Clean Public Areas, Facilities and Equipment

COMPETENCY - BASED LEARNING MATERIAL Sector

TOURISM Qualifcation Title

HOUSEKEEPING NCII Unit o Competency

Clean public area! "acili#ie an$ e%uip&en# Module Title

Cleanin' public area! "acili#ie an$ e%uip&en#

HO( TO USE THIS COMPETENCY BASED LEARNING MATERIAL Welc Welcom ome e to the modu module le in HOUSEKEEPING NCII QUALIFICATION QUALIFICATION.. This module contains training materials and activities for you to complete. The unit of competency “Cleaning “ Cleaning public areas, faciliies an! e"uip#en$ contains knowledge, skills and attitude required for TRAI!!". #ou are required to go through, a series of learning activities in order to comple complete te each learning learning outcome outcome of the module. module. In each learning learning outcome outcome are Inf%r#ai%n S&ee, Self'C&ec(s, Tas( S&ees an! )%b S&ees* Then follow these activities on your own. If you have questions, don$t hesitate to ask your facilitator for assistance. The goal of this course is the development of practical skills in supervising work%&ase work%&ased d training. Tools in planning, planning, monitoring monitoring and evaluatio evaluation n of work%&ased work%&ased training shall &e prepared during the workshop to support in the implementation of the training program. This module is prepared to help you achieve the required competency, in +HOUSEKEEPING NCII$* This will &e the source of information for you to acquire knowledge and skills in this particular competency independently and at your own pace, with minimum supervision or help from your facilitator. e#e#ber %Work through all the information and complete the activities in each section. Read Read inform informati ation on sheet sheets s and comple complete te the self%c self%chec heck. k. Answ Answer er keys keys are included included in this package package to allow immediate immediate feed&ac feed&ack. k. Answerin Answering g the self% check will help you acquire the knowledge content of this competency. competency. 'erform the task sheets and (o& sheets until you are confident that your output conforms to the performance criteria checklist that follows the sheets. "u&m "u&mit it outp output uts s of the the task task shee sheets ts and and (o& (o& shee sheets ts to your our faci facilit litat ator or for for evaluation and recording in the Accomplishment )hart. *utputs shall serve as your portfolio during the institutional competency evaluation. • •

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A cerifi cerifica cae e %f ac&ie. ac&ie.e#e e#en n will ill &e awar awarde ded d to you afte afterr pass passin ing g the the eval evalua uati tion on.. #ou must must pass pass the the inst institu itutio tiona nall comp compet eten ency cy eval evalua uati tion on for for this this competency &efore moving to another competency. competency.

HOUSEKEEPING NCII

C)n#en# )" #*i C)&pe#enc+ , Bae$ Learnin' Ma#erial LIST O COMPETENCIES

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)ompetency 2ased Training 3)2T4 and assessment an introduction f or trainers

C%#peenc0 1ase! Training 2C1T3 an! assess#en an inr%!uci%n f%r rainers C%#peenc0 )ompetency refers to the a&ility to perform particular tasks and duties to t he standard of performance e5pected in the workplace. )ompetency 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 com&ined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills descri&e the application of knowledge to situations where understanding is converted into a workplace outcome. Attitude descri&es the founding reasons &ehind the need for certain knowledge or why skills are performed in a specified manner. )ompetency covers all aspects of workplace performance and involves6 'erforming individual tasks anaging a range of different tasks Responding to contingencies or &reakdowns 7ealing with the responsi&ilities of the workplace Working with others.

Uni %f C%#peenc0 8ike with any training qualification or program, a range of su&(ect topics are identified that focus on the a&ility in a certain work area, responsi&ility responsi&ility or function. !ach manual focuses on a specific unit of competency that applies in the hospitality workplace. In this manual a unit of competency is identified identified as a 9unit‟. !ach unit of competency identifies a discrete workplace requirement and includes6 :nowledge and skills that underpin competency 8anguage, literacy and numeracy *ccupational health and safety requirements. requirements. !ach unit of competency must &e adhered to in t raining and assessment to ensure consistency of outcomes.

)ompetency 2ased Training 3)2T4 and assessment an introduction for trainers

Ele#en %f C%#peenc0 An element of competency descri&es the essential outcomes within a unit of competency. The elements of competency are the &asic &uilding &locks of the unit of competency. They descri&e in terms of outcomes the significant functions and tasks that make up the competency. In this manual elements of competency are identified as an 9element‟.

Perf%r#ance crieria 'erformance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs. 'erformance criteria will &e made up of certain specified skills, knowledge and attitudes.

Learning ;or the purpose of this manual learning incorporates two key activities6 Training Assessment. 2oth of these activities will &e discussed in detail in t his introduction. Today training and assessment can &e delivered in a variety of ways. It may &e provided to participants6 *n%the%(o& < in the workplace *ff%the%(o& < at an educational institution or dedicated training environment As a com&ination of these two options. o longer is it necessary for learners to &e a&sent from the workplace for long periods of

time in order to o&tain recognised and accredited qualifications.

Learning Appr%ac&es This manual will identify two avenues to facilitate learning6 )ompetency 2ased Training 3)2T4 This is the strategy of developing a participant ‟s competency. !ducational institutions utilise a range of training strategies to ensure that participants are a&le to gain the knowledge and skills required for successful6 )ompletion of the training program or qualification Implementation in the workplace. The strategies selected should &e chosen &ased on suita&ility and t he learning styles of participants.


Competency Based Assessment (CBA) This is the strategy of assessing competency of a participant. !ducational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, relia&ility, fle5i&ility and fairness of assessment processes.

Fle4ibili0 in Learning It is important to note that fle5i&ility 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. =owever they will &e applied in a manner which does not discriminate against the participant or the participant &ody as a whole. Catering for Participant Diversity 'articipants have diverse &ackgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should6

)onsider individuals ‟ e5periences, learning styles and interests 7evelop questions and activities that are aimed at different levels of a&ility odify the e5pectations for some participants 'rovide opportunities for a variety of forms of participation, such as individual, pair and small group activities Assess participants &ased on individual progress and outcomes. The diversity among participants also provides a good reason for &uilding up a learning community in which participants support each other ‟s learning. Participant Centred Learning This involves taking into account structuring training and assessment that6 Builds on strengths < Training environments need to demonstrate the many positive features of local participants 3such as t he attri&ution of academic success to effort, and the social nature of achievement motivation4 and of their trainers 3such as a strong emphasis on su&(ect disciplines and moral responsi&ility4. These strengths and uniqueness of local participants and trainers should &e acknowledged and treasured Acknowledges prior knowledge and experience < The learning activities should &e planned with participants‟ prior knowledge and e5perience in mind Understands learning objectives < !ach learning activity should have clear learning o&(ectives and participants should &e informed of them at the outset. Trainers should also &e clear a&out the purpose of assignments and e5plain their significance to participants Teaches for understanding < The pedagogies chosen should aim at ena&ling participants to act and think fle5i&ly with what they know Teaches for independent learning < >eneric skills and reflection should &e nurtured through learning activities in appropriate conte5ts of the curriculum. 'articipants should &e encouraged to take responsi&ility for their own learning


Enhances motivation < 8earning is most effective when participants are motivated. ?arious strategies should &e used to arouse the interest of participants akes effective use of resources < A variety of teaching resources can &e employed as tools for learning aximises engagement < In conducting learning activities, it is important for the minds of participants to &e actively engaged Aligns assessment with learning and teaching ! ;eed&ack and assessment should &e an integral part of learning and teaching "aters for learner diversit# ! Trainers should &e aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of e5pectations. 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. *n the contrary, the construction of knowledge in tourism and hospitality studies can often &est &e carried out in colla&oration with others in the field. "haring e5periences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field 3active learning4 can contri&ute a lot to their eventual success.

