TG Provide Room Service Final

Provide room service
D1.HBS.CL5.13
Trainer Guide
D1.HBS.CL5.13
Trainer Guide
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writers: Evelyn Collins and Linda Wilson
Project Manager: Alan Maguire
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions.
This publication is supported by Australian Aid through the ASEAN-Australia Development
Cooperation Program Phase II (AADCP II)
Copyright: Association of Southeast Asian Nations (ASEAN) 2012
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE
are not responsible for any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. Time of publication is indicated
in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from various stock photography
suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.
Additional images have been sourced from Flickr and are used under:
http://creativecommons.org/licenses/by/2.0/deed.en
http://www.sxc.hu/
File name: TG_Provide_room_service_Final
Table of contents
Competency Based Training (CBT) and assessment - An introduction for trainers ........... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 19
Recommended training equipment ................................................................................. 77
Instructions for Trainers for using PowerPoint Presenter View ..................................... 79
Appendix ASEAN acronyms ........................................................................................ 81
ASEAN 2012
Trainer Guide
ASEAN 2012
Trainer Guide
Competency Based Training (CBT) and assessment - An introduction for trainers
Competency Based Training (CBT) and

assessment - An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a unit.
Each unit of competency identifies a discrete workplace requirement and includes:
Knowledge and skills that underpin competency
Language, literacy and numeracy
Occupational health and safety requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an element.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
Training
Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
On-the-job in the workplace
Off-the-job at an educational institution or dedicated training environment
As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participants competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
Completion of the training program or qualification
Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
Consider individuals experiences, learning styles and interests
Develop questions and activities that are aimed at different levels of ability
Modify the expectations for some participants
Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each others learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
Builds on strengths Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
Acknowledges prior knowledge and experience The learning activities should be
planned with participants prior knowledge and experience in mind
Understands learning objectives Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
Teaches for understanding The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
Teaches for independent learning Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
Enhances motivation Learning is most effective when participants are motivated.
Various strategies should be used to arouse the interest of participants
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Makes effective use of resources A variety of teaching resources can be employed

as tools for learning
Maximises engagement In conducting learning activities, it is important for the minds
of participants to be actively engaged
Aligns assessment with learning and teaching Feedback and assessment should be
an integral part of learning and teaching
Caters for learner diversity Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)

Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
Undertake a variety of subject courses that are relevant to industry in the current
environment
Learn current industry skills, information and trends relevant to industry
Learn through a range of practical and theoretical approaches
Be able to identify, explore and solve issues in a productive manner
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Be able to become confident, equipped and flexible managers of the future

Be job ready and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participants prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic, is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorize and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energizing and it helps the reserved and less literate
to express their feelings.
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Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalize the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)

Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
Training and development programs
Formal education
Life experience
Apprenticeships
On-the-job experience
Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the collection of evidence in determining overall
competence.
This evidence can be collected:
Using different formats
Using different people
Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

Language
Delivery Method
Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the elements of competency and their associated performance criteria.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
Work projects
Written questions
Oral questions
Third Party Report
Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do
what they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there
are many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues
to gather evidence about performance.
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A range of assessment methods to assess competency include:

Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals: slides, audio tapes
Case studies
Log books
Projects
Role plays
Group projects
Group discussions
Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participants current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
Pass Competent (PC)
Not Yet Competent (NYC)
Pass Competent (PC).
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as Pass Competent
(PC).
The assessor will award a Pass Competent (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be Not Yet Competent (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be Pass Competent.
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Competency standard
Competency standard
UNIT TITLE: PROVIDE ROOM SERVICE NOMINAL HOURS: 20
UNIT NUMBER: D1.HBS.CL5.13
UNIT DESCRIPTOR: This unit deals with skills and knowledge required to take room service orders and deliver room service of food and beverages to guest
rooms in an accommodation property
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Take and process room service orders Unit Variables

