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Faculty: HUMAN SCIENCES
Department: HOSPITALITY, TOURISM & PR MANAGEMENT
Module Title: WORK INTEGRATED LEARNING (THEORY)
Module Code: HVELA1A
Compiled by: E ZWANE
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VAAL UNIVERSITY OF TECHNOLOGY MISSION
"The Vaal University of Technology is committed to the development of higher education through:
1. Teaching: to achieve excellence in the teaching and learning endeavours by developing entrepreneurial and technological skills.
To enhance the quality of campus life through a variety of culture, sporting and personal development programmes, in the interest of Nation building.
2. Research: to generate bold, innovative and relevant research through active partnerships.
3. Community Services: to empower our community by sharing knowledge skills and resources.
All these functions will be enhanced by international partnerships in order to meet needs of stakeholders of a democratic society"
DEPARTMENTAL CONTACT DETAILS
Address: Vaal University of Technology Faculty: Human Sciences Department: Hospitality, Tourism & PR Management Private Bag X021 VANDERBIJLPARK 1900
Tel: 016 950 9279
Fax: 016 950 9788
Email: [email protected]
NB! WHEN TRAINING IS COMPLETED THIS LOG BOOK MUST BE RETURNED
BACK TO THE INSTITUTION WITH THE REQUIRED INFORMATION.
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PREFACE
A MESSAGE TO THE STUDENT
Welcome to a very interesting phase of your studies. This period of training will help you get experience on your field of study.
By now you are in the fortunate position to be at an institution of your choice for experiential learning. Do your best and give full co‐operation to your mentor (supervisor). You still have a lot to learn and your future depends on your attitude towards your vocation.
Please read the information supplied in this document and make sure you fully understand what is expected of you. How well you progress depends on you, and will reflect on your academic record.
You are not allowed to belong to any workers union, and not to fall under the new labour relations act of 1988, nor become part of the head count. Student training can be terminated with immediate effect due to the underlined clause. Should you encounter problems please contact your WIL lecturer at the Vaal University of technology Mrs. E Zwane at (016) 950 9279/9460 or the Co‐Operative Education Mr. Simon Mohlala at (016) 950 9343/9496
A MESSAGE TO THE MENTOR
Thank you that you are willing to undertake the training of students.
We kindly request the mentor to orientate the student at the beginning of each experiential training period. Induction is seen as an important start to the successful completion of the experiential training. The role of the mentor is of critical importance, during this time and throughout the training process. Induction means providing the student with all the basic information about the employer. They need this to perform their job satisfactorily.
The aim of the induction is:
To ensure that the student can start his/her experiential training without delay, To reassure the student and To create realistic training expectancy.
NB! Students are not allowed to belong to any workers union, and not to fall under the new labour relations act of 1988, nor become part of the head count.
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SUGGESTED GENERAL INFORMATION THAT CAN BE INCLUDED IN AN ORIENTATION PROGRAMME The following can be included in the orientation programme.
• Information about the organization • Procedures and policies of the company • Working hours • Remuneration ‐ if any • Public holidays • Benefits‐if any • Hygiene and safety policies • Facilities • Labour relations • Tasks and responsibilities • Introduction to staff • Job description
The mentor is requested to supply the students with manual that includes information such as working hours ,correct clothing, availability of transport, meals and tea times, lunch included or not, overtime and remuneration.
WORKING HOURS Students are allowed to work a minimum of 40 hours and a maximum of 45 hours per week. Hours of work can be determined by the employer according to the needs of the institution. If the student have to work more than the prescribed hours per week, some sort of compensation must be given to the student as agreed upon by both the employer and the student. PUBLIC HOLIDAYS Work on public holiday and leaves will be left to the discretion of the work place. Remuneration must then be handled according to the company policy. RESPONSIBLE LECTURER The details of the lecturer who is responsible for student during training are listed below. The mentor should not hesitate to contact her at anytime should need be. The lecturer will be responsible for monitoring the student at least once during their training. Contact details: Mrs. E. Zwane (Lecturer / WIL Coordinator) Tel: 016 950 9460 (office) Email: [email protected] Cell: 083 283 4372 Fax: 0866128270 Tel: 016 950 9279 (Departmental Secretary)
Fax: 016 950 9877(Departmental Fax)
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TABLE OF CONTENT PAGE NO.