Active learning has an important part to play in fostering a sense of community in the class. ;irst, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and &etween them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal e5ample, and &y allowing participants to take risks as they e5plore and articulate their views, however immature these may appear to &e. 'articipants also come to realise that their classmates 3and their trainers4 are partners in learning and solving. Trainers can also encourage cooperative learning &y designing appropriate group learning tasks, which include, for e5ample, collecting &ackground information, conducting small%scale surveys, or producing media presentations on certain issues and themes. 'articipants need to &e reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important o&(ective of all group work.

C%#peenc0 1ase! Training 2C1T3 Principle %f C%#peenc0 1ase! Training )ompetency &ased training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools. Training Sraegies The aims of this curriculum are to ena&le participants to6 +ndertake a variety of su&(ect courses that are relevant to industry in the current environment 8earn current industry skills, information and trends relevant to industry 8earn through a range of practical and theoretical approaches 2e a&le to identify, e5plore and solve issues in a productive manner


2e a&le to &ecome confident, equipped and fle5i&le managers of the future 2e 9(o& ready‟ and a valua&le employee in the industry upon graduation of any qualification level. To ensure participants are a&le 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. T0pes %f Training In choosing learning and teaching strategies, trainers should take into account the practical, comple5 and multi%disciplinary nature of the su&(ect area, as well as their participant‟s prior knowledge, learning styles and a&ilities. Training outcomes can &e attained &y utilising one or more delivery methods6 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 &uild upon the e5isting knowledge. The listener is e5pected to reflect on the su&(ect and seek clarifications on the dou&ts. Demonstration 7emonstration 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 e5plain reasoning &ehind certain actions or provide supplementary information to help facilitate understanding. Group Discussions 2rainstorming in which all the mem&ers in a group e5press their ideas, views and opinions on a given topic. It is a free flow and e5change of knowledge among the participants and the trainer. The discussion is carried out &y the group on the &asis of their own e5perience, perceptions and values. This will facilitate acquiring new knowledge. When every&ody is e5pected 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 &e noted down and presentations are to &e made &y the groups. "ometimes consensus needs to &e arrived at on a given topic. >roup discussions are to &e held under the moderation of a leader guided &y the trainer. >roup discussion technique triggers thinking process, encourages interactions and enhances communication skills. Role Play This is a common and very effective method of &ringing into the classroom real life situations, which may not otherwise &e possi&le. 'articipants are made to enact a particular role so as to give a real feel of the roles they may &e called upon to play. This ena&les participants to understand the &ehaviour of others as well as their own emotions and feelings. The instructor must &rief the role players on what is e5pected of them. The role player may either &e given a ready%made script, which they can memori@e and enact, or they may &e required to develop their own scripts around a given situation. This technique is e5tremely useful in understanding creative selling techniques and human relations. It can &e entertaining and energi@ing and it helps the reserved and less literate to e5press their feelings.


imulation Games When trainees need to &ecome aware of something that they have not &een conscious of, simulations can &e a useful mechanism. "imulation games are a method &ased on here and now e5perience shared &y 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 &y adopting certain &ehaviour. They then e5perience the impact of their &ehaviour on the situation. It is carried out to generate responses and reactions &ased on the real feelings of the participants, which are su&sequently analysed &y the trainer. While use of simulation games can result in very effective learning, it needs considera&le trainer competence to analyse the situations. !ndividual /Group "#ercises !5ercises are often introduced to find out how much the participant has assimilated. This method involves imparting instructions to participants on a particular su&(ect through use of written e5ercises. In the group e5ercises, the entire class is divided into small groups, and mem&ers are asked to colla&orate to arrive at a consensus or solution to a pro&lem.

Case tudy This is a training method that ena&les the trainer and t he participant to e5perience a real life situation. It may &e on account of events in the past or situations in the present, in which there may &e one or more pro&lems to &e solved and decisions to &e taken. The &asic o&(ective of a case study is to help participants diagnose, analyse andBor solve a particular pro&lem and to make them internali@e the critical inputs delivered in the training. Cuestions are generally given at the end of the case study to direct the participants and to stimulate their thinking towards possi&le solutions. "tudies may &e presented in written or ver&al form. $ield %isit This involves a carefully planned visit or tour to a place of learning or interest. The idea is to give first%hand knowledge &y personal o&servation of field situations, and to relate theory with practice. The emphasis is on o&serving, e5ploring, asking questions and understanding. The trainer should remem&er to &rief the participants a&out what they should o&serve and a&out the customs and norms that need to &e respected. Group Presentation The participants are asked to work in groups and produce the results and findings of their group work to the mem&ers of another su&%group. 2y this method participants get a good picture of each otherDs views and perceptions on the topic and they are a&le to compare them with their own point of view. The pooling and sharing of findings enriches the discussion and learning process. Practice essions This method is of paramount importance for skills training. 'articipants are provided with an opportunity to practice in a controlled situation what they have learnt. It could &e real life or through a make%&elieve situation.


Games This is a group process and includes those methods that involve usually fun%&ased activity, aimed at conveying feelings and e5periences, which are everyday in nature, and applying them within the game &eing 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 &e de&riefed and their lessons and e5periences consolidated &y the trainer. Researc& Trainers may require learners to undertake research activities, including online research, to gather information or further understanding a&out a specific su&(ect area.

C%#peenc0 1ase! Assess#en 2C1A3 Principle %f C%#peenc0 1ase! Assess#en )ompetency &ased assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency. )ompetencies are gained through a multitude of ways including6 Training and development programs ;ormal education 8ife e5perience Apprenticeships *n%the%(o& e5perience "elf%help programs. All of these together contri&ute to (o& competence in a person. +ltimately, assessors and participants work together, through the 9collection of evidence‟ in determining overall competence. This evidence can &e collected6 +sing different formats +sing different people )ollected over a period of time. The assessor who is ideally someone with considera&le e5perience in the area &eing assessed, reviews the evidence and verifies the person as &eing competent or not. Fle4ibili0 in Assess#en Whilst allocated assessment tools have &een identified for this su&(ect, all attempts are made to determine competency and suita&le alternate assessment tools may &e used, according to the requirements of the participant. The assessment needs to &e equita&le for all participants, taking into account their cultural and linguistic needs.