1.1 Identify the range of room service products that The Unit Variables provide advice to interpret the scope and context of this unit of competence,
are available within the enterprise allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
facilitates holistic assessment
1.2 Take guest order for room service
This unit applies to food and beverage and accommodation properties that offer full or limited room
1.3 Use selling techniques to optimise room service service to in-house guests within the labour divisions of the hotel and travel industries and may
sales include:
1.4 Confirm guest order for room service and advise 1. Front Office
of expected service time
2. Housekeeping
1.5 Record room service order
3. Food and Beverage Service
1.6 Action the room service order according to
enterprise procedures 4. Food Production
Element 2: Prepare for room service Range of room service products must include:
2.1 Prepare basic food and beverage items for room Detailed product knowledge of all room service products available, including food and beverages,
service service options, guest preferences that can be accommodated and those that cannot
2.2 Set up trays, trolleys and equipment for room Detailed knowledge of charges, service standards and limitations that apply to room service
service in accordance with enterprise standards delivery.
and orders received
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Competency standard
2.3 Collect food and beverage items from kitchen Take guest order will include:
and bars for room service delivery
Answering room service telephone promptly and courteously in accordance with enterprise
2.4 Verify food and beverage items prior to delivery requirements
to room
Explaining and describing menu items and beverage items
Element 3: Provide room service
Creating a positive experience for the guest.
3.1 Transport room service trays and trolleys to
guest room Selling techniques must include:
3.2 Request entry to guest room in accordance with Suggestive selling techniques
enterprise standards
Up-selling
3.3 Enter guest room and prepare for in-room
On-selling
service in accordance with guest requirements or
preferences, where applicable Selling of benefits
3.4 Identify room service items that have been Explaining value-for-money
supplied and confirm order with guest
Promoting nominated dishes and items that have been identified by management.
3.5 Serve food items in accordance with enterprise
standards and guest requirements Confirm guest order must include:
3.6 Serve beverage items in accordance with Repeating back the order to the guest
enterprise standards and guest requirements Clarifying unclear points
Element 4: Present room service accounts Obtaining/confirming guest name and room number
4.1 Verify room service documentation prior to Stating expected time for delivery of the order
presentation to guest Thanking guest for their order.
4.2 Present room service account to guest Action the room service order will relate to:
4.3 Process payment of room service account Notifying other departments and staff about the order, including kitchen and bar, where appropriate
Preparing guest account for the room service items that have been ordered.
Prepare basic food and beverage items may include:
Basic food preparation techniques to enable service delivery and support the work of kitchen staff
including preparation of portion control packs (such as butter, condiments, juices, cereals),
readying of tea and coffee, obtaining and preparing fruit.
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Competency standard
Element 5: Clear room service Set up trays, trolleys and equipment may involve:
5.1 Remove room service trays, trolleys and service Readying trays, trolleys, cutlery, crockery, glassware, flowers, promotional material and dining
items from guest rooms and floors requisites appropriate to individual orders
5.2 Return room service trays, trolleys and service Identifying relevant room service requisites to support provision of room service order, including
items to appropriate location hot boxes and warming equipment, wine requisites, toasters, linen items, service gear,
presentation items
5.3 Undertake ancillary duties in conjunction with
clearing of room service items Setting up trays and trolleys for standard room service occasions, such as breakfasts and table
dhte menus
Element 6: Maintain readiness of room service
area for service Checking the functional operation, safety, cleanliness and appearance of all room service trays,
trolleys and equipment.
6.1 Clean and maintain-room service trolleys
Request entry to guest room should include:
6.2 Clean room service crockery, cutlery and other
items Knocking on guest door
6.3 Re-stock room service area to facilitate on-going Announcing room service
readiness for action
Requesting permission to enter
Using appropriate interpersonal and communication skills.
Prepare for in-room service may include:

Communicating with guest to identify service requirements and preferences
Accommodating guest requirements and preferences where possible
Positioning of trolley, trays and equipment in a logical and safe area
Identifying room service items that have been supplied and confirming order with guest
Engaging in guest interaction and communication, where appropriate
Arranging items, setting up crockery, cutlery, glassware, condiments and other requisites in line
with the order and service preferences of the guest
Ensuring guest safety, comfort and satisfaction.
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Competency standard
Serve food items may include:

Uncovering and announcing items
Silver service of items
Providing sequencing and timing of service delivery in accordance with guest preferences
Complimenting guest on their selection
Wishing guest bon apptit.
Serve beverage items may include:

Pouring drinks
Mixing drinks
Performing wine service ritual.
Present room service account may include:

Determining guest preference for account payment
Accepting payment in cash
Obtaining signature of account from guest.
Process payment of room service account may include:

Forwarding documentation to relevant section/person
Paying cash accounts, receiving receipt and returning to guest room to give change, as required
Confirming details of account, where required, with other staff.
Undertake ancillary duties may include:

Distributing newspapers, accounts, mail and other materials/items to guest rooms, or floors
Cooperating with other departments to meet stated requests
Collecting breakfast menus.
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Competency standard
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
Safe and hygienic food handling practices
Personal hygiene and personal practices
Sensitivity, tact, confidentiality and discretion when dealing with guests in the delivery of room
service
Product knowledge on food and beverage items offered for room service, including ingredients
used, cooking and preparation styles and preparation and service times
Food and beverage service skills, including wine service and drink mixing
Necessary pre-requisites for the provision of silver service
Dealing with difficult in-room guests, including drunken guests, guest complaints and failure to pay
situations
Selling skills
Interpersonal and communication skills
Account and cash handling procedures.
Linkages To Other Units
Comply with workplace hygiene procedures
Provide a link between kitchen and service area
Provide advice to patrons on food and beverage services
Take food orders and provide courteous table service
Develop and maintain food & beverage product knowledge
Manage responsible service of alcohol
Provide silver service
Provide food and beverage services
Promote hospitality products and services.
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Competency standard
Critical Aspects of Assessment

Evidence of the following is essential:
Demonstrated ability to take and process room service orders
Demonstrated ability to set up room service trays, trolleys and other items to meet stated room
service needs
Demonstrated ability to undertake basic preparation tasks for food and beverage items required for
room service
Demonstrated ability to transport room service food and beverage items to guest room and serve
same in accordance with enterprise standards and stated guest preferences
Demonstrated ability to accept and process payment for room service that has been provided
Demonstrated ability to clear room service items
Demonstrated ability to maintain the room service equipment and area ready for service delivery.
Context of Assessment
Assessment must ensure:
Actual or simulated workplace demonstration of taking and processing a nominated number of
room service orders
Actual or simulated workplace demonstration of tray and trolley set ups for nominated room
service orders in accordance with enterprise requirements
Actual or simulated workplace demonstration of room service techniques in the service of a range
of nominated food and beverage items
Actual or simulated workplace demonstration of maintenance procedures required to keep the
room service area prepared for service
Application of safe food handling protocols
Demonstration of suitable selling, communication and interpersonal skills and techniques.
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Competency standard
Resource Implications
Training and assessment must include the use of real food and beverages, equipment, trolleys,
utensils, service gear, linen and other materials necessary to provide room service for a nominated
range of food and beverage items
Training must also incorporate the processing of room service accounts where the guest signs for
room service, and where they pay cash for room service
Assessment Methods
The following methods may be used to assess competency for this unit:
Observation of practical candidate performance
Oral and written questions
Third party reports completed by a supervisor
Project and assignment work.
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Collecting, organising and analysing 2 Obtain room service product knowledge;

