2009

EDINBURGH
NAPIER
UNIVERSITY
BUSINESS
SCHOOL

GROUP VI

08014934--------SAURABH DE

08014937--------REEMA DUTTA GUPTA

08014938--------SOUMYADIP GUPTA

08015439--------PUNAM GARU

08015440-------MRIDUL GUPTA

[HOSPITALITY SUPERVISION AND

TRAINING SKILLS]

[ REPORT ON:-
“Required to produce a detailed plan
for delivering the session. It should follow the “4 P’s”
model of prepare, present, practice and put to work.]
 HOSPITALITY SUPERVISION AND TRAINING SKILLS

GROUP VI

CONTENTS PAGE

TOPIC PAGE NUMBER

1) ABSTRACT 2

2) INTRODUCTION 3

3) TRAINING 4-6

4) CONCLUSION 7

5) REFERENCE 8

6) APPENDIX 9 - 10

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ABSTRACT

The report deals with a designed plan to designed to deliver a 15 minute coaching
session to demonstrate a particular hospitality skill. The skill chosen to be
demonstrated through role play is the pre-preparation of turned potatoes. The
training plan is based on four step training – prepare, present, practice and put to
work. In this 15 minute training plan, the trainees would be briefed, given a
demonstration of the skill to be developed, asked to practice and apply the skill
learned in operations. It also includes the learning objectives.

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GROUP VI

INTRODUCTION

The report constitutes developing a training plan to teach a particular professional

skill to a group of trainees. This plan is designed for a 15 minute coaching session
based on the four-step training programme given by Wagen and Davies (1998). The
skill to be learnt is the pre-preparation of ‘turned potatoes’. The four steps include
Prepare (plan for training), Present (to demonstrate and explain), Practice (observe,
practice and ask questions) and Put to work (monitor and assess efficiency).

The training plan will be conducted through role play and a five member group would
be performing the role play. The learning objectives are briefed to the trainees. This
includes knowledge of potato characteristics, hygiene standards to be maintained,
ways of handling the knife appropriately and implementing the training into
operations. Turned potatoes are medium – to small size potatoes which are peeled
and then shaped into barrel shapes.

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TRAINING

Training is, “the term training refers to the acquisition of knowledge, skills and
competencies as a result of the teaching of vocational or practical skills and
knowledge that relate to specific useful competencies.”

SOURCE:www.google.co.in/search?
hl=en&defl=en&q=define:training&ei=N5jdsbydHYueMs-
UXdUN&sa=X&oi=glossary_defination&et=title [Accessed On 09/04/2009]

FOUR STEP TRAINING:

According to Wagen and Davies(1998), careful planning is essential once the

training need has been identified. The four step training process is a reliable formula
for training staff at operational level. The four steps are:

• Prepare (plan for training)

• Present (show and explain why)

• Practice (observe, practice and ask questions)

• Put to work (monitor and assess competence)

PREPARE

According to Wagen and Davies(1998), the number of things need to be organised

which includes the location and the resources required for the training session. In
this stage trainees need to be informed what they will learn, why is it required, how
training will progress and how their performance would be assessed.

 The location is the Institute’s training room where a dummy kitchen

table will be set up. The resources required include, 1kg potatoes, 1 kitchen

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GROUP VI

table, three chopping boards, 4 knives and two peelers, 2 bowls of water,
duster, gloves and a dustbin.

 The trainees are told that they will be taught the pre-preparation of
turned potatoes. They are taught how to select the right type of potato to be
turned and the exact size and shape to be cut. The trainees are expected to
‘learn by doing’ and maintain proper hygiene standards.

 Barriers of learning include lack of basic cutting skill and holding of

knife of the trainees appropriately.

PRESENT

According to Wagen and Davies (1998), this particular step of training focuses on
showing and telling. It involves how to show a trainee to work logically and slowly
and at the same time explaining the reasons why these steps are important.

 The trainees need to be shown the step by step process how to

proceed and acquire the end product – turned potatoes.