)ompetency must &e proven regardless of6 8anguage 7elivery ethod Assessment ethod. Assess#en Ob5eci.es The assessment tools used for su&(ects are designed to determine competency against the 9elements of competency‟ and their associated 9performance criteria‟. The assessment tools are used to identify sufficient6 a4 :nowledge, including underpinning knowledge &4 "kills c4 Attitudes Assessment tools are activities that trainees are required to undertake to prove participant competency in this su&(ect. All assessments must &e completed satisfactorily for participants to o&tain competence in this su&(ect. There are no e5ceptions to this requirement, however, it is possi&le that in some cases several assessment items may &e com&ined and assessed together. T0pes %f Assess#en Allocated Assessment Tools There are a num&er of assessment tools that are used to determine competency in this su&(ect6 Work pro(ects Written questions *ral questions Third 'arty Report *&servation )hecklist. Instructions on how assessors should conduct these assessment methods are e5plained in the Assessment anuals. Alternative Assessment Tools Whilst this su&(ect has identified assessment tools, as indicated a&ove, this does not restrict the assessor from using different assessment methods to measure the competency of a participant. !vidence 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 availa&le to the assessor. *ngoing performance at work, as verified &y a supervisor or physical evidence, can count towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence a&out performance.


A range of assessment methods to assess competency include6 'ractical demonstrations 'ractical demonstrations in simulated work conditions 'ro&lem solving 'ortfolios of evidence )ritical incident reports Eournals *ral presentations Interviews ?ideos ?isuals6 slides, audio tapes )ase studies 8og &ooks 'ro(ects Role plays >roup pro(ects >roup discussions !5aminations. ec%gnii%n %f Pri%r Learning Recognition of 'rior 8earning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to &enchmark their e5tensive skills and e5perience against the standards set out in each unit of competencyBsu&(ect. Also known as a "kills Recognition Audit 3"RA4, this process is a learning and assessment pathway which encompasses6 Recognition of )urrent )ompetencies 3R))4 "kills auditing >ap analysis and training )redit transfer. Assessing c%#peenc0 As mentioned, assessment is the process of identifying a participant‟ s 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.

)ompetency &ased assessment does not award grades, &ut simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard.


Therefore, when assessing competency, an assessor has two possi&le results that can &e awarded6 'ass )ompetent 3')4 ot #et )ompetent 3#)4 'ass )ompetent 3')4. If the participant is a&le to successfully answer or demonstrate what is required, to the e5pected standards of the performance criteria, they will &e deemed as 9'ass )ompetent‟

3')4. The assessor will award a 9'ass )ompetent‟ 3')4 if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit. $ot %et "ompetent& '$%"( If the participant is una&le to answer or demonstrate competency to the desired standard, they will &e deemed to &e 9ot #et )ompetent‟ 3#)4. This does not mean the participant will need to complete all t he assessment tasks again. The focus will &e on the specific assessment tasks that were not performed to the e5pected standards. The participant may &e required to6 a4 +ndertake further training or instruction &4 +ndertake the assessment task again until they are deemed to &e 9'ass )ompetent ‟

)ompetency standard

C%#peenc0 san!ar! UNIT TITLE- )8!A '+28I) AR!A", ;A)I8ITI!" A7 !C+I'!T

NO6INAL HOUS- 1F hours

UNIT NU61E- 7-.==:.)8.FG UNIT 7ESCIPTO- This unit deals with skills and knowledge required to clean pu&lic areas, facilities and equipment, including nominated e5ternal areas. ELE6ENTS AN7 PEFO6ANCE CITEIA Ele#en 9- Appl0 lea&er up&%lser0 cleaning ec&ni"ues 9*9 Assess leather upholster# to &e cleaned 9*/ "elect appropriate e)uipment and chemicals

UNIT 8AIA1LE AN7 ASSESS6ENT GUI7E Uni 8ariables The +nit ?aria&les provide advice to interpret the scope and conte5t of this unit of competence, allowing for differences &etween enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment.

9*: *repare work site

This unit applies to all industry sectors that clean pu&lic areas, facilities and equipment within the la&our divisions of the hotel and travel industries and may include6

9*; "lean upholster#

-. =ousekeeping.

9*< Tid# work site

The cleaning of pu&lic areas, facilities and equipment may apply to6

9*= "lean+ check and store e)uipment and chemicals

;oyers, corridors, waiting areas and entrance areas

Ele#en /- Appl0 fabric up&%lser0 cleaning ec&ni"ues

)ar parks, footpaths and e5ternal walkways

/*9 Assess fabric upholster# to &e cleaned '' "elect appropriate equipment and chemicals

;acilities in pu&lic areas, such as ta&les and chairs, pianos, elevators and escalators, doors and windows

/*: 'repare work site

7elivery &ays

/*; )lean upholstery

"wimming pool areas >arden areas.

/*< Tidy work site /*= )lean, check and store equipment and chemicals

Internal and e5ternal entertainment areas

)ompetency standard

Ele#en :- Appl0 glass surfaces cleaning ec&ni"ues 3.1 Assess

glass areas to &e cleaned

:*/ "elect appropriate equipment and chemicals :*: 'repare work site * "lean glass areas :*< Tidy work site

Assess leather upholster# may include6 7etermining style, condition and coloration Identifying type of soil "electing the most appropriate cleaning techniques, including conducting spot testing. Appropriate e)uipment and chemicals will vary &etween each type of cleaning to &e undertaken and will depend on the assessment of the individual (o&, &ut may include6

:*= )lean, check and store equipment and chemicals

'ersonal protective equipment and clothing

Ele#en ;- Appl0 ceilings, surfaces an! fiings cleaning ec&ni"ues

"pecialist leather productsBagents and leather cleaning kits

4.1 Assess ceilings+ surfaces and fittings areas to

&e cleaned

2arrier paper, cleaning screens, cloths and towelling, sponges, drop sheets, chamois

=oses

/.G "elect appropriate equipment and chemicals

8adders and mechanical devices for high level cleaning

/. 'repare work site

easuring equipment and dilutionBpreparation of chemicals in accordance with manufacturer‟s instructions

,-, "lean ceilings+ surfaces and fittings /.0 Tidy work site /.1 )lean, check and store equipment and chemicals

Ele#en <- Appl0 >e area cleaning ec&ni"ues 5.1 Assess wet areas to &e cleaned

0.G "elect appropriate equipment and chemicals 0. 'repare work site .-, "lean wet areas

"elected tools and hand tools echanical and electrical equipment )hecking safety and operational readiness of items, including ad(ustment of items to suit intended work "afety signage )leaners and chemicals, including acid, alkaline, neutral and solvent cleaners. *repare work site may include6

0.0 Tidy work site

)overing items to protect them

0.1 )lean, check and store equipment and chemicals

"ecuring items against movement and damage 'lacement of physical &arriers and safety signage

)ompetency standard

Ele#en =- Appl0 pressure >as&ing ec&ni"ues

oving and removing furniture and fittings

6.1 Assess area to be pressure washed

otifying other staff and patrons

1.G "elect appropriate equipment and chemicals

)ooperating with others to minimi@e interruption

1. 'repare work site

)overing equipment, items, etc, with protective material, drop cloths, etc

/-, "lean areas using pressure washer

Identifying and complying with relevant in%house policies, procedures, or other emerging needs.