information understand different tray and trolley set ups for
room service delivery
Communicating ideas and 2 Take guest orders; sell room service products;
information explain room service items to guests
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Competency standard
Planning and organising activities 2 Prepare to deliver room service to meet stated
need; prepare and maintain room service area
for service
Working with others and in teams 2 Liaise with other staff to deliver timely room
service as promised to guests
Using mathematical ideas and 2 Calculate and process guest accounts

techniques
Solving problems 2 Negotiate with guests where requests cannot be

accommodated; deal with in-room problems,
spills and complaints
Using technology 2 Use intra-house communication systems; use

trays, trolleys and room service equipment; use
registers and enterprise systems to create and
process accounts
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes trainees to class and informs them the topic of the unit is Provide
Room Service.
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Slide
2. Trainer introduces how the sessions will run including Training manual.
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Slide
3. Trainer advises that assessment for this Unit may take several forms all of which are
aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates the methods of assessment that will be applied to them for this Unit.
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Slide
4. Trainer advises students this element identifies how to take and process room service
orders.
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Slide
5. Class discussion - What is Room Service?

What experience have students had as either staff or guests or have they only seen it
on you tube or in movies?
Definition
The provision of food and beverage service in a guest room or suite.
Other names - In- room dining, in suite dining
Identify the different establishments and how room service operates
Hotels or resorts - Its full restaurant service in the guests room or other location
Cruise ships stewards or Cabin attendants serve meals and snacks to guests
Aircrafts - first class cabin stewards serve and sometimes cook for their passengers
Clubs, sporting and private clubs even if they dont offer accommodation still have
Room Service to serve in the various locations
Hospitals - many hospitals especially maternity hospitals use a room service
structure to serve meals, the patient can order and time the meal to best meet their
needs
Class activity
Use the internet to look for examples of all these.
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Slide
6. Problems with Room service:

High cost of upkeep equipment and crockery and cutlery
Labour intense it takes room service staff longer to deliver and serve than restaurant
staff
Guest Mini bar bills unpaid and the perishability of pre-packaged food.
Why do Hotels offer room service to Guests?
To offer a service to clients
To increase / maintain reputation such as star rating to be maintained
As an alternative to public dinning offering Privacy for clients
Clients expect it in luxury accommodation; guests expect to see a Room Service
menu even if they dont use it.
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Slide
7. Jobs:
Preparing the service area
Setting up food and beverage items for the specific meal period e.g. jams, butter,
juices, cereals etc for breakfast.
Prepare equipment for use, such as toasters, hot boxes, coffee machines etc. Also
check trays, trolleys, cutlery, crockery etc
Taking and recording of room service orders
Record orders accurately on manual and computerised systems.
Preparing trays and trolleys
Set up for specific orders
Tray/trolley must have all the items a table would
Delivery of trays and trolleys
Correct procedure, positioning the tray explaining how hot boxes etc. work to guests
Provision of food and beverage in the guest room
Service at the standard of the restaurant, mini restaurant in a bedroom
Processing the account
Correct procedure, signature asked for room number and guest name confirmed
Cleaning the room service area
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Trays, trolleys, benches and equipment wiped down. Check dry storage area and
workbenches. Follow cleaning instructions.
Overview of jobs and organisational chart
Morning Shift:
Breakfast set up
Deliver newspapers
Collect trays etc
Clean area
Equipment check and clean.
Day Shift:
Food and Beverage Service as needed
Mini Bar refills
Room service Stock checks
Clean area detail clean of trolleys, large equipment
Check special requests and amenities deliveries, VIP set ups & trace reports.
Evening Shift Dinner and Overnight:
Evening Service of Meals and Snacks
Late arrivals
Turn down amenities
Collect / collate Door Knob Menus
Start Breakfast set up
Prep area for breakfast service
Clean area.
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Slide
8. Attributes of a room service attendant:

Apart from waiting skills, room service staff need other skills
Discretion
Room entry, the private sphere of the Hotel guest
Do not talk about what you see and hear
Diplomacy
Shock proof. Discuss some of the situations
Guest wants coffee served in the bath
Guest is naked or just out of the shower
Common sense and politeness and tact
Ignore the guests situation or attire and behave as if it was normal
Honesty
As with housekeeping respect for guest possessions
Perception
Irregularities should be reported to a supervisor
Example - Guns or drugs visible in a guest room
Ability to communicate
Customer relations
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Local knowledge
As with a porter guests may ask for suggestions for sightseeing or tours or ask
for direction to a specific location
Skills
Waiting skills needed. Tray carrying, silver service, cooking, wine and
beverage skills. These should be equal to a Restaurant waiter
Ability to make the bedroom a dining room.
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Slide
9. What kinds of Room service are there?