1. Introduction 6
2. Policy: Experiential learning 6
2.1 University (Department: Hospitality, Tourism & PR Management) 6
2.2 Employer 7
2.3 Student 7
3. Terminology 8
4. Registration for experiential learning 8
5. Monitoring of students during experiential learning 8
6. Evaluation during experiential training 8
6.1 The mentor 8
6.2 The student 8
6.3 Submission of assignments 9
6.4 Weights 9
7. Registration for experiential learning 9
8. Purpose of experiential learning 9‐10
9. Compulsory uniform items 10‐11
10. Training Schedule 11‐12
11. Conclusion 12
12. Assignments 12
12.1 Case study 13‐18
12.2 Housekeeping and Customer care 18‐19
12.3 Function planning 20‐21
12.4 Recipe development and preparation 21‐22
13. Submission of all the assignments 23
APPENDIX A: Monthly Evaluation Form 24‐27
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1. INTRODUCTION.
We trust that your Experiential Training period will be an enriching and informative experience. This training forms part of the total education and training to be received by the student. This has a dual purpose, namely to attain the international recognition of tertiary level (vocational qualification) and being able to first the challenges that the student will meet in the work place
The guidelines as set out in this document, will intend to assist employers in structuring experiential learning programmes for students in training. The guidelines have been drawn up in a general manner to cater for a large scope of activities.
Remember you are now exposed to industry and its real challenges. It is important for you to observe, and make notes of standard organizational procedures during the course of the activities.
Students are not allowed to change from one company to another, except in case of a large corporate organisation where the emphasis might be on rotation between units in order to expose the student to a variety of food service activities. This should however be done in consultation with the VUT WILL coordinators and Industry mentors.
We sincerely trust that employers and students will find this document useful and we welcome any recommendations employers and students may have towards improving it.
Students are thankful for the opportunity to apply their knowledge and talents to practice and hope to contribute to the success of the institution that are employing them. The development of individuals' confidence and skills is designed to ensure that trained personnel are available to meet the demands of Industry.
2. POLICY: EXPERIENTIAL LEARNING
The purpose of experiential learning is to provide trained manpower, which possesses the appropriate ratio of academic and practical skills, as well as sound work ethics to satisfy the requirements of the food and hospitality industry.
Experiential learning enables a student to apply the theoretical knowledge previously obtained and provides the opportunity to develop skills required to achieve success in their chosen careers.
Theory and practice as offered by the University and the employer, forms the basis of Co‐operative education where the various stakeholders are closely involved in each other's field of responsibility.
Experiential learning refers to that component of the co‐operative education which can mainly be conducted by the employer.
2.1 University (Department: Hospitality, Tourism & PR Management)
The University provides a programme relating to the particular experiential learning, and field of study.
The University will provide the general guidelines for experiential training relating to specific educational programs and assignments.
It is primarily the task of the University to ratify the experiential training with
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special reference to applicability and acceptability, when awarding a diploma.
The University supplies a list of suitable employers which could provide a student with experiential training.
The Lecturer will monitor the students at least once during the training period and take part in the evaluation of experiential training in collaboration with employers and accordance to SENATE regulations.
The university will request the student to present ASSIGNMENTS and EVALUATION FORM on dates specified by the lecturer.
The University may expect a student to present himself/herself for an interview to monitor progress and help solve problems.
The employers’ facilities and programmes for experiential training must be approved by the department, to ascertain whether the programme relating to experiential training is executed according to guidelines.
2.2 Employer
On completion of the experiential learning, the Final Evaluation Form must be signed by an authorized person and (or mentor) the employees official stamp placed on the document, and declaration letter that training was successfully completed.
The employer must return the prescribed evaluation form of experience acquired in which it is stated that the student has met the requirements of the experiential learning, and he/she be considered for a diploma to Department: Hospitality, Tourism & PR Management in the Faculty of Human Sciences.
2.3 Student
Student should submit reports or assignments on the day of submission (to be confirmed by the WIL lecturer). No reports will be accepted after submission date.
