ITHHAGEL02AEM-Start Up Conversations and Develop Good Relati

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
START UP CONVERSATIONS AND
DEVELOP GOOD RELATIONSHIPS
WITH GUESTS
Unit Code: ITHHAGEL02AEM

Acknowledgements
Writer:
Christina Rafferty Brown, Adviser Hotel and Restaurant Project, ITA Jakarta
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 – Start up conversations and develop good relationships with guests 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 – Start up conversations and develop good relationships with guests 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 – Start up conversations and develop good relationships with guests iii
will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Start up conversations and develop good relationships with guests 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__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)___________9
5. Assessment
5.1 Workplace assessment issues______________________________19
5.1.1 Workplace assessment.....................................................................19
5.1.2 Competent.........................................................................................19
5.1.3 Recognition of current competence...................................................19
5.1.4 Assessors..........................................................................................19
5.2 Underpinning skills and knowledge___________________________19
5.2.1 Assessment of underpinning skills and knowledge...........................19
5.2.2 Examples of assessment tasks.........................................................20
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 Start up conversations and develop good
relationships with guests.
This guide deals with the skills and knowledge required by people working in the Hotel and
Restaurant industry, who deal with English speaking guests, to use English at supervisory
and senior operational levels in the workplace.
Linkages to other units:

1. This unit is a prerequisite unit for the following English language units:
a. listening and speaking – level 3.
2 This unit should be assessed together with:
a. listening and speaking – Level 2
b. follow and carry out spoken instructions and directions in a number of different
situations
c. carry out simple conversations on the telephone
d. Hotel and Restaurant Competency Standards.
3. Refer to the matrix to see the linkage between this standard and the Hotel and Restaurant
Competency Standards.
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 – Start up conversations and develop good relationships with guests 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:
 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 organisation – Indonesian Hotels and Restaurants 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
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 ITHHAGEL02AES START UP CONVERSATIONS AND DEVELOP GOOD
RELATIONSHIPS WITH GUESTS
UNIT DESCRIPTOR This unit deals with the skills, knowledge and attitude required
by people working in the Hotel and Restaurant industry, who
deal with English speaking guests, to use English at
supervisory and senior operational levels in the workplace
ELEMENTS PERFORMANCE CRITERIA

01 Provide and request 1.1 Manages conversational techniques e.g. asking for
information on familiar clarification, asking for repetition.
topics 1.2 Uses appropriate grammatical constructions to
convey meaning clearly.
1.3 Provides detailed oral information in response to a
guest request.
1.4 Vocabulary is adequate on familiar topics.
1.5 Takes part in a short dialogue using interaction
strategies.
02 Shows understanding 2.1. Opens and closes casual conversation appropriately
of the structure of e.g. use of common greetings – ‘How are you’.
casual conversation 2.2. Uses clarification and turn taking techniques.
2.3. Uses appropriate level of informality depending on the
context.
03 Respond appropriately 3.1. Demonstrates understanding of the nature of the
to complaints complaint by rephrasing what the guest has stated.
3.2. Offers to take appropriate action.
3.3. Explains reasons for situation arising if possible e.g.
“I’m so sorry but we are currently renovating……”
3.4. Offers possible solutions.
RANGE OF VARIABLES
1. This unit applies to all sectors of the Hotel and Restaurant industry and covers
listening and speaking skills:
1.1 Predictable and familiar vocabulary
1.2 Hospitality setting e.g. Restaurant, lobby front desk
1.3 Exchange may be in the form of a complaint
1.4 Short exchange
1.5 May be more than a one to one exchange ; 2-4 speakers
1.6 Meaning is clear even though there may be minor errors in grammar and
structure.
EVIDENCE GUIDE
1. Underpinning Skills and Knowledge
1.1 To demonstrate competence, evidence of skills and knowledge is required in
the following areas is required:
a. using and understanding simple questions
b. usage of action words and simple verb tenses in sentences of one or two
c. usage of appropriate adjectives, pronouns and prepositions to describe
people places, things and events.
1.2 Knowledge of conversational discourse, techniques e.g. clarification and turn
taking techniques.
2. Context of Assessment
2.1 This unit may be assessed on or off the job. Assessment should include
practical demonstrations either in the workplace or in a training environment. This
should be supported by a range of methods to assess underpinning skills and
knowledge.
3. Critical Aspects of Assessment
3.1 Communicative usage of the language; the meaning is clear even though
there may be errors in grammar and structure.
4. Linkages to Other Units
4.1 This unit is a prerequisite unit for the following English language units:
a. listening and speaking – level 3
4.2 This unit should be assessed together with:
a. listening and speaking – Level 2
b. follow and carry out spoken instructions and directions in a number of
different situations
c. carry out simple conversations on the telephone
d. Hotel and Restaurant Competency Standards.
Refer to the matrix to see the linkage between this standard and the Hotel
and Restaurant Competency Standards.
KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
Collecting, Organising and 2 Using Mathematical Ideas and