1.0 Tidy work site 1.1 )lean, check and store equipment and chemicals

Ele#en ?- Appl0 &ig& le.el cleaning ec&ni"ues 7.1 Assess high level areas to &e cleaned

H.G "elect appropriate equipment and chemicals H. 'repare work site

"lean upholster# may include6 Removing soil Applying topical treatments as required +sing personal protective equipment and clothing as required Adhering to internal work practices, (o& &reakdown sheets and training

0-, "lean high level areas

)omplying with all legal requirements of the host country

H.0 Tidy work site

;ollowing manufacturer‟s instructions in the use of chemicals and equipment.

H.1 )lean, check and store equipment and chemicals

Tid# work site may include6 7isposing of collected soil and waste )omplying with all environmental requirements Replacing furniture and fittings Removing signage and &arriers.

"lean+ check and store e)uipment and chemicals may include6 )leaning equipment that has &een used )leaning personal protective equipment and clothing that has &een used, as appropriate )onducting safety checks on equipment

)ompetency standard

+ndertaking &asic preventative maintenance and &asic repairs on equipment "toring equipment in accordance with enterprise requirements "toring chemicals in accordance with legislated requirements and enterprise requirements Replenishing consuma&les. Assess fabric upholster# will include6 Identifying type, condition, colour fastness and construction of fa&ric upholstery Identifying type of soil Identifying topical treatment through o&servation andBor testing "electing the most appropriate cleaning techniques, including conducting spot testing. Assess glass areas may include6 Inspecting for faults and defects Identifying type of soil 7etermining type of glass which may include6 )oated glass 













;rosted glass 8aminated glass *rdinary window glass Te5tured glass Treated glass Tinted glass

"electing the most appropriate cleaning techniques.

)ompetency standard

"lean glass areas may include6 ;anning 're%spraying "craping "pot cleaning +sing a squeegee 7rying 'olishing.

Assess ceilings+ surfaces and fittings areas may relate to6 Identifying type of ceiling to &e cleaned, including flat, suspended or raked hard or a&sor&ent Identifying type of surface to &e cleaned, such as painted, wood, &rick, metal Identifying fittings to &e cleaned, which can include cameras, ceiling fans, lights, smoke detectors, speakers, sprinkler systems, televisions, vents and grilles

Identifying soil type "electing the most appropriate cleaning techniques. "lean ceilings+ surfaces and fittings may include6 Removing co&we&s Wet and dry dusting ?acuuming "pot cleaning Wiping Rinsing.

)ompetency standard

Assess wet areas may include6 Identifying areas to &e cleaned using wet cleaning techniques and confirming suita&ility for this type of cleaning Identifying soil type )onfirming condition of the area and of equipment in it to &e cleaned Assessing graffiti damage "electing the most appropriate cleaning techniques. "lean wet areas may include6 Removing loose dust Treating heavy soil Treating graffiti opping =osing 're%spraying "cru&&ing "pot cleaning Wet wiping. Assess area to be pressure washed may include6 Identifying areas to &e pressure washed and confirming suita&ility for this type of cleaning Identifying soil type Identifying surface type, including &rick, car park, concrete, entertainment seating, e5ternal walls, gutters and fascia &oards, awnings and facades, painted surfaces, steps and stairwells

)ompetency standard

)onfirming condition of area andBor equipment in it to &e cleaned. "lean areas using pressure washer may include6 7etailing and hand washing 're%spraying 'ressure water &lasting Rinsing. 1igh level areas refers to any area or item that needs cleaning that is G meters or more a&ove ground or floor level Assess high level areas may include6 Identifying areas to &e cleaned Analysing optimum method to reach the required height for safe and effective cleaning Identifying soil type "electing the most appropriate cleaning techniques. "lean high level areas may include6 'ressure washing "cru&&ing ?acuuming >lass cleaning 7usting Wiping "pot cleaning.

)ompetency standard

Assess#en Gui!e The following skills and knowledge must &e assessed as part of this unit6 The enterprise‟s policies and procedures in regard to occupational health and safety 'rinciples of duty of care towards patrons and co%workers A&ility to use a variety of cleaning techniques and cleaning items :nowledge of the safe chemical and manual handling skills A&ility to use negotiation, communication and pro&lem solving skills :nowledge of internal reporting and emergency response requirements :nowledge of waste handling techniques, including safe disposal of dangerous material, chemicals, &io%waste 'lanning and adaptation skills to ena&le cleaning activities at the preferred times. Lin(ages T% O&er Unis )lean and maintain industrial work area and equipment Implement occupational health and safety procedures anage and resolve conflict situations. Criical Aspecs %f Assess#en !vidence of the following is essential6 +nderstanding of safe chemical storing and handling conditions 7emonstrated a&ility to undertake a ha@ard assessment of the (o& to &e done 7emonstrated a&ility to calculate correct dilution and usage rates 7emonstrated a&ility to assess the itemBarea to &e cleaned 7emonstrated a&ility to prepare work areas 7emonstrated a&ility to clean nominated soils from nominated upholstery types

)ompetency standard

7emonstrated a&ility to clean nominated soils from nominated glass surfaces 7emonstrated a&ility to clean nominated soils from nominated ceilings, surfaces and fittings 7emonstrated a&ility to clean nominated soils from nominated wet cleaning areas 7emonstrated a&ility to pressure wash nominated soils from nominated surfaces, including the removal of graffiti 7emonstrated a&ility to clean nominated soils from nominated high level areas 7emonstrated a&ility to tidy work areas after cleaning 7emonstrated a&ility to clean, safety and store equipment after use. C%ne4 %f Assess#en This unit may &e assessed on or off the (o& Assessment should include practical demonstration either in the workplace or through a simulation activity, supported &y a range of methods to assess underpinning knowledge In all instances, assessment of the (o& to &e done must include a comprehensive ha@ard assessment Assessment must relate to the individual‟s work area or area of responsi&ility. es%urce I#plicai%ns Training and assessment to include access to a real or simulated workplace and access to workplace standards, procedures, policies, guidelines, tools and eq uipment.