Students should follow guidelines in their manuals, when completing the report.
NB: MAKE SURE THAT YOU ARE REGISTERED FOR WORK INTEGRATED LEARNING (WIL) HVELA1A IN THE 1ST MONTH OF THE SEMESTER. Registration of experiential learning is done at the Co‐operative Department.
Students should report to the assigned company at 08H00 on the first day, and remember first impression last. DO NOT BE LATE.
Student should be properly dressed in their corporate uniform and should have a name badge on.
Mrs. E. Zwane is the lecturer responsible for you while you are doing your training and her contact details are attached in the log book (page 4).
No student is allowed to go on training being pregnant or fall pregnant during training and if a student falls pregnant during training her training will be terminated. This is because the company will not be held responsible should anything happen to the baby and the mother. Secondly pregnancy will affect the outcome of the training, as some tasks may not be well executed due to the situation of the student.
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3. TERMINOLOGY
Experiential learning: Time the student should be involved in prescribed practical work at an approved institution. During this time it is expected from the student to observe and be part of total operating unit.
Mentor: A recognized supervisor who is selected by the University in conjunction with the industry, will act as mentor. Students will conduct their practical assignment and monthly progress reports under the supervision of the mentor.
Institution: An approved work place selected for training purposes with the appropriate facilities and staff.
Experiential Learning Programme: This is a document which a student receives, to assist the student and Mentor during the training period. It contains all the details regarding the practical work to be done at the institution.
4. REGISTRATION FOR EXPERIENTIAL LEARNING
Registration takes place at the University with the period time limits.
NB! REGISTRATION MUST BE DONE WITHIN THE FIRST MONTH OF TRAINING
The Vaal University of Technology regards experiential learning as a full campus component for the completion of National Diploma, with an applicable registration fee per training period. Enquiries should be made at the Department: Hospitality, Tourism & Public Relations Management or Department Co‐operative Education.
Should a student fail to register for any semester during the experiential learning period, they will fail to graduate on time. The training will therefore not be acknowledged as complying with the prerequisites for the specific course.
5. MONITORING OF STUDENTS DURING EXPERIENTIAL LEARNING
All learners doing experiential learning will be visited at least once during the period of experiential learning.
Experiential learning lecturer will visit the students together with other lecturer. Should a problem arise during experiential learning the lecturer should be contacted immediately. Mentors and learners must therefore communicate all problems to the experiential learning lecturer. The WIL lecturer will inform the learners about visiting dates and it is of the student responsibility to inform mentor well in advance.
6. EVALUATION DURING EXPERIENTIAL LEARNING
6.1 The mentor
Students are to perform tasks for their practical assignments under the supervision of a mentor who is responsible for guidance. Completion of evaluation form should be done on a monthly basis.
6.2 The student
The training programme is of such nature that it will instruct the student as to what is expected during the experiential training period. It is compulsory for the student to submit the chosen assignment to the Mentor and ensure that monthly progress
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reports are accompanied by the evaluation form signed by the Mentor. Should problem arise with regard to the programme which cannot be resolved with the respective Mentor, students are welcome to contact the lecturer during office hours. It is of the outmost importance student perform the prescribed tasks personally, and in due time.
6.3 Submission of Assignments
It is essential that practical assignment be of a high academic standard.
All assignment should be submitted and hand delivered to the WIL lecturer in the Department of hospitality on or before the specified date. It is the student’s responsibility to make copies of the assignment incase anything goes wrong. Students should consult their mentor with regard to the assignment and the mentor should indicated that he/she did see the assignment by means of a signature before the assignment can be submitted to the University. All work should be checked for correct spelling before submission for evaluation.
The assignment and monthly progress report should contain details of all tasks allocated to the student during the month or stipulated period. All assignments should be typed, no hand written assignments will be acceptable.
6.4 Weights
The assignments and training will count 100% to make the total mark that will be given for the experiential training.
7. APPROVAL OF INSTITUTION FOR EXPERIENTIAL LEARNING
Interaction between the student, the employer and the educational institution is of the outmost importance in career — orientated training.