Analysing Information Techniques
Communicating Ideas and 2 Solving Problems 2

Information
Planning and Organising 2 Using Technology

Activities
Working with Others and in 2

Teams
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 Provide and request This unit applies to all sectors of
information on familiar topics. the Hotel and Restaurant
industry and covers listening
and speaking skills:
1.1 Manages conversational  predictable and familiar Asking for clarification Dis HO 1
techniques e.g. asking for vocabulary
clarification, asking for repetition.  hospitality setting e.g.
restaurant, lobby front desk
1.2 Uses appropriate  exchange may be in the Grammar WE HO 2
grammatical constructions to form of a complaint
convey meaning clearly.  short exchange
 may be more than a one to
one exchange; 2-4 speakers
 meaning is clear even
though there may be minor
errors in grammar and
structure.
1.3 Provides detailed oral Answering questions PA HO 3a-d
information in response to a Making request GW HO 4
guest request.
1.4 Vocabulary is
adequate on familiar topics.
1.5 Takes part in a short Receiving guests RP HO 5
dialogue using interaction
strategies.
0.2 Shows understanding of the

structure of casual
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
conversation
2.1 Opens and closes
casual conversation appropriately
e.g. use of common greetings –
‘How are you’.
2.2 Uses clarification and
turn taking techniques.
2.3 Uses appropriate level
of informality depending on the
context.
0.3 Respond appropriately to Dealing with complaints Dis HO 6

complaints RP
3.1 Demonstrates
understanding of the nature of the
complaint by rephrasing what the
guest has stated.
3.2 Offers to take
appropriate action.
3.3 Explains reasons for
situation arising if possible e.g.
I’m so sorry but we are currently
renovating.
3.4 Offers possible
solutions.
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
Listening - L Reading - R Written Exercise - WE
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?
Asking for clarification Good morning/afternoon.
Grammar
How are you?
Last week, we studied about … (e.g. asking and giving request).
And now, I am going to tell you about developing good relationship with guests.
Now the teacher will give the students an example of a dialogue developing good relationship with the
guests.
NOTE FOR TEACHER

1. Distribute Handout 1 [Asking for clarification] and Handout 2 [Grammar].
2. Students work in pairs.
3. Ask the students to choose the correct words in italic.
4. Discuss the answer in class.
5. Remind the students how to ask and give requests by saying.
We’re going to do more practice about polite requests. The teacher will ask the students to change some
sentences into polite requests.
Answering questions NOTE FOR TEACHER