Assess#en 6e&%!s The following methods may &e used to assess competency for this unit6 )ase studies *&servation of practical candidate performance *ral and written questions 'ortfolio evidence

)ompetency standard

'ro&lem solving Role plays Third party reports completed &y a supervisor 'ro(ect and assignment work. Ke0 C%#peencies in &is Uni 2evel 3 4 competence to undertake tasks effectivel# 2evel 5 4 competence to manage tasks 2evel 6 4 competence to use concepts for evaluating Ke0 C%#peencies

Le.el

E4a#ples

)ollecting, organising and analysing information

G

Read instructions and la&els, cleaning schedules

)ommunicating ideas and information

-

Report cleaning issues to others

'lanning and organising activities

G

"chedule cleaning and maintenance activities

Working with others and in teams

-

8iaise with other staff to address identified needs and pro&lems and undertake cleaning activities to support emerging workplace demands

+sing mathematical ideas and techniques

G

)alculate dilution rates for chemicals and cleaning agents

"olving pro&lems

-

Identify soil types and surfaces to &e cleaned

+sing technology

-

*perate cleaning equipment

otes and 'ower'oint slides

N%es an! P%>erP%in sli!es Sli!e

Sli!e N% -.

Trainer N%es Trainer welcome trainees to class.


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Trainer N%es Trainer advises this +nit comprises an introduction and seven !lements, as listed on this slide and the ne5t slide e5plaining the introduction serves to provide detailed information relating to the cleaning of pu&lic areas. !ach !lement comprises a num&er of 'erformance )riteria which will &e identified throughout the class and e5plained in detail Trainees can o&tain more detail from their Trainee anual At times the course presents advice and information a&out various protocols &ut where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must &e o&served.


Sli!e

Sli!e N% .

Trainer N%es Trainer advises this +nit comprises an introduction and seven !lements, as listed on this slide and the previous slide e5plaining the introduction serves to provide detailed information relating to the cleaning of pu&lic areas. !ach !lement comprises a num&er of 'erformance )riteria which will &e identified throughout the class and e5plained in detail Trainees can o&tain more detail from their Trainee anual At times the course presents advice and information a&out various protocols &ut where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must &e o&served.


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Trainer N%es Trainer advises that assessment for this +nit may take several forms all of which are aimed at verifying they have achieved competency for the +nit as required.

Trainer indicates the methods of assessment that will &e applied to them for this +nit.


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Trainer N%es

<*

Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What is a 9pu&lic area‟J Who cleans a 9pu&lic area‟J What types of cleaning need to &e performedJ What is needed to &e a&le to do this cleaningJ


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Trainer N%es Class Aci.i0 @ Clarificai%n

The introduction provides detailed information regarding cleaning. It applies to general cleaning. =ence the introduction is quite e5tensive. The elements of competency relates to specific types of cleaning. These will &e smaller as they discuss separate cleaning activities.


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Trainer N%es Class Aci.i0 @ General 7iscussi%n

Introduce the points. These will &e covered during the introduction.


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Introduce the points. These will &e covered during the introduction.


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Trainer N%es Class Aci.i0 @ 7iscussi%n

As a customer, what level of cleanliness do you e5pect at a hotelJ What will you accept and not acceptJ


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What is included in each of these termsJ


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What is the difference &etween a 9private ‟ and 9pu&lic ‟ areaJ What areas are considered 9private ‟ and who can access theseJ What makes the locations in this slide 9pu&lic‟ areasJ 7iscuss the types of cleaning and cleaning e5pectations to &e undertaken in each of these locations.


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What makes the locations in this slide 9pu&lic‟ areasJ 7iscuss the types of cleaning and cleaning e5pectations to &e undertaken in each of these locations.


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What cleaning activities need to &e performed to keep facilities cleanJ


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Think a&out a city hotel and a resort. In each of these types of esta&lishments6 =ow many of each would e5istJ Where would they &e locatedJ Are they indoors or outdoorsJ Are they in pu&lic viewJ Who is responsi&le for cleaning themJ


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What other types of equipment do customers useJ =ow are they cleanedJ Who cleans themJ When should they &e cleanedJ


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What types of cleaning equipment e5istJ What is their purposeJ Where can you get these fromJ


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What are some e5amples of eachJ What are the &enefits of eachJ


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7usting mops < to clean skirting &oards and polished surfaces 'olishing mops < for &uffing and polishing Washing mops < to wash floor surfaces or apply sealant to floors that have &een stripped and need to &e re%sealed.


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What is each type of &rush used forJ


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What is each type of ''! used forJ


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What is each type of gar&age receptacles are thereJ =ow often are they cleanedJ Who does thisJ Is recycling options availa&leJ


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What is each type of equipment used forJ


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What is the purpose of each type of electrical equipment listed in this slideJ Trainer may get the audience to conduct a research e5ercise to6 >et a detailed description 3also refer to the manual notes4 Identify the &enefits Identify the different types availa&le Identify where these can &e o&tainedJ =ow much these costJ


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ot only is equipment needed in pu&lic areas, attendants must also replace essential toiletries as well Where are these items requiredJ


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=ow do you control towels in pu&lic areas to ensure6 They are not stolenJ They are returned to the allocated collection pointJ


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Sli!e N% /*

Trainer N%es Class Aci.i0 @ 7iscussi%n D 7e#%nsrai%n

Why is it important to make sure items are clean, ready and safe to useJ Where can you access manufacturer‟s instructionsJ Trainer to demonstrate how to check an electrical item using manufacturer‟s instructions. Trainer may want to show how to access manufacturer‟s instructions via the internet. 3if no paper format is availa&le4


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=ow can you do these checksJ


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What else would you checkJ !quipment does not have any (agged parts, edges that can cause in(ury. 7amage to equipment has not affected its operational safety. )heck and clean the e5terior of cleaning equipment < to enhance presentation and pro(ect a positive image for the company when seen &y patrons. )leaning equipment must &e clean itself. !nsure mop head looks presenta&le % customers will &e a&le to see these if you are working in pu&lic areas and may infer a lack of cleanliness in other parts of the esta&lishment. 2uckets should &e free of leaks, not smelly and have secure handles. )heck and clear around the rollers on mop &uckets to avoid the &uild up of de&ris and fi&res from the mop. Items to &e used need to sufficient in num&er < you need to have enough cleaning cloths, disposa&le gloves etc to get the (o& done.


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What else would you checkJ Items must &e appropriate for task < many instances of damage or in(ury have resulted from trying to complete a cleaning (o& without the right tools ake sure all necessary attachments for vacuum cleaners, polishers and other equipment are taken with you &efore leaving the cleaning store to ena&le you to complete the intended task. This saves time and effort All electrically%powered and &attery%powered items must &e used strictly in accordance with manufacturer ‟s instructions. If you don‟t know how to use an item either read the instructions or ask an e5perienced staff mem&er to show you what to do A standard check with any piece of electrical equipment is to ensure the electrical cord is safe to use < not frayed or &roken and with no wires e5posed ake sure any &attery%operated equipment is adequately charged &efore using it. 8ow &attery power can adversely affect cleaning performance and causes time loss when the (o& has to &e interrupted to remedy the situation.