7.1 The training must be structured in a manner that students are exposed to the different fields as specified in the syllabus for experiential training.
7.2 Personnel overseeing the training of students must be adequately trained and have relevant experience to act as Mentors.
Mentor must supervise and evaluate the work of students continuously.
Adequate facilities must be available to give students hands‐on experience in the workplace.
The assessment of the student's experiential training will be carried out in accordance with the guidelines, norms and criteria as stipulated by the Vaal University of Technology and employers.
7.3 The organization should be actively involved in the co‐operative education programmes of the Vaal University of Technology. Representation on the Advisory committee is also recommended. The University will inform members about the meeting.
8. PURPOSE OF EXPERIENTIAL LEARNING
Experiential learning should be considered equally as important as the structured theoretical learning. The experiential programme is career orientated and aim at integrating academic learning and skill application. The learning programme include of:
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Competence in the performance of a limited range of work activities, most of which may be routine and predictable.
Competence in a range of work activities, cross a wide variety of context. Some of the activities are complex or non‐routine and there is some responsibility or autonomy.
Student exposure to industry.
Student been provided with opportunity to obtain practical experience.
Student exposed to the work ethics and responsibilities required by their relevant career of profession.
Benefits of experiential learning to the employers
An effective method of identifying potential employees.
A unique source from which casual or temporary employees can be drawn in future.
A closer relationship with the University.
Improves corporate image.
Has the potential to display the student to be highly productive and motivated.
Benefits of experiential learning to the learners
Heightened learning outcomes.
Understanding of the field of study.
Improve chances of employment and increase work experience.
Benefit of experiential learning to the department
Important source of inputs towards curriculum development
Enhance relationship between the industry and the department.
9. COMPULSORY UNIFORM ITEMS
The following items are compulsory for students to take them to work place during the training period.
CORPORATE UNIFORM
Black/Navy blue skirts or pants White shirt
Black/Navy blue blazer Scarf Court shoes
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Black stockings
CHEFS UNIFORM
Chef’s pants Chef’s jacket Chef’s hat Chef’s apron Safety shoes
10. TRAINING SCHEDULE The modules for training for the 3rd years should include the following and be done in detail and they should also be given the responsibility to manage the different departments if possible.
Food Hygiene
Personal hygiene
Occupational health and safety
Facility planning (floor plan and food flow)
Use of equipment
Food production
Customer service
Different diets in hospital
Stock control (receiving and storing)
Issuing
Distinguish food service systems
Food specifications
Management of kitchen staff
House keeping
Accounts
Front desk
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Schedule that can be used for rotation (NB: this schedule is not compulsory and the mentor can rotate students according to the needs of the institution/hotel as long as students get exposure in different sections of the hotel)
Food &Bev Management students
Rotation ProfessionalCookery students
Rotation
Front desk 6 weeks Kitchen 12 weeks
Kitchen 4 weeks Food & Bev 5 weeks
Food and Beverage 4 weeks Banqueting 5 weeks
Housekeeping 4 weeks Maintenance & security
1 week
Accounts 4 weeks
Maintenance and security 1 week
11. CONCLUSION
This document has been devised for the guidelines of both the student and the employer for the experiential training period. We hope this contribute to the understanding, clarity and interaction between the employer, student and University.
12. ASSIGNMENTS Assignments should be typed taking the following into consideration:
Subheading‐ 14 Arial, Bold and Underline Font size for content – 12 Arial Cover page‐ Student name & number, subject name & subject code Name of the topic and the date All the assignments should be submitted in a well‐planned and neatly made
file with proper table of content.
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ASSIGNMENT 1.
Case study
SUPACLEAN
The case of the Really Difficult Customer‐ Featuring Kevin Stander
SupaClean is a large chain of carpet and upholstery cleaners, with over 40 outlets all over South Africa. The company cleans carpets, upholstery and rugs, both on premises and on receipt. In the latter case, SupaClean will also collect small, loose rugs and pieces of furniture, take them away for cleaning, and return them. The nature of the business is such that around 60% of revenue comes from commercial sources, such as hotels, commercial and government offices, and around 40% from private households. In an effort to improve service, SupaClean installed a new computer system designed to cut the customer’s waiting time and simplify the drop off and pick‐up process. But the system was only a few months old when Mr. J.J Hannes van Niekerk, the managing director, received an angry letter from Mr. Kevin Stander, a customer whose small dhurrie rugs had been lost by the new system. Mr. Stander’s letter described his disappointment with SupaClean’s service and the way they handling customer’s complaints. Thus, he demanded redress and apology.
