presentations  chats.

When verbal communication is commonly used:

 meet and greet
 give directions
 give instructions
 answer enquires
 serving a customer
 assisting with a customer problem
 describing goods and services
 handling complaints
 making apologies
 communicating with colleagues.

Package for Hospitality Training –Work in a socially diverse environment 17

 OHT 7

Commonly used words in the

hospitality industry

 You’re welcome
 Thank you/thanks
 Please
 No
 Yes
 See you/ good bye
 O.k. / all right
 Pardon
 Can i help you?
 Have a good day
 Excuse me
 Sorry
 I understand.

Package for Hospitality Training –Work in a socially diverse environment 18

 OHT 8

Non – verbal communication

 body language

 signage

 sign language

 gestures

 diagrams and photographs

 directory / brochures (in different languages)

 alarms.

Package for Hospitality Training –Work in a socially diverse environment 19

 OHT 9

Samples of non–verbal communication

Symbols

Diagrams

Assembly
here
203 Stairwell

Side car
Park
Fire door

Rear Car park

Pictures

Package for Hospitality Training –Work in a socially diverse environment 20

 OHT 10

What is a gesture?

The use of the body, especially the hands to

express a certain meaning.

Physical actions, which show ones feelings or

intentions.

Package for Hospitality Training –Work in a socially diverse environment 21

 HO 1

Samples of gesture

To show that a person has

done a good job

Showing disappointments or
sadness

Showing anger

Showing confusion

Showing happiness

Package for Hospitality Training –Work in a socially diverse environment 22

 OHT 11 & HO 2

Where to get assistance?

a. Colleagues:
 from same workplace
 from same industries
 from associated industries.

b. Friends and relatives

c. Reference books:
 travel guides
 encyclopaedia
 books about specific topics.

d. Outside organisations:
 interpretative service
 diplomatic service
 local cultural organisation
 appropriate government agencies.

Package for Hospitality Training –Work in a socially diverse environment 23

 HO 3

Case study

Imagine you are working at the “Tongkonan Hotel”

where 500 Japanese visitors will be arriving for a
conference next month.

Your supervisor has asked you to find out

information on Japanese customs and culture, so
that the hotel can make the conference delegates
feel at home.

What assistance would you need to get the

information?

How would you go about getting the assistance?

Package for Hospitality Training –Work in a socially diverse environment 24

 OHT 12

The causes of conflict or

misunderstandings

 situation and problem

 poor understanding of the other person’s culture
or situation
 poor understanding of the other persons problem
 lack of adequate procedures
 limited communications
 poor communication techniques
 lack of respect for other cultures
 lack of respect for other colleagues
 prejudice
 racism.

There are many other reasons for

misunderstandings taking place these are just some
of them.

Package for Hospitality Training –Work in a socially diverse environment 25

 OHT 13

Appropriate people to assist with

difficulties

 heads of departments

 supervisors

 colleagues in your department

 colleagues in other departments

 friends

 human resources staff

 duty manager.

Package for Hospitality Training –Work in a socially diverse environment 26

 OHT 14

Handling difficulties and

misunderstanding

 listen carefully
 do not interrupt
 wait until the person has completely finished
speaking
 apologize for the misunderstanding
 ask questions to make clear your understanding
of the problem
 show empathy and understanding and tell the
person that you wish to help fix the problem
 speak normally, do not raise your voice
 remain calm and courteous
 explain what action will be taken
 refer to appropriate people if required
 keep the person informed.

Package for Hospitality Training –Work in a socially diverse environment 27

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 for 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 – Work in a socially diverse environment 28

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:
a. principles that underpin cultural awareness
b. recognition of the different cultural groups in the Indonesian / international society
c. basic knowledge of the culture of Indonesia's indigenous and non-indigenous peoples
d. recognition of various international tourist groups (as appropriate to the sector and
individual workplace)
e. principles of equal employment opportunity and anti-discrimination policy as they apply to
individual employees.

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

How would you define cultural awareness?

Why is cultural awareness important in the

tourism and hospitality industries?

How does culture influence our daily lives?

Outline the general characteristics of two

overseas customer groups applicable to your
workplace.