Each type can be linked to a star rating or style of venue:
24 hour room service, full room service department with a menu which covers 24
hours. Sometimes its own kitchen and chef. The menu is divide into time zones not
meal times often found in 4 star or above
Breakfast only ordered via doorknob menu, or at the front desk the night before or
phoning direct. This may be supplied by an out-source kitchen. Found in some 4
star but usually linked to 3 star
Do it yourself Breakfast, the venue provides food items such as milk, juice,
breads, eggs , bacon etc. and the equipment, toaster, fry pan, or microwave etc.
and the guest cooks for themselves, this is common in all suites hotels or apartment
rooms which may be 5 star but offer alternatives for long stay guests
Tea and Coffee making facilities provided so the guest can create and serve
themselves This is usually 2 star or below and may be in the guest room or
available in a common recreational area
Meal period service only, when the venue has a waiter from the restaurant allocated
to room service and they take the orders, room service guests can choose from a
limited restaurant menu. The limited service, ordered through the Restaurant is also
available to apartment blocks or time share. Usually applies to some 3 star or below
establishments
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Mini Bar is the provision of a selection of miniature beverages and snacks such as
chocolate or crisps. The Mini bars are an additional service offered by many
venues. The guests expect them in most instances (especially five star venues).
Some guests place importance on the existence of a mini bar and therefore it is
worth the venues efforts to keep one in each room. However, many small venues,
particularly those other than five stars, are removing mini bars from the rooms.
Often, the cost of maintaining a mini bar outweighs the value (of keeping it) in terms
of guests service.
Class discussion
The difference between a mini bar and a tall bar and electronic bar and the honour
system
Check the Ving card company or other electronic key companies for YouTube
footage.
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Slide
10. Written:
E.g. Doorknob or order slip filled in at reception desk.
Phone:
A guest may phone a breakfast order, not always convenient when staff are busy
with pre ordered door knob menus
A phone order is either written onto an order form or keyed into a computer system
Some hotels have direct dialling ordering. Guests ring a voice mail type connection
and either key in their order or leave a message that is connected to a computer
system
In other establishments a call centre acts as the order taker and transfers the order
to a computer system
Checking guests names is the guest the registered guest do they have permission
to place the order. Check the room number and the number of serves
Emphasise up sell and voice descriptions, words can make it sound eatable BUT do
not misrepresent the kitchen
E.g. Yes Madam that is served with oven fresh bread rolls and creamy butter or
our fish of the day is fresh whiting gently pan-fried with lemon juice and fresh herbs
and served with a crunchy selection of Asian steamed vegetables or a crisp green
salad
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Remember the customer cannot see you as they can at the table of a Restaurant
Discuss other information needed e.g. Time, room number or account name,
delivery instructions door is open guest on O/S phone call or set up on balcony
guest may not be in room but by the pool or in the lobby etc.
Computer system
Electronic order from the internal information site or in-house channel on the guests
TV
The Hotels Intranet can take orders and the guest can connect directly to place an
order
Answering the Phone before the third ring:
Always answer the telephone promptly on the 2nd or 3rd ring
Identify yourself and the department
Always be courteous
Always answer the telephone in accordance with establishment policies
Always be happy to help
Always use the standard greeting, being consistent with other colleagues and in line
with establishment procedures
Try to smile when speaking, as a smile can be heard in the voice.
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Slide
11. Selling techniques that can be used over the telephone are essentially the same for any
sales situation, including:
Up selling - A selling technique starting at the lowest priced product or service in a
range and progressively moving up the price and quality levels until the guest
chooses the level (of price and quality) of product or service that meets their
perceived value
Down selling A selling technique starting at the highest priced product or service in
a range and progressively moving down the price and quality levels until the guest
chooses the level (of price and quality) of product or service that meets their
perceived value
Cross selling This selling technique requires you to suggest additional products and
services from other departments, the guest may like to purchase in addition to the
main purchase and that compliments the original purchase
Suggestive selling - The technique of selling products and services by suggesting
alternatives and describing features that creates desire in the guests mind.
Why do you think it is important to recognise and take promotional
opportunities?
It is important to recognise and take promotional opportunities not only because it is the
role but also because it is providing a service to the guest.
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How is this helping the guest?

It is helping the guest because it provides the guest with a better basis on which to
make their buying decisions. Until you suggest a particular service or item, a guest is
not likely to know of its availability or specific benefits to them. Students need to have a
comprehensive knowledge of all items of food and beverage and the possibilities of
variations.
A dish description (for phone use)
Does it have ingredients not obvious by its name?
Are there any strong flavours?
Is it spicy or hot?
Can it be categorized as Vegetarian, Diabetic, Low Fat or Celiac?
Extra information the person taking the order will need Sauces or accompaniments
What set up is required; cutlery, crockery and utensils are needed?
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Slide
12. Because many room service orders are placed over the phone, there is no actual face-
to-face interaction, and there is thus the ever-present likelihood of confusion,
misunderstanding and mistake.
In some cases the guest may be tired and emotional and this may affect their speech.
In other cases the guest may not be from an English-speaking country and they may
have basic language challenges.
The delivery of meals/beverages that are not as ordered (or as intended to be ordered)
will cause delay: when the wrong thing is delivered to the guest room and has to be
returned and the order re-done. It will also cause negative PR.
In addition, there is the loss of profit caused by supplying the wrong dish and having to
discard it.
When taking a room service order you must never be afraid to ASK QUESTIONS: these
questions will help to clarify orders, special requests and delivery requirements.
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Slide
13. Many hospitality establishments operate an electronic room service order-taking system
where information is fed into a cash register and a docket is then printed up: at the
same time the order is electronically transferred to/printed out in the kitchen.
Other establishments will use a manual system. This generally involves a docket being
written up by hand and then transferred to the kitchen in the same way as a manual
food order docket is processed from the dining room/restaurant.
Answering the Phone:
Checking guests name & Room Number
Clarify details, location? In room, by the pool or in the lobby? For how many? Time?
Suggestive selling, specials? Descriptions in words to create a picture of the item in
the guests mind
Advise guests, possible allergies e.g. has peanuts or meat stock if a vegetarian
Describe the taste; Hot, spicy, thick, liquid, etc.
Timing: how long will it take?
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Slide
14. Order form to include:

Date /Docket Number
Name/Room number
Time of order
Time of delivery
Location of delivery
Special Requests
What was ordered
Any extras special requirements
Who took the order.
Students can observe samples of room service order forms or create them.
Using a sample menu, students can role play and take orders from each other.
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Slide
15. Guests are encouraged to pre order breakfast, the busiest time for room service.
Door Knob Menus are designed for the guest to complete and also include; time, name,
room number & sometimes newspaper needs. There is generally a cut off time for the
evening collection of door knob dockets.
How are doorknob menus collected?
Once collected, the order should be transferred from the door knob docket and
processed as if the order had come via the telephone.
The docket should then be transferred to the appropriate location for preparation,
which may take place the following morning if the docket was checked and
processed the evening before.
Door knob dockets are stored in order of delivery request time, from the earliest to
the latest, grouping them also by location and then divided into groups, for example
Continental or fully cooked.
Once taken, the orders should be immediately transferred manually or electronically
to the appropriate locations: this location may be the bottle shop, a bar, a
servery/dispense area, the kitchen, the pizza caf, the still room or a retail outlet
within the complex.
If the order is to be made up straightaway and delivered to the room within the
required time (or the shortest possible time), then it should be taken directly to the
location for preparation.
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However, if the order is to be prepared during another shift, such as a breakfast

order being logged the night before, then the order will be transferred to the order
holding area.
The room service attendant must check this area for orders at the beginning on any
room service shift.
Class activity
Include mock door knob menus for students to collate the details.
Kitchen:
Main Kitchen hot items main courses, hot snacks and entrees
Cold larder cold appetizers and entrees, salads and sandwiches, cheese board or
fruit basket
Dessert- sweet items, cakes, confectionary items
Bakery. Breads, bread rolls, sweet pastries and fruits
Wine store, wines and bottled drinks
Bar- dispensed drinks and soft drinks. May include hot beverages
Room service dry store all dry foods, portion items and condiments
Equipment store all small equipment such as toaster, coffee maker, pizza oven
etc.
Ancillary store all the paper goods and bud vases, flowers, marketing tent cards
etc.
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Slide
16. Once taken, the orders should be immediately transferred manually or electronically to
the appropriate locations: this location may be the bottle shop, a bar, a
servery/dispense area, the kitchen, the pizza caf, the still room or a retail outlet within
the complex.
If the order is to be made up straightaway and delivered to the room within the required
time (or the shortest possible time), then it should be taken directly to the location for
preparation.
However, if the order is to be prepared during another shift, such as a breakfast order
being logged the night before, then the order will be transferred to the order holding
area.
The room service attendant must check this area for orders at the beginning on any
room service shift.
Class activity can include some mock door knob menus and students can collate the
details.
Kitchen:
Main Kitchen hot items main courses, hot snacks and entrees
Cold larder cold appetizers and entrees, salads and sandwiches, cheese board or
fruit basket
Dessert- sweet items, cakes, confectionary items
Bakery. Breads, bread rolls, sweet pastries and fruits
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Wine store, wines and bottled drinks

Bar- dispensed drinks and soft drinks. May include hot beverages
Room service dry store all dry foods, portion items and condiments
Equipment store all small equipment such as toaster, coffee maker, pizza oven
etc.
Ancillary store all the paper goods and bud vases, flowers, marketing tent cards etc.
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Slide
17. Trainer advises students this element identifies how to prepare for room service.
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Slide
18. For the room service area to function successfully, the area must be set up and
equipped with the necessary food and beverage items.
Portion pack items are used to save wastage and costs. Some of those items may
include:
Jams and breakfast spreads
Dairy products butter, milk and cream
Sauces
Boxed cereals
Cold fruits
Salt and pepper sachets or in bulk
Coffee and tea sachets
Sliced bread & bread rolls
Packaged sweet or dry biscuits
Alcoholic and non-alcoholic beverages wine, beer, juices, coffee and tea.
In order to be effective in room service you should spend some time familiarising
yourself with the items that are available, and how they are packed and presented.
Some items are specifically bought-in for room service use, and the use of portion-
control packs/units (known as PCs), is usual.
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Check with colleagues or management to find out where replacement stocks are kept,
and if it part of your job to re-order stock: if you are responsible for re-ordering find out
how its done.
In addition, the exact nature of preparation done by room service staff will vary between
properties: some establishments will require room service staff to provide basic food
preparation, while others insist that kitchen staff do all the food preparation.
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Slide
19. Various pieces of equipment are used in the room service area and your role may
require you to be involved in its preparation.
Some of those items may include:
Trolleys and hot boxes
Food trays
Tray covers generally a linen cloth or paper cloth (non-slip type)
Cutlery entre and main knives and forks, soup and dessert spoons, teaspoons
Specialist cutlery fish knife and fork, steak knife, etc.
Crockery various plates, bowls and jugs
Glassware for juices, water, beer, wine and champagne
Tea and coffee pots
Hot water pots
Plate warmer/covers
Salt and pepper shakers
Bud vases
Bread baskets
Pen and order forms (always have two pens)
Ice buckets
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Newspaper holders
Serviettes
Copies of menus and beverage listings
Toasters.
In addition, there may be items of fixed equipment in the still room that you will be
required to prepare, such as espresso machines, hot water urns, toasters and coffee
machines.
Demonstrate the equipment and how it is stored.
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Slide
20. The exact procedure to take when setting up trays can vary according to the type and
extent of the order being prepared.
The equipment found on individual trays should, of course, exactly match the needs of
the particular order: if a tray is delivered that is missing a certain item it is very
embarrassing, highly inconvenient and takes quite a bit of time to rectify.
Trays can be set up for 4 to 6.
Example of the dinner tray:
Cutlery knife, fork, soup spoon , teaspoon
Serviette
Side plate
Glasses for non-alcoholic and/or alcoholic beverages
Coffee or tea cup and saucer
Milk jug
Bud vase
Ice bucket
Salt and pepper.
With actual food service items students to set up trays and /or trolleys in standard
settings.
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The breakfast tray:

Cutlery knife, fork, dessert spoon, teaspoon
Serviette
Bowl
Side plate
Juice or milk glass
Coffee or tea cup and saucer
Milk jug
Bread basket
Bud vase
Newspaper holder
Salt and pepper.
Note: Breakfasts are commonly selected from one of 3 types Continental, American or
full la carte and the type of breakfast chosen by the guest has a major effect on how
the tray is set.
A Continental breakfast is a small, light breakfast usually comprising croissants, Danish
pastries, butter and jam, tea and coffee, and perhaps fruit juice.
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Slide
21. When selecting service equipment for room service you must always be on the lookout
for equipment that is:
Damaged
Unclean
Unsafe.
If a piece of equipment falls into one of the three categories above, it should be
removed from the service area immediately.
The next step to take will depend on the actual problem, and house policy.
Examples of what to do in some situations:
If a piece of crockery was found to be chipped or cracked it should be wrapped up in
newspaper and disposed of.
If a piece of glassware was found to be dirty, it should be returned to the bar for
cleaning.
If a toaster was found to have a frayed cord, it should be immediately removed from
service
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Slide
22. Check the items on the tray against the order that has been put in. This can be
advisable as the person who serves the order may not be one the guest spoke to.
Detailed checking against the full order can prevent confusion over the order or avoid
disputes.
It is unlikely that a deliberate error has been made, but human error can occur, and it is
too late to realise this mistake when you are upstairs and in the guests room.
Much of the food plated for room service will have a cover over it and it is part of your
job to remove that cover and visually check the dish to ensure it is what was ordered.
In addition, your check should ensure:
Special requests have been complied with if no chilli was part of the order,
check to see it has been done
Vegetables have been served how ordered, and not sauced or salted
That the bread rolls and the butter are there, remember room service has to provide
the same standard as a restaurant.
That all the courses are present
That the dishes look presentable no sauce/spatter marks on the plates, no
cracked crockery
That hot dishes are hot, cold dishes are cold, and frozen dishes are frozen
That appropriate garnishes have been added or provided separately for addition on
delivery.
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Where there is any deviation from perfection it must be quickly brought to the notice of
the chef (or other person responsible) and rectified. Remember that the hot food is
cooling down and the cold food heating up so speed is critical given that it will take an
additional couple of minutes to get it to the guests room: naturally you will have to be
diplomatic when pointing out shortcomings with the dishes, but in establishments where
room service is common, the kitchen staff should be aware of the nature of your
problems and respond accordingly.
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Slide
23. Trainer advises students this element identifies how to provide for room service.
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Slide
24. Trays and trolleys must also be set up so that they are:
Balanced
Safe
Attractive.
When stacking a room service tray you have to bear in mind that you or someone else
will have to carry it, either up to the room or into the guest room.
This means that it must be balanced to avoid the likelihood of dropping it, or of its over-
balancing: given that room service is a special service for most guests there is an
expectation that we deliver it professionally, and spilling the contents of the tray all over
the floor is not part of their expectations!
Safety in all aspects of the job is a necessity and the provision of room service is no
exception: trays should be stacked and trolleys loaded so that no injury can be
sustained by staff or guests.
Be on the lookout for protruding items, and take special care with hot items especially
hot liquids as well as sharp utensils and glassware.
It is often said that eye appeal is buy appeal and this definitely applies to room
service. The tray presentation must be attractive that is to say, it needs to be ordered,
uncluttered, clean and professional looking.
Where you believe that there is too much on a tray, you should use a second tray.
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The actual arrangement of food on the plate may be the responsibility of the kitchen, but
everything else is down to you and remember that guests are paying a premium for
room service so they expect a little bit extra for their money.
Add those little extras that make room service special they will be specified by your
establishment, but may include flowers/bud vase, doilies and napkins, a newspaper,
and complimentary after-dinner mints or petit fours.
And finally, trays should be able to be carried in one hand if hand delivered individually,
leaving the other hand free to push lift buttons, knockout doors, etc.
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Slide
25. Check delivery route:

Room service may have to share lifts and corridors with other departments care has
to be taken to ensure smooth passage.
Timing:
Take the quickest most efficient route.
Care to preserve the appearance:
Try not to bump or spill the items.
Students should be able to practice carrying trays. Trays set up with liquid and plates
with food or substitutes such as dried peas or rice
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Slide
26. Before entry:

Check correct food and beverage
Cutlery, glassware and crockery
Ancillaries sweetener or tray card
Any special instructions.
1. Knock & announce Room Service

Wait for an answer.
Try again
What actions to take if the guest does not answer?
Hotel policy will dictate actions
2. Verbal contact with guest
Good *******Sir or Mr. Withers How are you today? May I leave your meal
here?
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27. Position tray/ trolley in normal place.