Mr Van Niekerk forwarded the letter to customer complaint office which is managed by Steven Martins, asking for information/clarity pertaining the issue. The response from Steven Martins was that there were extenuating circumstances and suggested that some customer may not be worth keeping.
Letter from Mr Stander to Mr Van Niekerk:
Dear Mr. Van Niekerk
My wife and I are angry, frustrated and disappointed customers. In fact, for a year prior to the recent events, we were exceptionally pleased with your service. When you opened your branch on the corner of Kloof and Union Street we were delighted. Even though you‘re not exactly the less expensive carpet and upholstery cleaners in the area, my wife and I felt that the convenience of the location, the extra hours of operation, and the helpfulness of the staff made up for the costs. That was before you installed your computerised system.
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We are unhappy with SupaClean due to the following reasons:
March 17th: I dropped off a small Persian rug and two large wall hanging at the branch, and I was introduced to the new computer system. I filled out a ‘preference card’ (dry clean, steam clean, brushing, etc) that was entered into the computer. I selected an identification code number (my work number and Identification number)
I even purchased a special, quite sturdy, plastic bag customised with my details which was ideally for next time if I have small rug or other foldable items to be cleaned, all I would have to do was to put them in the bag and drop them off. No waiting in line, no waiting for receipt, and the computer knew what I wanted done. On the pick‐up day, I would just pay, get the bag, and go. Supposedly, this is easy, convenient and time‐saving. Until my nightmare with your company began.
March 31st: My wife stopped to pick up the March 17th order and dropped off the bag with two small Persian rugs in it. Despite the fact that she informed the lady who was helping her that I was already a customer of SupaClean. She insisted that she fill out her own ‘preference card’ and entered that information into the computer.
April 5th: On my way home from work, I stopped in to make a drop‐off and a pickup. Guess what, Mr Van Niekerk? I was told to buy a second special bag if I wanted to use the system every time. I said that this was ridiculous, but the salesperson told me that this was company policy. I had to stand in line and wait for to be serviced again. The great new system required that I fill in the ‘preference card’ again. It took more than 10 minutes. Perhaps you recently haven’t used it personally, but you may be interested to know that your old system was actually faster.
Then, after all the hassle of drop‐off, I told the salesperson that I also have an order to pick up (two small Persian rugs which were dropped off on the 31st of March). She asked me for the receipt. I explained that I had used the new computerised system with the bags, so I didn’t have a receipt. She asked for my identification number. When she punched it into the computer, it said that my wife had picked up the order earlier in the day. When I got home I discovered that my wife picked up only the order of the 17th of March. I asked her about the bag with two small Persian rugs and looked everywhere including the backseat of the car, we finally determined that they are missing.
April 6th: I called the branch from work and explained the problem. The person who answered my call was courteous, apologised, and said that the branch would search for the missing items.
April 9th: I went to the store to pick up the last order (of the 5th of April). I had to wait for almost 20 minutes to be helped with pick up and I asked about my lost rugs. The
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salesperson finally determined that the rugs had not turned up at the store from the plant. Although one of the assistants swore to having seen them, they could also not be found. We next tried to locate them in the computer, only to discover that when my wife and I had chosen identification numbers, she had used our home number and I used my business number. After searching the computer using both numbers, we still turned up with nothing. The salesperson said he would put a tracer on the order back at the plant.
April 17th: I called the store to see if the rugs had been found. There was still no word from the plant. I asked how to pursue a claim for lost items and learned that I should call Mr Steven Martins at the office. I immediately called Mr Martins and was told he was not available. I left a message for him to call back as soon as possible.
April 20th: I called again. Mr Martins was not available. I asked if there was anyone else who could handle a claim for lost items and was told that only Mr. Martins could do that.