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When is the &est time to clean pu&lic areas to ensure minimal customer inconvenienceJ


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What else would you need to considerJ


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What areas of a hotel never closeJ When is immediate cleaning required, regardless of how &usy an area isJ =ow can you clean these areas keeping customer inconvenience to a minimumJ


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What types of cleaning are noisyJ What can you do to reduce the noiseJ What types of smells and pollution are createdJ What can you do when you have to close an area for cleaning 3toilet4 which customers need to useJ


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What are some e5amples in delays in cleaning can cause service to &e delayedJ 2y not accommodating unforeseen operational issues into the sequence in which areas are to &e cleaned, or into the e5tent of cleaning to &e provided. ;or e5ample6 A dining room due to &e cleaned at K6F' is still full of in%house guests who are dining there, spending well and en(oying themselves. >o ahead and do other cleaning duties now and return at --6FF' to do the dining room A lo&&y area due for a full clean is found to &e teeming with FF check%in guests who have (ust arrived with their luggage on several &uses. Eust do a spot clean, empty the &ins and tidy things up. 8eave the vacuum cleaning and scheduled cleaning of the drapes until tomorrow.


Sli!e

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What other ways can you keep customer inconvenience to a minimumJ Think &ack to when you were a customer. What cleaning activities caused an inconvenienceJ What could &e changedJ


Sli!e

Sli!e N% :*

Trainer N%es Class Aci.i0 @ Obser.ai%n

Trainer to take the audience for a tour around the comple5, especially in pu&lic areas, to identify types of ha@ards in the workplace or hospitality environment.


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What is the cause of thee ha@ardsJ Where are these ha@ards normally foundJ =ow can they preventedJ As a cleaner, how can you remove these ha@ardsJ


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What is the cause of thee ha@ardsJ Where are these ha@ards normally foundJ =ow can they preventedJ As a cleaner, how can you remove these ha@ardsJ

1F


Sli!e

Sli!e N% ;9*


What activities are involved in each of the &asic preparation proceduresJ When preparing to clean an area the following should &e applied where necessary6 ever take chances if you think you may harm or in(ure yourself, another person or property. ever start a cleaning (o& if you are concerned for your personal safety. #ou should also immediately stop any cleaning (o& where you &elieve a danger e5ists ake sure you have all the necessary equipment and materials &efore you start to do the (o& properly and completely. "ome (o&s such as stripping and re% sealing a floor can‟t &e stopped and started ove items that pose a ha@ard, that might get damaged during the cleaning process or get in the way of the cleaning process and slow the (o& down. Items that may need to &e moved or removed may include guest property as well as enterprise assets.


Sli!e

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What activities are involved in each of the &asic preparation proceduresJ Where items have to &e moved to allow the cleaning to &e done, the items that have to &e moved must &e removed to a place that doesn ‟t cause them to &ecome ha@ards such as tripping ha@ards, o&structions in their own right somewhere else !nsure the security of any items that have &een moved. :eep them in%sight, keep them &ehind locked doors, put them out of temptation ‟s way Replace items that have &een moved when the (o& has &een completed 8ock doors where necessary to maintain security < if you had to unlock a door at night to enter a &ar, a room then you should lock that door again once you are inside. This is not so much to lock yourself in, &ut to lock potential offenders, thieves, out Turn off alarms when entering an alarmed area.


Sli!e

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What activities are involved in each of the preparatory cleaning tasksJ oving the cleaning equipment and materials into a position that will ena&le them to &e readily used < close to the (o& &ut not interfering with the work that needs to &e done Walking over the area and picking up any loose ru&&ish < papers, discarded &o5es, large items, &y hand and pu tting them into a ru&&ish receptacle

"weeping the area < to remove dust. In some cases 9sweeping ‟ may &e the entire cleaning (o& that needs to &e done &ut in many cases, sweeping can &e seen as a preparatory task for others (o&s such as wet mopping, stripping etc "etting up or assem&ling any equipment that needs to &e put together i5ing any chemicals or preparing chemicals and cleaning agents that will &e needed 7eciding where to start the (o&, the physical direction the work will take and where the (o& will conclude. This is often vital with cleaning tasks &ecause you often don‟t want to walk over surfaces that have (ust &een mopped, re%sealed and you have to make sure you don‟t trap yourself into a corner. Working from the furthest point &ack to the entry door is a usual work direction.


Sli!e

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When should cleaning signs &e usedJ Where should they &e placedJ "ignage and &arriers serve three purposes6 They warn people of danger < reducing the risk of in(ury due to slipping They help keep people away from the work area < which allows us to work unimpeded and keeps their feet off surfaces that need to dry They are evidence that the esta&lishment has discharged its duty of care o&ligation to others.


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What physical &arriers can &e usedJ What other workplace signage may &e requiredJ The following points should &e followed with reference to &arricades and safety signs6 L9"lippery When Wet‟ signs must &e used when mopping or working with a slippery surface < there must &e sufficient of these signs to provide suita&le and adequate warning to anyone who may enter the cleaning area from any direction. They must &e sufficient to &e 9readily visi&le ‟ L 7uring cleaning, 9)leaning in 'rogress‟ signs should &e posted as a warning to patrons and staff in the same way that "lippery When Wet signs are posted

L 'hysical &arriers and physical restraints 3purpose%&uilt safety &arriers4 may &e used to restrict access to a site L 8ocked doors are another practical way of denying access to areas and rooms L #our workplace may have other signage that they require you to erect when cleaning is &eing done < often the signs that are availa&le will depend on the company from whom they were &ought.


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What are some common e5amples where people do *T use equipment correctlyJ Why do they do thisJ =ow can you ensure staff use equipment correctlyJ 7on‟t use an ordinary vacuum cleaner to soak or clear away liquid < you must use one that is classified as a wet vacuum cleaner As soon as a fault has &een identified it must &e reported < not only is this a genuine safety concern, &ut it may also impact on the effectiveness of the item and render it less than totally efficient The right equipment should only &e used on the surface it was designed to clean, in accordance with the manufacturer ‟s instructions < avoid trying to 9make do‟ with what you‟ve got6 if you need a special item to clean a certain itemBarea then you should o&tain what is needed and not 9force ‟ what you have got to do the (o& ;ollow manufacturer‟s instructions.


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Trainer N%es E#pl%0er resp%nsibiliies

!mployer *=" responsi&ilities may include6 'roviding safety training and clear safety rules !ncouraging a Workplace *=" )ommittee < the aim of the committee is to identify areas in the workplace where changes should &e made so as to create a safer working environment6 this may include upgrading equipment, equipment training and safety matters aintaining an in(ury register % so that accidents are logged for insurance and monitoring purposes Adhering to all workplace agreements that include reference to *=" matters, issues, protection, training, qualified personnel etc.