5.3 Suggested assessment for Work in a socially

diverse environment
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.

Package for Hospitality Training – Work in a socially diverse environment 29

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 – Work in a socially diverse environment 30

 Evidence gathering methods

Assessment of practical demonstration in the workplace may include observation of the trainee:
 interacting with colleagues and customers from diverse backgrounds
 handling difficult cross-cultural interpersonal situations.

Third party/documentary evidence may include:

 customer report (written or oral)
 details of previous training, work experience
 peer or supervisor report (written or oral).

Oral questions or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 principles of cultural awareness
 different cultural groups within Indonesian society
 indigenous and non-indigenous cultures of Indonesia
 international visitor cultures (as appropriate to the specific workplace).

In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 role-play that allows the candidate to respond to a particular cross-cultural workplace issue.

Package for Hospitality Training – Work in a socially diverse environment 31

 Sample methods On-the-Job Off-the-Job

1. Your enterprise is beginning a marketing campaign to attract more customers from a particular market group. Find
out about the general service and product preferences of that group and work out how you might tailor your service

style to meet their needs. Present your findings either verbally or in a brief report.
This example can also be used to assess unit ITHHGGA03AEM Source and present information.

2. Research some information about your local culture and history or a current issue relating to Indigenous people.

Present your findings either verbally or in a brief report.
This example can also be used to assess unit ITHHGGA03AEM Source and present information.

3. Select a ritual from your own culture (getting married, a birthday celebration, a football match) and describe this ritual
from the perspective of a person who has just landed on earth from the moon. What does this exercise teach you 
about cultural awareness?

4. You are approached by an overseas visitor asking directions to a local tourist attraction. He / she speaks very little
English. How would you handle this situation? 

Package for Hospitality Training – Work in a socially diverse environment 32

 Questions On-the-Job Off-the-Job

Questioning should focus on:

1. Organisation and planning

 
 What are the health, safety and security dangers that apply in your workplace when you are really busy?

2. Communication with others

 What should you do and not do when communicating with a person who speaks a different language? 
 What are some verbal and non-verbal communication differences between people of different cultures?


3. Problem solving

 What would you do if the behaviour of a person from a different cultural group was really annoying you?
 Why do cross-cultural misunderstandings occur and how can you find solutions to cross-cultural difficulties? 

4. Health and safety

 Describe a situation where cultural differences may affect workplace health and safety.


Package for Hospitality Training – Work in a socially diverse environment 33

Appendices
 Appendix 1

Competency assessment result

Unit code: ITHHCOR02AEA Title: Work in a socially diverse
environment

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 Signature of assessor:

the 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 – Work in a socially diverse environment Appendix 1 - Page 1
 Appendix 2

Group trainee or student assessment record

Unit code: ITHHCOR02AEA Title: Work in a socially diverse
environment

Group:

Assessor name:

Trainee name Competent Competency

to be
achieved

Package for Hospitality Training – Work in a socially diverse environment Appendix 2 - Page 1
 Appendix 3

List of overheads and handouts

Overhead Handout Title

number number
(OHT) (HO)
1 What are cultural differences?

2 Cultural awareness

3 Respect

4 How can we treat different cultures

with respect?

5 How to treat different cultures with

sensitivity

6 Types of verbal communication

7 Commonly used words in the

hospitality industry

8 Non-verbal communication

9 Samples of non-verbal
communication

10 What is a gesture?

1 Samples of gesture

11 2 Where to get assistance?

3 Case study

12 The causes of conflict or

misunderstandings

13 Appropriate people to assist with

difficulties

14 Handling difficulties and

misunderstanding

Package for Hospitality Training – Work in a socially diverse environment Appendix 3 - Page 1
 Appendix 4

Trainee or student evaluation sheet

Unit code: ITHHCOR02AEA Title: Work in a socially

diverse environment

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 – Work in a socially diverse environment Appendix 4 - Page 1
 Appendix 5

Hotel and Restaurant Materials

Amendment List

Unit code: ITHHCOR02AEM

Unit title: Work in a socially diverse environment

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.

15.

Package for Hospitality Training – Work in a socially diverse environment Appendix 5 - Page 1