April 22nd: Mr Martins called. I told him that I wanted to put in a claim. He was totally unaware of the situation, so I had to explain it to him. He suggested that he would call the branch and the plant to find out if there was any progress. I got the impression that he didn’t believe me and that he felt he needed to check with the branch to make sure that I really was a customer and that there were really missing items. I asked him about company’s policy on the lost items, Mr. Martins said that it was quite easy and that if the items really were lost, I could fill out a claim form and apply for compensation.
May 3rd: A week had passed with no word from Mr Martins. I called and he wasn’t available. I left a message again.
May 7th: I eventually got hold of him and the only thing he could tell me was that neither the store nor the plant could find the items. I asked him for a claim form.
May 17th: I received the claim form and discovered that it required that I attach both the original purchase receipt for the items and the receipt for the cleaning order. I had the rugs for more than a year and with the new computer system, there are no receipts!
I called Mr Martins to complain about these requirements. He said that they were necessary to guard the company against fraud. I told Mr. Martins that we have done more than R1000.00 worth of business with SupaClean over the past year and that my wife and I do not try to make our living by defrauding upholstery and carpet cleaners! Furthermore, I told him that if he didn’t believe me, we would take our business elsewhere. He said that we would be completely at liberty to choose
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whoever we wanted to, this is a free country. I slammed the phone down, which is rude I know, but I was now very angry.
Mr Van Niekerk it is now more than two weeks and still haven’t heard from Mr Martins. I am infuriated by the whole episode. The bad way your company is treating its customers, by Mr Martins’ very shabby conduct, by the lack of communication, and by the ridiculous, dumb, stupid, system you introduced.
I demand you reimburse me for this and apology from Mr Steven Martins. If all those are forthcoming, I might consider giving your company another chance. Otherwise, my wife and I will never patronise your company again.
Sincerely, and very disappointment. Kevin Stander INTER‐OFFICE MEMO To: Mr Van Niekerk From: Steven Martins Subject: Customer Complaints (K Stander)
This is in respond to your memo requesting background information to respond to the customer complaint of Mr Kevin Stander. I have reviewed his letter as well as my own file concerning this matter. What an infuriating individual! I am convinced that we did make a real effort to sort out Mr Stander’s problems, although he doesn’t seem to think so. Nevertheless, I would certainly extend an apology to him‐ if he would like it from me. I assume that it would be even more satisfactory coming from you, along with an offer to clean his next order free of charge. Having said this, there are some mitigating circumstances that you should be aware of. I would obviously not share these with the customer, but present them to you so that you will understand more accurately and fully what really happened, rather than what this one customer says happened. Again, that does not mean that the mistake was not made; there was a mistake, and we take responsibility for that. But we acted in a way consistent with company policy and operations. Let me describe what really happened:
1) The customer dropped off his items on literally the first day of operation of the
new computerised system‐ a system that everyone at headquarters agrees is
the key to our future success. Everyone also agrees that there will be problems
including, unfortunately, some lost customers. Tough. Mr. Kevin Stander may
be one such example. As you remember, because of delays with the system
supplier and the software, we had only one week to train our people on the
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new system. Also, as I’m sure you’re aware, not all of our store personnel are
that great at using technology.
2) Much of Stander’s gripe concerns the early period during which time he felt he
was kept in the dark. But, as you know, our process is designed to get the
branches and the plant to figure out problems. My written records show that
the plant did two thorough searches before reporting the lack of results to the
branch. It’s hard to fault them for thoroughness; they are very conscientious as
you know. Evidently, the branch also delayed referring the customer to me,
probably thinking the items would turn up and, perhaps, not wishing to have to
report bad news about our new system. The process also may have taken his
much time because of our standing company policy that requires that all
reports between branches, the plant and the office be in writing.
3) Mr Stander’s letter has several misstatements of fact. While there is no point in
disputing these points with him, you should know the following:
a) I did not delay in sending him the claim form. I sent the forms after he
requested it and do not know why it was not received.
b) When I spoke to the customer regarding standard claim form, I did not tell
him to produce proof of purchase. I told him it will be helpful to us if he
could get a good estimate of the value of the items.