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Trainer N%es E#pl%0ee resp%nsibiliies

*=" workplace o&ligations imposed on staff include6 Working in a way that ensures personal safety, and the safety of others including colleagues and customers < this is a legal responsi&ility to look after your personal welfare and includes the requirement to avoid engaging in activities that can compromise or (eopardise the safety of others including playing around in the workplace +sing safety equipment strictly in accordance with the manufacturer ‟s instructions < which means avoiding taking short%cuts and avoiding the &elief that you have found a &etter way to do things +sing all personal protective equipment and clothing when and where required and in a correct manner < this means using items such as goggles, masks, gloves, guards every time they are required, no e5ceptions ;ollowing all occupational health and safety regulations in%line with esta&lishment requirements. A fundamental for doing this is to know what these requirements are6 if you don ‟t know or aren ‟t told. AskM Reporting accidents, in(uries or illness to the appropriate person < so that help can &e provided where needed or appropriate action taken to prevent an accident from occurring where a ha@ard has &een reported, prevent a repeat event occurring, minimise damage, loss or in(ury Reporting any equipment in need of repair.


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What legal requirements must staff followJ What organisational responsi&ilities do staff have in relation to safety in the workplaceJ


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Trainer N%es Class Aci.i0 @ Quesi%ns an! 7e#%nsrai%n

What equipment can help assist with manual handlingJ What techniques should &e used to correctly handle itemsJ Trainer to demonstrate correct manual handling techniques.


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Trainer N%es :ey points to remem&er when engaged in manual handling activities are6 >et a risk assessment done on any (o& you &elieve poses a threat or ha@ard < involve your =ealth and "afety representatives and )ommittee. 3where applica&le4 'ush cleaning trolleys and cleaning equipment don ‟t pull it. It is important for you to see where you are going Always stock items in their designated place on the trolley % it is &est to position heavy items on the &ottom to prevent the trolley from overturning. If you are not sure where things go < askM ever lift anything on your own that weighs over -1 kg < this is a recommendation from *=" authorities. There are no ma5imum weight restrictions as the current approach to workplace safety is to assess every lifting need on an individual &asis and use the most appropriate technique depending on the type of load, how far it has to &e moved, the si@e of the load etc. )hemicals can &e delivered in drums of G0 litres and GF kg 2e prepared to ask for help when needed < this may &e a request for help such as to do a 9team lift‟ or a request for information. #ou must also &e prepared to provide help when required.


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Trainer N%es Class Aci.i0 @ Quesi%ns

What types of chemical training is neededJ Who should provide this trainingJ What safety equipment is needed when handling chemicalsJ What protective equipment is helpful when handling chemicalsJ


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Trainer N%es Class Aci.i0 @ 7e#%nsrai%n

Trainer to show and e5plain contents of aterial "afety 7ata "heets.


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Trainer N%es Class Aci.i0 @ Quesi%ns D inerne researc&

Trainer to get trainees to6 )onduct internet research on ma(or chemical suppliers Identify types of chemicals they provide 'repare a list of chemicals and cleaning agents under each of these headings.


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Which chemicals are usually dilutedJ What is the ratio of chemical to waterJ =ow do you measure ratiosJ


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Trainer N%es Class Aci.i0 @ 7e#%nsrai%n

Trainer to show and e5plain workplace procedures used in hotels in relation to using chemicals.


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What are the &enefits of using water as a cleaning agentJ


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What are the &enefits of using soap as a cleaning agentJ What do you need to do to remove soap from surfacesJ


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What are some polishes you use in your everyday lifeJ What polishes do you use in the workplaceJ What are the &enefits of polishesJ


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What are some a&rasives you use in your everyday lifeJ What a&rasives do you use in the workplaceJ What are the &enefits of a&rasivesJ


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Trainer N%es Class Aci.i0 @ Quesi%ns D 7e#%nsrai%n

What are some a&rasives you use in your everyday lifeJ What a&rasives do you use in the workplaceJ What are the &enefits of a&rasivesJ Trainer to provide e5amples of each type of detergent as identified in this slide.


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Trainer N%es Class Aci.i0 @ Quesi%ns D 7e#%nsrai%n •

What are some solvents you use in your everyday lifeJ

•

What solvents do you use in the workplaceJ

•

What are the &enefits of solventsJ

Trainer to provide e5amples of solvents e5plaining their purpose.


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Sli!e N% =:*

Trainer N%es Class Aci.i0 @ Quesi%ns D 7e#%nsrai%n •

What are some disinfectants you use in your everyday lifeJ

•

What disinfectants do you use in the workplaceJ

•

What are the &enefits of disinfectantsJ

Trainer to provide e5amples of disinfectants e5plaining their purpose.


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What are some deodorisers you use in your everyday lifeJ What deodorisers do you use in the workplaceJ What are the &enefits of deodorisersJ Trainer to provide e5amples of deodorisers e5plaining their purpose.


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What are some specialised cleaning agents you use in your everyday lifeJ What specialised cleaning agents do you use in the workplaceJ What are the &enefits of specialised cleaning agentsJ Trainer to provide e5amples of specialised cleaning agents e5plaining their purpose.


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Trainer N%es Class Aci.i0 @ Quesi%ns an! researc&

What are other ways a company can &e environmentally friendlyJ The trainer may wish to get the audience to research other environmental trends and make a presentation to the class.


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Trainer N%es Class Aci.i0 @ Quesi%n an! E4planai%n

What equipment and cleaning agents are used to clean each of these surfacesJ The Trainer does not need to go into too much detail. 8et the audience know, the specific techniques for cleaning each of these surfaces will &e e5plained in each of the !lements of )ompetency.


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Trainer N%es Class Aci.i0 @ Quesi%n

What is the normal procedure for disposing of gar&ageJ What are common items for recycling and how is this doneJ


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What are types of liquid gar&ageJ =ow do you dispose of liquid gar&ageJ


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What are the procedures for disposing of chemicals in most hospitality &usinessesJ


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What happens if ''! equipment is damagedJ


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What equipment needs to &e cleanedJ Who does itJ What are the procedures for cleaning equipment after useJ


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=ow do you clean each type of equipmentJ What else do you need to do to get it ready for the ne5t shiftJ 'lease refer to the Training manual which identifies how to clean each type of equipment.


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Where is equipment normally storedJ Who has access to this areaJ


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Where is equipment normally storedJ Who has access to this areaJ


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What is the important of each of these guidelines when storing chemicalsJ


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a4 ake a list of some of the things a pu&lic area cleaner would &e e5pected to do in the gardens. &4 Which of these tasks would &e &etter done &y a gardenerJ


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a4 ake a list of some of the things a pu&lic area cleaner would &e e5pected to do in the pool area. &4 Which of these tasks would &e &etter done &y a pool cleaning contractorJ


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ake a list of some of the things a pu&lic area cleaner would &e e5pected to do in the car park and driveways areas.


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*&serve the presence of fire equipment and smoke detectors in the pu&lic areas or your workplace or a local hotel. =ow many did you seeJ


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:*

Trainer N%es Class Aci.i0 @ ecap The trainer may wise to conduct a recap of the topics covered in this introduction including6 +nderstanding pu&lic areas, facilities and equipment Types of cleaning equipment 'reparing the work area +sing equipment correctly and safely Types of cleaning agents and chemicals Types of surfaces to &e cleaned 7isposal of gar&age and used chemicals )leaning and maintaining ''! )leaning equipment after use "toring equipment and chemicals safely.