Making request 1. Students sit in pairs.
2. Distribute Handout 3a-d [Answering questions] and Handout 4 [Making request].
3. Give the students the instructions of how to do the exercise.
4. Give the example:
Statement: say my hello to Agus!
Request: Would you please say my hello to Agus?
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?
Now you are going to do more exercise on speaking. You will find situation and make a request based on
the situation given.
Receiving guests NOTE FOR TEACHER
1. Teacher gives a situation.
2. Teacher gives the example to make a request.
3. Students get Handout 5 [Receiving guests].
4. Students work in pairs to make a request.
6. Perform the answer, in pairs, orally.
What would you say in the following situation? (Look at the Handout 5)
You can use will, would can, could in your answers.
Dealing with complaints NOTE FOR THE TEACHER:
1. Distribute Handout 6 [Dealing with complaints].
2. Explain what students have to do.
3. Give the students an example.
4. Teacher reads the statement and ask the students.
5. Teacher reads the statement twice.
You are going to listen to some words and phrases. The teacher will dictate the words.
Well, you have got enough information about developing good relationship with guests then. Don’t forget to
practice over and over.
And see you tomorrow. Goodbye.
4.3. Support materials
(Overhead transparencies/
Handouts)
HO 1
Asking for clarification
Sometime it’s necessary to ask for clarification because you have not heard
clearly what the guest is saying. There are a number of ways to do this e.g.:
 Could you repeat that?
 I’m sorry I didn’t hear you. Could you repeat that?
 Did you say…?
 Excuse me could you say that again?
 I’m sorry, I didn’t catch that?
 Could you speak up please?
If you are on the phone you may say:
 we seem to have a bad line
 the connection is very bad
 could you call again? I can’t hear you.
Work with a partner and pretend that you can’t hear clearly what your partner
is saying. Use some of the expressions above to ask clarification.
Complete the following exercise.
Put the word in brackets in the right order.
Anna: Good morning. I’d like to book a room.
Hotel: ___________________________
(Up speak sorry you I’m could)
Anna: Can you hear me now?
Hotel: ___________________________
(You just I hear can seem we bad to a have a line)
Anna: I’d like to make a booking for tomorrow night.
Hotel: ___________________________
(I’m I that sorry catch didn’t)
Anna: This is very difficult. Can you hear me now?
Hotel: ___________________________
(Sorry call you could back I’m)
HO 2
Grammar
Choose the correct words in Italics to complete the
dialogues.
Waiter: Good evening, sir (1) [Would/do] you like a table for
two?
Guest: Yes, please.
Waiter: Do you (2) [make/have] a reservation?
Guest: Yes, (3) the/in name’s Made.
Waiter: ah, Yes. A table for (4) [two at eight/eight at two] (5)
[would/May] I take your coasts/vests.
Guest: Thank you.
Waiter: Please come this way.
Waiter: Here (7) [is/are] the menu for this evening.

Man: Thank you. Do you have a wine (8) [menu/list]?
Waiter: Yes, sir. Here you are. Would you (9) [like/want] to
order a drink?
Man: Yes, please (10) [we’d like/we] like a gin and tonic and
a Gin & Ling.
Waiter: Here are the aperitifs. Are you ready to (11)
[order/command] now?
Man: Yes, I think so
Waiter: What would you like (12) [as/with] a starter?
Man: One avocado with prawns for my wife, and one melon
with Parma ham for (13) [I/me]
Woman: And could we (14) [have/eat] some bread, Please?
Waiter: Yes, madam.
HO 3a
Answering questions
In your work in hotels or restaurant there will be many times you

must be able to answer questions about service, about yourself or
about things in general.
You may have questions dealing with:

 Where (Location of different places)
 When (Opening and closing times)
 Who (About the person who can help you).
There are a number of ways to ask about where something is.
For example:
Where can I - buy a newspaper
cash a cheque
Is there anywhere
I can - rent a car?
get some souvenirs?
have a massage?
get a cup of coffee?
have a swim?
get my hair cut ?
You need to be able to respond to these requests.
For example:
There’s a newspaper stand along the corridor
a bank downstairs
car-rental office on the first floor
souvenir shop over there
salon on the left
coffee shop upstairs
swimming pool next to the lobby
hairdresser next door
Now act out the inquiries and answer with a partner.
HO 3b
Answering questions (cont’d)
If a service is needed it is important for you to know who can assist

