BA (Hons)

Hospitality & Tourism

Management
(Singapore)

Hospitality Supervision
and Training Skills
MODULE TSM09711

student study guide

Hospitality Supervision and Training Skills

STUDENT STUDY GUIDE

Author: Pauline Gordon

 2015 Edition

Pauline Gordon

School of Marketing, Tourism & Languages • Edinburgh Napier University

First published by Edinburgh Napier University, Scotland © 2010, amended 2011, 2012, 2013
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any
means – electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise – without
permission in writing from Edinburgh Napier University, 219 Colinton Road, Edinburgh, EH14 1DJ, Scotland.

This Guide contains material from the CIPD Case Study Club, copyright CIPD 2006.
Permission has been granted to use these materials for this module.
No other copying, dissemination or publication of these case studies is permitted.
Contents

1. Welcome to Hospitality Supervision and Training Skills 1

2. Further Reading and Other Resources 7

3. Overview of Lectures 9

4. Tutorial Guidance 13

5. Module Assessment 17

6. Assessment Guidance 29
 Welcome to Hospitality Supervision & Training Skills

1 Welcome to Hospitality Supervision & Training Skills

Hello and welcome to the Hospitality and Training Skills Module.

My name is Pauline Gordon and I am the module leader for this module. This module
will be delivered by either me or another Edinburgh Napier lecturer, in partnership with
a Local Tutor in Singapore.
I have developed this student study guide to help you as you attend the lectures and
tutorials in Singapore I have also drawn up the coursework assignments.
The module will commence with 12 lectures delivered by me or another Napier lecturer.
Thereafter, you will be supported in your studies by your Local Tutor, who will deliver
the rest of the module. As you work through the module your Local Tutor will provide
support for the material.
If you have any queries as you work through this module you should direct these in the
first instance to the Local Tutor or the local Programme Administrator (full contact
details are provided in section 1.5).
Wishing you good luck in your studies and I hope that you will enjoy this module.

Pauline A Gordon
School of Marketing, Tourism and Languages

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Welcome to Hospitality Supervision & Training Skills

1.1 What is the module about?

The module covers five topic areas:

 Introduction to the roles and responsibilities of the supervisor
 Managing yourself (time management, communication skills, critical thinking)
 Managing processes (planning and organisation, managing change)
 Managing people (leadership, motivation, team-working, managing conflict,
discipline and grievance)
 Developing people (conducting appraisals, identifying development needs,
coaching practical skills)

After studying this module you should be able to:

 Identify the main roles of the supervisory management function.
 Demonstrate appropriate academic research skills.
 Evaluate the skills required to successfully manage organisational processes.
 Examine and critically analyse theories of managing people.
 Demonstrate your understanding of the skills involved in effective employee
development.

1.2 Studying this module

This student study guide has been written to support you as you attend the lectures
and tutorials in Singapore. You will be supported in your studies by your Local Tutor.
As you work through the module your Local Tutor will provide support. Therefore any
questions should be raised at the weekly tutorials. Equally importantly, we expect you
to make a contribution to the classes. Your contribution is important not just for your
own learning, but provides stimulus for the learning for the whole group. In addition it
provides ideas for the ongoing development of the module. Therefore we are all part
of a team to ensure the successful delivery of the module.
As regards the structure and content of this module there are a number of points that
I would like to make. Firstly, this module is to be delivered in a teaching block of 12 hrs
by me or a Napier lecturer. A copy of the slides which will be used during these lectures
will be provided on Moodle. You will then be supported by the Local Tutor who will
deliver the tutorials. An outline of the tutorial programme is given in Section 4.

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 Welcome to Hospitality Supervision & Training Skills

1.3 Assessment

You will be assessed in this module by three pieces of coursework.

Assessment 1 (Individual)
Assessment 1 is an academic writing exercise and is worth 20% of the marks for the
module. Full details can be found in section 5 of this Guide.

Assessment 2 (Group)
Assessment 2 is a written training plan plus a practical demonstration and is worth 30%
of the marks for the module. Full details can be found in section 5 of this Guide.

Assessment 3 (Individual)
Assessment 3 is a case study exercise and is worth 50% of the marks for the module.
Full details can be found in section 5 of this Guide.

Note: Assessments 1 and 2 are combined to form the first assessment component.
Assessment 3 forms the second component of assessment. You must achieve a
minimum of 30% in each of the two components in order to pass the module. This
means that your marks for 1, 2a or 2b can each be below 30%, but the overall average
for the three assessments must be above that mark.
Both the Edinburgh Napier lecturer and your local tutor will give you guidance on the
completion of these assessments.

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Welcome to Hospitality Supervision & Training Skills

1.4 Study Time

From the beginning of each Module you will have 15 weeks in which to study the
subject matter, attend lectures and tutorials and prepare your assignments. At the
beginning it is normal to feel that both the assignment submission dates are far away
– however this can be a trap for the unsuspecting student!
The key to managing your time is to keep constantly monitoring where in the Module
text you should be and where you actually are. If you feel you are slipping behind
you need to try first to work out the cause and second to resolve whatever it is that is
keeping you behind. If necessary speak to your Local Tutor if you think you have
reached an unrecoverable point in your studies. It is always better to raise such
problems with the programme team than to just ‘hope’ you can catch up. As a help to
your own time management we have provided a suggested study schedule for you.
Try to keep to this and, as explained above, monitor where you actually are against
the schedule.
You can think of the schedule as merely a ‘ready reckoner’ for you to judge how well
you are keeping to the pace of the Module and hopefully it will be of help to you in your
own study planning. The schedule is based on Weeks of Study:

The next page contains a schedule, which includes when you should have completed
different parts of the Module. Make sure you insert the dates in column 1 when you
receive the module timetable, because we all easily forget exactly ‘what week is this?’
In the third column you will see three ‘outcomes’ – fully achieved, partly achieved and
not achieved. It is in your interest to TICK the relevant box honestly and to reflect on
how you might ‘correct’ the situation if it needs correcting. In column 2 the Topic
number is listed along with any other key information such as coursework due, revision
lectures and examination weeks. Finally, you might consider putting the schedule on
your study room wall – just to remind you of your progress and key dates.