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;*

Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What leather items are located in pu&lic areasJ =ow do you clean themJ


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Trainer N%es Trainer identifies the 'erformance )riteria for this !lement, as listed on the slide.


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=ow do you keep leather cleanJ


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What other preventative maintenance can you performJ


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What is each of the equipment items identified used forJ


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What is each of the cleaning agents identified used forJ 8eather 'rotection )ream % is a leather conditioner is used to protect leather that repels stains and protects the surface from wear and tear. It feeds, protects and re% instates the smell into old and new leather items.


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Trainer N%es Class Aci.i0 @ 7iscuss seps an!%r !e#%nsrai%n

Trainer to discuss steps andBor provide a demonstration.


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Trainer N%es Class Aci.i0 @ 7iscuss seps

Why is each of the steps mentioned importantJ


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B<*

Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What fa&ric items are located in pu&lic areasJ =ow do you clean themJ


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=ow do you keep fa&ric cleanJ


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What is each of the equipment items identified used forJ


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What is each of the cleaning agents identified used forJ


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What activities need to &e done when preparing the work areaJ


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Where should cushions &e placed to ensure they don ‟t go missing or get dirty themselvesJ


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Trainer N%es Class Aci.i0 @ Inerne researc&

Trainer to get audience to identify6 8ocal companies that deep clean fa&ric upholstery =ow much it costsJ Where is it doneJ 3at hotel or at their location4


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Why is each of the considerations mentioned importantJ


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999*

Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What glass surfaces are located in pu&lic areasJ =ow do you clean themJ


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What different types of glass items are located in a hotelJ =ow do you keep glass cleanJ


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What is each of the equipment items identified used forJ 'lease refer to the manual for detailed comment relating to each piece of equipment.


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Trainer N%es Class Aci.i0 @ Quesi%ns D Inerne researc&

What are common types of commercial window cleanersJ =ow can you make your own window cleanerJ What ingredients are in itJ 3This may &e a good internet research session4 What is each of the cleaning agents identified used forJ


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99=*

Trainer N%es o discussion required.


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Why is each of the considerations mentioned importantJ


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9/?*

Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What ceiling, surfaces and fittings are located in pu&lic areasJ =ow do you clean themJ


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=ow do you keep ceilings and walls cleanJ


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=ow do you keep each of these surface types cleanJ


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=ow do you keep fittings cleanJ


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Why are these points importantJ


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7o you need to dust or polish each of these areas differentlyJ Is there any specific preparation you would need to do in relation to each of these items &efore they could &e dusted or polishedJ


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7o you need to dust or polish each of these areas differentlyJ Is there any specific preparation you would need to do in relation to each of these items &efore they could &e dusted or polishedJ


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What is the purpose of vacuumingJ


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Trainer N%es Class Aci.i0 @ General 7iscussi%n D 7e#%nsrai%n

Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers to practice vacuuming.


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What amenities are normally supplied in the vanity areaJ What are appropriate amenities for menJ What are appropriate amenities for womenJ


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. em&ers of audience to practice cleaning a vanity area.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. em&ers of audience to practice cleaning a vanity area.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers mem&ers to practice practice cleaning cleaning a shower. shower.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers mem&ers to practice practice cleaning cleaning a toilet. toilet.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers mem&ers to practice practice cleaning cleaning a &in.


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9;*

Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What is wet cleaningJ What does it involveJ


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=ow areas have wet surfaces and how do you clean themJ What areas require water to clean themJ


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What is the &est way to clean these types of surfacesJ


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7iscuss the questions in the slide.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers mem&ers to practice practice mopping. mopping.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers to practice mopping.


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9
Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What is pressure washingJ What does it involveJ


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What types of equipment can you use to pressure washJ


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Trainer N%es Class Aci.i0 @ esearc& aci.i0

Trainer to get the audience to conduct research into6 7ifferent types of machines used to pressure wash )osts 2enefits and purpose.


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Trainer N%es ;ilm removers < used for removing layers of dirt and grime using a light pressure clean. This includes the cleaning of cars, paths, roads 3main driveway4 and outdoor areas 7egreasers % used for removing heavy greaser and industrial cleaning.


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Trainer to demonstrate and e5plain why steps are done as identified in the slide. Audience mem&ers to practice pressure cleaning.


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9?*

Trainer N%es Introduce topic. Class Aci.i0 @ General 7iscussi%n Ask general questions6 What is high level cleaningJ What does it involveJ


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What types of equipment can you use to undertake high level cleaningJ


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=ow would you clean each of these itemsJ


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What is each type of equipment used forJ What other equipment could you use to perform high level cleaningJ


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Why are these points importantJ What can you cover items withJ


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Trainer to get audience to conduct research activity to answer the questions in the slide.


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9/*

Trainer N%es This is the conclusion of the su&(ect. Trainer thanks the class and delivers assessments as required.

Recommended training equipment

ec%##en!e! raining e"uip#en

)hemicals < various for cleaning )ommunication documents used in workplace )omputer with internet and email access !mergency procedures !quipment < various including vacuum cleaner, &rooms, mops, &rushes, sponges !quipment manuals and manufacturer‟s instructions for cleaning !5amples of leather and fa&ric furniture coverings =ousekeeping trolley Eo& descriptions anual handling techniques ote pads and pens *rganisational )hart 'ersonal 'rotection !quipment 'olicies and procedures for organisation, housekeeping and pu&lic area position 'osters Ru&&ish removal procedures "afety "igns "tandard *perating 'rocedures 3"*'‟s4 "chedules of cleaning activities Telephone system.

Instructions for Trainers for using 'ower'oint < 'resenter ?iew

Insruci%ns f%r Trainers f%r using P%>erP%in @ Presener 8ie> )onnect your laptop or computer to your pro(ector equipment as per manufacturers‟ instructions. In 'ower'oint, on the Sli!e S&%> menu, click Se up S&%>. +nder ultiple monitors, select the "how 'resenter ?iew check &o5. In the 7ispla0 sli!e s&%> on list, click the monitor you want the slide show presentation to appear on. "ource6 http6BBoffice.microsoft.com N%eIn 'resenter ?iew6 #ou see your notes and have full control of the presentation #our trainees only see the slide pro(ected on to the screen 6%re Inf%r#ai%n #ou can o&tain more information on how to use 'ower'oint from the icrosoft *nline =elp )entre, availa&le at6 http6BBoffice.microsoft.comBtrainingBtraining.asp5J AssetI7OR)F--GKNH1-F N%e egar!ing Currenc0 %f ULs 'lease note that where references have &een made to +R8s 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 possi&le, to source similar alternative e5amples of material where it is found that either the we&site or the document in question is no longer availa&le online.

P A"!A GF-G Trainer >uide

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Clean public areas, facilities and equipment

Clean Public Areas, Facilities and Equipment

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