the guest. The following are some of examples of questions and
appropriate answers.
Question: Would it be possible to hire an overhead projector?
Answer: Talk to the Business Centre Supervisor. He’ll arrange it for

you.
Or
If you talk to the Business Centre Supervisor I’m sure he will

arrange it for you.
Questions: Would be possible to get my skirt dry-cleaned?
Answer: Contact the Laundry Managers. She’ll dry clean it for you.
Or
If you contact the Laundry Managers I’m sure she will dry-clean it
for you.
Complete the following exercise using the hints given – one

example has been done for you.
Questions: Can I make an appointment to get my hair cut?
(have a word with – Salon Assistant)
Answer: Have a word with the Salon Assistant. She’ll arrange it for
you.
HO 3c
1. Questions: Can I use the gymnasium tonight?

(Talk to – Receptionist at the fitness centre)
Answer:___________________________________
2. Questions: Can I get my car parked in the car park?

(Just contact – Car Park Attendant, extension 201)
Answer:
__________________________________________
3. Questions: Would be possible to organise a wake up call?

(Just speak to – Front Office Clerk)
Answer:
__________________________________________
4. Questions: I’ve lost a button from my shirt. Can I get it sewn?

(Take it – valet)
Answer:
__________________________________________
5. Questions: Would it be possible to organise a car for

tomorrow
(Just speak to – Agent from the Car Hire Office)
Answer:
__________________________________________
6. Questions: I would like a picnic hamper for Saturday. Who

must I speak to?
(Phone – Room Service Waiter, extension 450)
Answer:
__________________________________________
Now practise these dialogues with your partner. Try to think

of new ones and give them to other groups.
HO 3d
You will be asked many questions concerning time when

you work in a hotel. You will need to answer these
questions correctly and politely.
Look at the following chart
Questions:
supermarket
coffee shop
night-club
What time does the swimming pool open?
tourist centre
bank
fitness centre
hairdresser
Answer:
It opens at 8 o’clock
9 o’clock etc.
Or
(If we are talking about more than one shop)
They open at 8 o’clock

9 o’clock etc
Now imagine a situation in a hotel and act out

conversation using the information above. Use whatever
time you think is appropriate.
HO 4
Making requests
Imagine yourself is these situations. Try to make

appropriate requests.
1. You are speaking to someone on the

telephone. You didn’t hear him. Ask to repeat
what he said.
2. Ask him to speak louder.
3. You are walking along the street. You want to

get to the main shopping centre but you don’t
know how to approach a stranger. What do
you say?
4. The man upstairs is dancing. You have a

headache. What do you say him?
Ask your friend to recommend a good dentist.
HO 5
Receiving guests
Receiving guests correctly is very important for those working in a

hotel. You need to make the guest feel comfortable immediately.
Your greeting will be their first impression of your hotel and,
obviously, you want this to be a very positive impression.
Read the following conversations carefully.
Reception : Good evening. Can I help you?

Mr. Soegianto : Yes, my name is Agus Soegianto. I believe you
have a room for me?
Reception : One moment, please, Sir. Yes your reservation
is here. A double room.
Mr. Soegianto : That’s right.
Reception : Could you fill in this registration form please?
Mr. Soegianto : Do you need my wife’s passport also?
Reception : No. Thank you, that won’t be necessary. Here
is your key. Your room is on the 8th floor.
Mr. Soegianto : Thank you. Is there someone to help with our
bags?
Reception : Good morning sir. May I help you?

Mr. Soegianto : Yes, you can. Do you have a room available?
Reception : Would you like a single room or double room,
madam?
Mr. Soegianto : A single room would be fine.
Reception : Let me check. Yes, we have a very nice room
available on the 4th floor. How many nights
would you like to book for?
Mr. Soegianto : I’m here for a seminar which finishes on
Thursday so I’ll need to book for 2 nights.
Reception : That’s fine. May I have your passport?
Mr. Soegianto : Yes, of course. Can I go to my room now? I’m
very tired.
Reception : Yes, of course. I’ll get someone to help you
with your bags.
HO 6
Dealing with complaints
It is necessary to be able to deal with complaints in any service

industry. There are many ways to phrase your responses but the
most important thing to keep in mind is to remain polite at all times.
The following is a situation where a guest has made a complaint

and you must respond.
Something should have been done and it hasn’t been eg.
Guests : The TV hasn’t been fixed.