Do you leave the food on the tray or trolley or unpack it?
There is usually a standard position in the room to place the tray but the guest may
want it somewhere else.
After being granted permission to enter the guests room, you may enter
The guest should be thanked, and greeted politely: perhaps a comment about the
weather would be appropriate given the circumstances and the nature of the person
When entering a room it should be borne in mind that you are entering a room for
which the guest is paying money - it is in reality, their room
Therefore you should do the job you came to do and nothing else
Do not stare at anything you may see in the room this includes people, items and
paperwork
Do not offer unsolicited comments on anything you may see, hear or be exposed to
Deliver the tray, serve it, clear up (where necessary), and leave: keep yourself to
yourself unless the guest wishes to engage you in conversation, ask questions or
otherwise pass the time of day
It goes without saying that your presence must be appropriate in all
circumstances, as widely different as those circumstances are likely to be:
essentially, you should aim to spend the minimum amount of time in the room,
without being rude.
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Re arrange furniture staff may need to move items to better accommodate the room
service equipment
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Slide
28. Having entered the room place the tray/s down, in consultation with the guest, asking
the guest where they would prefer things put. All hotels or resort rooms will have a
preferred place to position the tray a standard position, a coffee table or ledge or a
place in the room which accommodates the trolley best.
Positioning will depend to a very great extent on the layout of the room, and the in-room
furniture remember that some rooms have balconies, and that some open out onto
the pool or other leisure areas.
The guest may prefer the tray to be placed on the dining table, or on the office desk, or
coffee table.
The room service attendant should place the tray in accordance with the guests
requests, without showing any disapproving signs after all, it is the guest who is
paying!
Where a trolley is used, the guest should again be asked where they would prefer it to
be positioned.
In many instances, the guest will reply along the lines, Oh, just put it anywhere! in
which case you must be prepared to determine quickly where it should go, all other
things considered.
If the guest has articles all over the table, perhaps the desk is the best option, and so
on.
If there is a balcony complete with table and chairs - and the weather is fine you could
enquire as to whether that would be suitable.
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Slide
29. Room service food and beverages should be served with the same level of skill as food
and beverage is served in the dining room and restaurant.
If you are required to set the table for the meal, you should do so in the same way as in
the restaurant, and to the same standard: many room service staff believe that because
their work is confined within a closed guest room.
All normal table setting items should be set crockery, cutlery, salt and pepper, flowers,
ice bucket, glasses, and napkins. Care should be taken to ensure the cleanliness of all
items, and a final check given to the table to see that it is in balance, and has an overall
appeal.
Hot Dishes with cold garnishes /adding salad dressing / carving smoked salmon
List of dishes and identify what and which ones would need assembly or carving.
Advise the guest on where to leave the used tray for collection. Some establishments
prefer guests to ring room service; some prefer to have the tray/trolley left outside the
room: in some cases room service will return and clear the room the next day.
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Slide
30. Room service staff may have to set up long bars and work dispensing mixed drinks and
wine.
Room service of beverages should be served with the same level of skill as food and
beverage is served in the bar or restaurant.
The sequencing of the drinks service should be the same as a restaurant meal.
Staff to open wine bottles and pour wine
Organise ice buckets or wine bottle coolers
When staff leave they should check the guest can reach the wine to re-pour.
Room Service staff may need to serve hot beverages, such as tea or coffee, if they are
in a pot or dispenser. With new technology espresso coffee may be brewed in the
guests room or Butlers pantry. The service of hot beverages requires attention to detail
with appropriate milk, sugar or sugar substitutes.
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Slide
31. Trainer advises students this element identifies how to present room service accounts.
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32. Checking account documentation is usually done prior to delivering the tray/trolley.
It involves:
Checking to ensure that only what is delivered is charged for
Items that are advertised as being free of charge are not charged for
Ensuring that any special deals that may apply via package deals have been
factored in
Checking that correct prices have been used
Making sure that all extras that can ethically be charged for, have been included
Ensuring the accuracy of all extensions and additions
Check how the guest will pay, charge to room account or pay on receipt and by
cash or card
Checking the room number and guest name are as recorded on your guest sheet.
The use of a calculator for checking extensions and additions is recommended.
Account Docket/bill should include:
Room Number
Name
Account type
Delivery time /date
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List of items + cost

Total cost
Receipt of order and method of payment option.
Show students some samples of cash register dockets or accounts
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33. Most room service deliveries will require a signature from the guest for the items
delivered.
The room service docket is the only record the cashier has to validate that the charged
amount has been paid.
The docket could be considered invalid if it does not have a signature:
Etiquette of conversing with the guest, offering a pen asking for the signature
Payment option Charge to room
Cash payment on delivery
Credit card payment
Voucher payment or third party payment.
ASEAN 2012
Trainer Guide 65
Slide
34. Payment option Charge to room

Enter amount onto guests room accounts
Cash payment on delivery
Most room service deliveries will require a signature from the guest for the
items delivered. Cash taken to cashier and a receipt and any change returned
to the guest as promptly as possible
Credit card payment
Take details of the card and process or staff may have a portable EFTPOS
machine
Voucher payment or third party payment
Verify the vouchers date and entitlements.
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66 Trainer Guide
Slide
35. Trainer advises students this element identifies how to clear room service.
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Trainer Guide 67
Slide
36. On request of guest:

Guests ring or message room service they have finished their meal.
During floor check:
Room service staff walk the corridors to systematically collect trays and trolleys left
outside guest rooms.
Notification from other departments:
Housekeeping, porters, security or maintenance even management staff may
communicate the need to collect trays and trolleys.
Check all items are returned:
Check all items delivered are collected.
Once the trays and trolleys have been collected from the rooms and floors, they need to
be returned to the room service area for dismantling and cleaning.
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68 Trainer Guide
Slide
37. Sometimes speed is essential, especially where there is a heavy demand on limited
resources.
House rules will vary between establishments, but the following is a guide:
Unload all trays from the trolley
Empty rubbish into bin
Check operational condition and safety of trolley
Clean and sanitise trolley
Store trolley, or forward to kitchen for immediate re-use
Unpack trays it is usual to group activities/items in order to save time and walking
Empty waste direct into rubbish bin this includes all food returned on the trays
without exception
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Trainer Guide 69
Slide
38. Housekeeping:
Special food requests, mini bar refills, advise on dirty trays or trolleys, dirty linen
and clean linen supply.
Porter:
Mail or messages, newspapers, advise on dirty trays or trolleys.
Security:
Advise on dirty trays or trolleys, assist with payment.
Maintenance:
Advise on dirty trays or trolleys assist with guest requests, such as special
equipment.
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70 Trainer Guide
Slide
39. Trainer advises students this element identifies how to maintain readiness of room
service.
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Trainer Guide 71
Slide
40. Cleaning trolleys:

Removal of food dirt and scraps, equipment, needed detergents, cloths and
brushes.
Different surfaces and analysis of any maintenance needs.
Storage of trolleys:
When storing trolleys, dont store trolleys in walkways, doorways or passages.
Maintenance of trolleys:
Prevent damage by storing and cleaning the trolleys according to the manufacturer
instructions.
Practical activity
Using a trolley, demonstrate the process of cleaning and storing or collapsing trolleys
ready for storage.
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72 Trainer Guide
Slide
41. Stack dirty/used crockery and cutlery together for future removal to dishwashing area,
or unload directly to dishwasher trays or ready for hand washing.
Some items need to be soaked or polished.
Stack or group glassware for future removal to bar
Remove and replenish condiments clean as required
Remove and store other items bud vases, etc.
Clean and sanitise trays
Store trays for next use
Fill in maintenance report where any items require attention, and forward as
appropriate.
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Trainer Guide 73
Slide
42. Everything must have a place, and everything must be in its place: the nature of room
service (sometimes 24 hours-a-day) means that this state of readiness has to be
maintained at all times to cater to Guests requests.
This preparation involves re-stocking equipment, as well as food and beverage items,
including:
Trays
Crockery, cutlery and glassware
Linen
Condiments, sugar, sugar substitutes, coffee crystals, tea bags, coffee sachets
Bud vases and other table items
Paper products
Portion control food items
Beverages
Linen and stationary items.
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74 Trainer Guide
Slide
43. Class Activity Discussion

The Trainer may want to summarise the steps in the slide to end the formal training.
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Trainer Guide 75
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76 Trainer Guide
Recommended training equipment

Room Service Collapsible Trolley
Table Linen
Cloths
Serviettes
Tray Cloths (non-slip)
Trays
Newspaper holders for trays
Bud Vases
Salt & Pepper Shakers
Condiments
Cutlery
Crockery
Glassware
Room Service Menus
Food or Food replicas
A range of portion pack items
Access to a Hotel room
Several telephones for order taking and option for hand-free operation
Computers
Access to property management software (e.g. Opera)
Cash register for recording amounts connected to property management system
Account Templates
Order form templates
Tele-sheet templates for doorknob breakfast orders
Pens
Students should be in standard uniform for practical skills.
ASEAN 2012
Trainer Guide 77
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78 Trainer Guide
Instructions for Trainers for using PowerPoint Presenter View
Instructions for Trainers for using

PowerPoint Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
ASEAN 2012
Trainer Guide 79
Instructions for Trainers for using PowerPoint Presenter View
ASEAN 2012
80 Trainer Guide
Appendix ASEAN acronyms

AADCP ASEAN Australia Development Cooperation Program.
ACCSTP ASEAN Common Competency Standards for Tourism Professionals.
AEC ASEAN Economic Community.
AMS ASEAN Member States.
ASEAN Association of Southeast Asian Nations.
ASEC ASEAN Secretariat.
ATM ASEAN Tourism Ministers.
ATPMC ASEAN Tourism Professionals Monitoring Committee.
ATPRS ASEAN Tourism Professional Registration System.
ATFTMD ASEAN Task Force on Tourism Manpower Development.
CATC Common ASEAN Tourism Curriculum.
MRA Mutual Recognition Arrangement.
MTCO Mekong Tourism Coordinating office.
NTO National Tourism Organisation.
NTPB National Tourism Professional Board.
RQFSRS Regional Qualifications Framework and Skills Recognition System.
TPCB Tourism Professional Certification Board.
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Trainer Guide 81
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82 Trainer Guide

TG Provide Room Service Final

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Provide room service

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 19

Recommended training equipment ................................................................................. 77

Instructions for Trainers for using PowerPoint Presenter View ..................................... 79

Appendix ASEAN acronyms ........................................................................................ 81

Competency Based Training (CBT) and

Competency Based Assessment (CBA)

Makes effective use of resources A variety of teaching resources can be employed

Competency Based Training (CBT)

Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

UNIT NUMBER: D1.HBS.CL5.13

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Take and process room service orders Unit Variables

Prepare for in-room service may include:

Serve food items may include:

Serve beverage items may include:

Present room service account may include:

Process payment of room service account may include:

Undertake ancillary duties may include:

Critical Aspects of Assessment

Key Competencies in this Unit

Key Competencies Level Examples

Collecting, organising and analysing 2 Obtain room service product knowledge;

Using mathematical ideas and 2 Calculate and process guest accounts

Solving problems 2 Negotiate with guests where requests cannot be

Using technology 2 Use intra-house communication systems; use

Notes and PowerPoint slides

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5. Class discussion - What is Room Service?

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6. Problems with Room service:

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8. Attributes of a room service attendant:

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9. What kinds of Room service are there?

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How is this helping the guest?

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14. Order form to include:

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However, if the order is to be prepared during another shift, such as a breakfast

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Wine store, wines and bottled drinks

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The breakfast tray:

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