 At the start the trainees are demonstrated that they are required to
wash their hands and wear gloves – this trainees are made to understand that
personal hygiene is of utmost importance

 Then they are taught how to select the appropriate type and size of
potato – herein the trainees learn the characteristics of potatoes.

 Then they are shown how to wash and peel and turn the potatoes –
here the trainees are explained about safety, correct handling of equipments
and washing of ingredients.

 The trainees are then asked to practice what they have been taught.

PRACTICE

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According to Wagen and Davies (1998), this step involves making the trainees
practice what they have learned. This would also include clarifying any doubts the
trainees have. The trainer assessing the trainees needs to give positive feedback
and encouragement to motivate them. If time permits, the trainees are given more
than one chance to practice.

 The trainees practice what they are taught and are encouraged to ask
questions regarding the particular professional skill.

 The trainer also asks the trainees some questions in order to clarify
whether they have understood the entire skill thoroughly or not.

PUT TO WORK

According to Wagen and Davies (1998), learning comes with repetition and it
develops over time. The training plan takes into account the observation points and
questions to be asked once the trainee has carried out the task a number of times. In
this way, the supervisor can evaluate whether the training has been successful in the
long term and whether the trainee is competent

 The trainees would be putting their new skill into practice during kitchen
operations.

 The trainer would monitor the trainees until they reach the required level of
competency. (Source : Napier CD)

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CONCLUSION

In a hospitality organisation, training involves ‘learning by doing’. The training

requires careful planning. This report includes the 15 minute coaching session to
learn a particular professional skill. The skill chosen to be taught is ‘pre-preparation
of turned potatoes’. This plan has been prepared based on the outline of the Four-
step training given by Wagen and Davies (1998).

This plan is demonstrated through role play. The 5 members of the group will be do
the role play of trainers and trainees in the Institute’s training room. There will be
briefing, demonstration, learning objectives, subsequent practice sessions and
feedback. The report can be concluded by saying that the training will be successful,
when the trainees achieve competency through continuous practice and through
assessment by the trainers.

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REFERENCES

• Van Der Wagen, L. & Davies, C., 1998. Supervision and leadership in tourism
and hospitality. London: Cassell.

• Arora, K.(2006). Theory of cookery. New Delhi: Frank Bros & Co.

• www.google.co.in/search?
hl=en&defl=en&q=define:training&ei=N5jdsbydHYueMs-
UXdUN&sa=X&oi=glossary_defination&et=title [Accessed On 09/04/2009]

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APPENDIX

TRAINING PLAN

1. TOPIC – Training of pre-preparation of turned potatoes.

2. LEARNING OBJECTIVE –

• Personal hygiene

• Selection of potatoes which do not have deep eyes, irregular

shape and do not have any discolouration during peeling and trimming.

• Safe handling and usage of knives

• Keen observation skills

• Time management skills

• Cleanliness of work area

• Practice till perfect

3. EQUIPMENTS AND TOOLS USED - 1kg potatoes, 1 kitchen table, three

chopping boards, 4 knives and two peelers, 2 bowls of water, duster, gloves
and a dustbin.

4. METHODOLOGY – The training plan is developed based on theory from

books and the presentation through role play has been developed with help of
the chefs from the Institute. The trainer and assistant trainer are the sous chef
and chef de partie respectively. The trainees are the subordinates in the

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kitchen who are going to learn the skill. The members doing the role play are
as follows:

• SAURABH DE – trainee

• LAXMIKANT DUBEY – did not participate

• REEMA DUTTA GUPTA – assistant trainer

• PUNAM GARU – trainee

• SOUMYADIP GUPTA – trainer

• MRIDUL GUPTA - trainee

5. TIMELINE/SCHEDULE –

10:00 AM to 10:03 AM – Briefing and introduction

10:04 AM to 10:08 AM – Demonstration

10:09 AM to 10:15 AM – Practice, questions and feedback

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