Receptionist : I’m sorry. It should have been fixed. I’ll
send someone up straightaway/
immediately
Use the following example to help you conduct a role-play

with a partner.
 the sheets have not been changed
 shoes have not been cleaned
 luggage hasn’t been delivered
 the toilet hasn’t been fixed.
In a restaurant you will also receive many complaints e.g.

 I asked for it well done and it’s still bloody
 it’s too dry
 I can’t eat this
 these are some of the ways you can respond.
Waiter: I’m sorry sir/madam. I’ll change it for you.

or I’m very sorry sir/madam. I’ll speak to the chef and get
you a fresh meal.
or I’m very sorry sir/madam. Can I get you something
else?
Use the following example to help you conduct a role-play
with a partner.
 the food is too salty
 the vegetables are overcooked
 the meat is too tough.
Answer key
HO 1
1. I’m sorry. Could you speak up, please?
2. I can just hear you. Seem we have a bad line.
3. I’m sorry. I didn’t catch that.
4. I’m sorry. Could you call back?
HO 2
1. would 8. list
2. make 9. like
3. the 10. we’d
4. for two at eight 11. order
5. may 12. as
6. coats 13. me
7. is 14. have
HO 3c
1. You can talk to the receptionist at the fitness centre.
2. Certainly. Just contact the car park attendant, extension 201.
3. Of course. Just speak to the front office clerk.
4. Yes, you can. You could just take it to the valet.
5. Just speak to the agent from the car hire office.
6. Please call Room Service waiter, extension 450.
HO 4
1. a. Would/could you please repeat once again?
b. Would/could you please ask him to speak louder?
2. Excuse me, Could /would you tell me how to get to the
shopping centre?
3. Would/could you please stop dancing? I have a headache.
4. Would/could you please recommend a good dentist near
here?
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.
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.
You must now assess your trainee’s 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. To demonstrate competence, evidence of skills and knowledge is required in the following
areas is required:
a. using and understanding simple questions
b. usage of action words and simple verb tenses in sentences of one or two
c. usage of appropriate adjectives, pronouns and prepositions to describe people
places, things and events.
2. Knowledge of conversational discourse, techniques e.g. clarification and turn taking
techniques.
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.
TOPIC: DEVELOP GOOD RELATIONSHIPS WITH GUESTS

LEVEL: 2 (TWO)
SKILL: SPEAKING AND LISTENING
Assessment format
You will do a role-play using the situations provided.
Note for Teacher
 ask the students to sit in pairs.

 ask the students to write a dialogue.
Assessment Tasks
Task 1
Make a role-play: A guest comes to your hotel asking about hotel facilities and
accommodation.
Student A becomes the receptionist and student B becomes the guest. Give more appropriate
question and answer.
Task 2
What would you say in the following situations? Make question and answer.
1. You are going to go to the Bus station. But you don’t know how to get there.
2. You are studying for your examination. But your brother and sister are very noisy.
3. You will have a birthday party. You are going to invite your boss.
4. You are a receptionist. Ask your guest to show his ID card.
5. You work in a restaurant. You offer some cake with tea.
6. You work in room service. Your guest order American breakfast. But you don’t know the
room number.
7. You work in hotel. You see your guest carrying many bags. Then you offer your help.
Task 3
Match the requests on the left with the responses on the right.
Request Responses
1. Would it be possible to leave my bags here a. I’m sorry, but I’ve to go to the doctors at
until 8:00 p.m.? 4:00 p.m.
2. Can you type this report for me, please? b. I’m afraid not. I’ll be on vacation all next
3. Would it be possible to change our week.
appointment to next Monday? c. Yes, of course. I’ll put them in the left
luggage storeroom.
Possible answer for assessment
Task 1
Receptionist: Good morning. Can I help you?