4) I’ve never run into a customer so anxious for compensation.
This brings up several interesting questions: How do we make up for the
mistake we made without being defrauded into paying more than we need to?
For example, his rugs would cost more than R1500.00; refunding his order
would add another R75.00; if I swiftly processed his original claim, it would
have come to over R2600.00. In other words, despite people like Mr. Stander, I
think our system worked. Although lost his items, he got most things back, and
we avoided a major expense. Now, some restitution, such as one free order
and a written apology, should be enough. If that is not good enough for Mr
Stander, it seems we should ask, ‘Aren’t there some customers we better off
losing?’ Maybe this is a customer that Kwik ‘n Klean deserves! Good luck to
them!
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QUESTIONS: Discuss the following questions. NB: Answer each question with a clearer thought and having the scenario in your mind.
1. Is the customer always right? [10]
2. Where should a company draw the line on compensation and service?
[15]
3. What is the best way to handle cases of complaining customers? [15]
4. What would you do if you were Mr. Van Niekerk? [10]
TOTAL MARK: 50
ASSIGNMENT 2.
Housekeeping and customer care This assignment will help you to understand why a guest is so important and why should we always make sure we should provide them with the best service ever. QUESTIONS:
1. Explain the following in terms of how the guest will enjoy their stay in a hotel or
a guest house.
1.1 Attractive deco’ [5]
1.2 Cleanliness [5]
1.3 Quietness [5]
2. Take a scenario in a hotel, where you are currently doing training with. You
receive a customer complain with the points below, how will you handle that?
2.1 Lack of cleanliness [5]
2.2 Air condition not working [5]
2.3 Bill discrepancies [5]
2.4 Room service [5]
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3. As a front office manager how will the following factors influence you when
deciding on the room rate.
Give five (5) valid points for each.
3.1 Type of room [5]
3.2 Location of the room [5]
3.3 Season and seasonal events [5]
3.4 Kind of guest [5]
3.5 Meal plan [5]
3.6 Length of stay [5]
3.7 Day of the week [5]
4. Housekeeping department is responsible for the cleanliness, appearance and
condition of the entire hotel.
Explain in details how will the following be inclusive under housekeeping?
4.1 Guest room [5]
4.2 Public rooms [5]
4.3 Outside grounds [5]
4.4 Special request [5]
5. How will the laundry area and the personnel make or break the housekeeping
department. [10]
TOTAL MARK: 100
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ASSIGNMENT 3. Function planning After completion of this assignment the student must be able to:
Apply preliminary planning considerations to the function process (explain how
are you going to go about planning the whole function)
Identify various menu types and select the appropriate type for the function;
Select appropriate recipes to be inclusive (all recipes used for selected theme
should be typed with correct quantity of ingredients);
Design appropriate Name tags for the guests, Invitation card & Menu card (NB:
very neat and include only one sample each “please don’t include 30 or 50);
Illustrate the kind of deco’ to be done for this function (by means of explanation,
pictures, sample of materials used etc.);
Determine the selling price of the menu taking into consideration deco and the
kind of food served
QUESTIONS: Choose one of the below mentioned themes and plan a function accordingly.
Dinner for the South African rugby team and their partners. Find out how
many team members do a rugby team have, together with the technical
team.
Gordon Ramsay will be staying at your hotel for three (3) nights, so he has
invited 20 most prominent Chefs from South African school of chefs to join
him for lunch. In total there will be 30 guests.
Plan a picnic lunch for Jamie Olivier and his family and friends. They will
have this picnic after a morning of playing golf. The total number of guests
will be 30.
1) Write down a detail plan of action of how you will go about executing this function. [20]
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2) Study various recipe books for suitable recipes and decide on the type of menu you will use. Standardise/increase the recipes to the required number of the guests using a factor method. Retype the chosen recipes in the correct format. [20]
3) Formulate the order list of all the function ingredients and necessary items required for the execution of the function. [20]
4) Calculate the cost price for each recipe, then add up all the recipes cost price then multiply that total price by the mark‐up of 2.5 in order to get the correct selling price. [20]
5) Design name tags, invitation card and a menu card for the guest you will be serving. (NB: very neat and include only one sample each “please don’t include 30 or 50)
[20]
TOTAL MARK: 100
ASSIGNMENT 4.
Recipe development and preparation
Make an appointment with your manager/mentor to discuss the project, taking into consideration all the below information. Compile your own recipe, it may be a starter, starch, protein dish, vegetable or
dessert. The recipe should not be complicated. It is advisable that students use
what is available in the kitchen storeroom.
Prepare the chosen dish on the date agreed upon with the hotel
manager/mentor. This date will be determined by how busy the hotel is, as
long as a student can be given an opportunity to do recipe development
before he/she finishes his/her training with the hotel.
Organise a panel that will do sensory evaluation of the recipe chosen (±3).
Design a sensory evaluation sheet to be used on the day of the evaluation and
make copies according to the number of panel.
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Set the table in a proper way for the panel (NB: include pictures captured on
the day in your assignment)
Give feedback of what the panel said by including in the portfolio all the
sensory evaluation sheets used.
Below is the evaluation sheet to be used by the manager when the student is
executing the task. This should be submitted with the project/portfolio.
Description of tasks Total
marks
Marks
obtained
Setting the meeting on time 5
Initiative of student during the discussion 5
Food production
Recipe choice 5
Ordering in time 5
Hygiene and Safety 5
MANAGER/MENTOR’S TOTAL MARK 25
PLATE EVALUATION‐ Sensory evaluation sheet to be
compiled by student. Appearance; Taste; Texture:
Consistency; Portion size
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TOTAL MARK 50
TOTAL MARKS: 100
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13. SUBMISSION OF ALL THE ASSIGNMENTS ASSIGNMENTS SHOULD BE HAND DELIVERED TO THE WIL LECTURER ON THE DATE
AGREED UPON (date to be confirmed later).
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APPENDIX A: DIFFERENT DEPARTMENTS EVALUATION FORM
(PLEASE MAKE COPIES OF THIS FORM AND FILL IT UP WHEN EVER A STUDENT CHANGES the department) thank you. DEPARTMENT: _________________________________ EVALUATION OF STUDENT BY THE MENTOR
Student name: ______________________ Student nr: __________________________ Company: ______________________________ Mentor: ___________________________ Date: _____________________________ Please complete this report and attach to the portfolio done by the student. Submit to the Lecturer together with the assignments Briefly describe the type of work student has been involved in: __________________________________________________________________________________ __________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Does the student have the qualities an employer would look for in an employee? __________________________________________________________________________________
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
If NO, what are the deficiencies?
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _________________________________________________________________________________
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EXPLANATION OF EVALUATION SCALE 5 EXCELLENT
4 VERY GOOD
3 AVERAGE
2 BELOW AVERAGE
1
UNACCEPTABLE
Work of outstanding quality with hardly any improvements possible
Work of a high standard. A few improvements can be made
Work of acceptable standard. Minimum standards are met
Student can pass if recommendation changes and corrections are made.
Work of such low standards that the student cannot possibly pass without repeating the experiential training period
Please encircle the appropriate comment.
SKILL EVALUATION 5 4 3 2 1
1. What degree of interest does the student show in the work?
2. How successful is the student in adjusting to the work situation?
3. What degree of initiative does the student display?
4. What degree of originality does the student display
5. If in a group, how does a student perform as a member?
6. Does the student show leadership qualities?
7. How do you rate the student's ability to communicate?
8. Does the student understand assignment given by the employer, orally and written?
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9. How do you rate the student theoretical knowledge?
10. What was the student attendance record and generally dependability
11. How does the student function under stress and what was his/her work capacity under this condition?
12. Does a student have a positive attitude?
13. How is the student personal grooming?
14. Is the student responsible?
15. Is the student safety conscious?
16. How does a student handle conflict and how would you rate his/her capability to negotiate?
17. How good is the student's judgment?
18. How would you rate the student learning ability?
19. Does the student apply basic hygiene standards in the workplace?
20. Does the student practice professionalism?
_______________________________________________________________________
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General comments: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
Mentor signature: ________________________ Student signature: _____________________ Date: _________________________________ Date: _________________________________
RECOMMENDATIONS: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________