Mr. Tommy: Good morning. I would like to book a room in your hotel.
Is there any vacant one?
Receptionist: Could you tell me what sort of room do you need?
We have suite room, family room, single room or double one.
Mr. Tommy: I need a double one. I will stay with my wife
Receptionist: When are you going to stay?
Mr. Tommy: Tonight.
Receptionist: Could you show me your ID card?
Mr. Tommy: Sure.
Receptionist: Could I show you the room, please?
Mr. Tommy: Thanks.
Task 2
1. A: Could you tell me where the bus station, please?

B: All right. Go down this street until the first junction then turn right It’s about 100
meters on the right.
2. A: Could you keep silent, please? Because I’m studying for my examination
tomorrow.
B: Oh, I’m sorry.
3. A: Would you come to my birthday party tomorrow?
B: Yes, thank you.
4. Receptionist: Could you show me your ID please?
Guest: Sure. Here it is.
5. A: Would you like some cake with tea?
B: Yes, thank you
6. A: Could I have your room number, sir?
B: Yes 106. Do you need my name?
7. A: Could I bring your bag, please?
B: I’d love to. But thank you.
Task 3
1. c
2. a
3. b
Appendices
Appendix 1
Competency assessment result

Unit code: ITHHAGEL02AEA
Title: Start up conversations and develop good
relationships with guests
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 – Start up conversations and develop good Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 Asking for clarification
2 Grammar
3 a-d Answering questions
4 Making requests
5 Receiving guests
6 Dealing with complaints
Appendix 4
Trainee or student evaluation sheet

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
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHAGEL02AEM

Unit title: Start up conversations and develop good
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.

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHAGEL02AEM

Access and equity

Competency Based Training

Critical aspects of assessment

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Linkages to other units:

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, Organising and 2 Using Mathematical Ideas and

Communicating Ideas and 2 Solving Problems 2

Planning and Organising 2 Using Technology

Working with Others and in 2

0.2 Shows understanding of the

0.3 Respond appropriately to Dealing with complaints Dis HO 6

NOTE FOR TEACHER

Answering questions NOTE FOR TEACHER

Asking for clarification

Complete the following exercise.

Put the word in brackets in the right order.

Anna: Good morning. I’d like to book a room.

(Up speak sorry you I’m could)

Anna: Can you hear me now?

(You just I hear can seem we bad to a have a line)

Anna: I’d like to make a booking for tomorrow night.

(I’m I that sorry catch didn’t)

Anna: This is very difficult. Can you hear me now?

(Sorry call you could back I’m)

Waiter: Here (7) [is/are] the menu for this evening.

In your work in hotels or restaurant there will be many times you

You may have questions dealing with:

There are a number of ways to ask about where something is.

You need to be able to respond to these requests.

Now act out the inquiries and answer with a partner.

Answering questions (cont’d)

If a service is needed it is important for you to know who can assist

Question: Would it be possible to hire an overhead projector?

Answer: Talk to the Business Centre Supervisor. He’ll arrange it for

If you talk to the Business Centre Supervisor I’m sure he will

Questions: Would be possible to get my skirt dry-cleaned?

Complete the following exercise using the hints given – one

Questions: Can I make an appointment to get my hair cut?

(have a word with – Salon Assistant)

Answering questions (cont’d)

1. Questions: Can I use the gymnasium tonight?

2. Questions: Can I get my car parked in the car park?

3. Questions: Would be possible to organise a wake up call?

4. Questions: I’ve lost a button from my shirt. Can I get it sewn?

5. Questions: Would it be possible to organise a car for

6. Questions: I would like a picnic hamper for Saturday. Who

Now practise these dialogues with your partner. Try to think

Answering questions (cont’d)