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 Welcome to Hospitality Supervision & Training Skills

Hospitality Supervision and Training Skills

SUGGESTED STUDY SCHEDULE & KEY DATES

WEEK NUMBER (DATE) UNIT NUMBER ACHIEVED?

INSERT THE DATES FULLY PARTLY NOT
INTRODUCTION
1 __ ________ ____ Lecture (Topic 1)
Tutorials (Topics 1& 2)

Lectures – Topics 2 & 3

2__ ________ ____
Lecture – Topic 4
3__ ________ ____ Tutorial – Topic 3
Lecture – Topic 5
4__ ________ ____ Tutorial – Topic 4
Lecture – Topic 6
5__ ________ ____ Tutorial – Topic 5
Lecture – Topic 7
6 __ ________ ____ Tutorial – Topic 6
Lecture – Topic 8
7 __ ________ ____ Tutorial – Topic7
ASSESSMENT 1
Lecture – Topic 9
8__ ________ ____ Tutorial – Topic 8
Lecture – Topic 10
Tutorial – Topic 9
ASSESSMENT 2 -
9__ ________ ____ WRITTEN
Topic 11 lecture
10__ ________ ____ ASSESSMENT 2 -
PRACTICAL
Topic 12 lecture
11 __ ________ ____ ASSESSMENT 2 -
PRACTICAL
ASSESSMENT 2 -
12__ ________ ____ PRACTICAL
ASSESSMENT 2 -
13__ ________ ____ PRACTICAL
ASSESSMENT 2 –
14__ ________ ____ PRACTICAL
(IF REQUIRED)
ASSESSMENT 3
15__ ________ ____

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Welcome to Hospitality Supervision & Training Skills

1.5 Keeping in touch and staff contacts

Any queries relating to this module direct to:

Local Programme Leader/Coordinator:
Full contact details will be provided in your handbook

If you have any queries about the module it is best to sort them out in class times.
Failing that, phone or email to make an appointment with the Local Tutor or the Local
Programme Administrator. If you have a query which cannot be resolved locally, you
may contact the Edinburgh Napier Programme Administrator, but remember to send a
copy to the Local Programme Administrator. The Edinburgh Napier contact is:

Edinburgh Napier Programme Administrator:

Kirsty Steven
Overseas Programme Administrator
Overseas Programme Support Unit
Edinburgh Napier University
Room 1/100
Craiglockhart Campus
Edinburgh
EH14 1DJ
T +44 (0)131 455 4318
E k.steven@napier.ac.uk

PLEASE remember to copy the Programme Administrator into any correspondence.

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 Further Reading & Other Resources

2 Further Reading & Other Resources

Below we list a number of key textbooks, which you may find particularly useful to
complement your studies. However, it is not compulsory for you to buy these books –
you should only do so if you want to study some of the topics this module further.

Core Textbooks

Title: Supervision in the Hospitality Industry

Authors: Miller J, Walker J and Drummond K
Publisher: John Wiley and Sons
Published: Hoboken, New Jersey
ISBN: 0-471-65748-4

Title: Supervision and Leadership in Tourism and Hospitality

Authors: Van der Wagen L and Davies C
Publisher: Hospitality Press
Published: London
ISBN: 0-304-70686-8

Journals

There are many academic journals relevant to this Module however you may find the
brief list below quite helpful.
International Journal of Contemporary Hospitality Management
International Journal of Hospitality Management
Hospitality
Journal of Hospitality and Tourism
Modern Management

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Further Reading & Other Resources

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 Overview of Lectures

3 Overview of Lectures

A Napier lecturer will deliver 12 hours of lectures in a teaching block at the beginning
of the trimester. Your local tutor will then deliver the other tutorial topics.. An overview
of the topics to be covered follows. A copy of the slides which will be used during the
lectures will be provided to you on Moodle.
NB: Please be advised that additional reading will be required when completing
your assessments.

Topic 1: The role of the supervisor

This lecture introduces students to the module and outlines the areas to be studied in
depth elsewhere. It outlines the roles and responsibilities of the hospitality supervisor.
It also discusses the skills required.
Learning outcomes: students should be able to identify the functions and
responsibilities of a hospitality supervisor; and explain the main skills required to be an
effective supervisor.

Topic 2: Personal skills

This lecture looks at the personal skills of a successful supervisor. It places particular
emphasis on communication skills (writing, speaking and listening), and also on time
management. It examines the main principles of time management, and identifies the
causes of time management problems. It also includes discussion of delegation
techniques.
Learning outcomes: students should be able to analyse the skills required for
effective communication; explain the techniques involved in time management; and
assess the benefits of effective delegation.

Topic 3: Critical thinking

Students will be introduced to the techniques of critical thinking. They will be shown
what to look for when reading a text, and the questions that they should ask. They will
also learn how to support an academic argument through appropriate use of
references.
Learning outcomes: students should be able to explain the importance of critical
thinking; use the appropriate techniques to carry out a critical reading of a text; and

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Overview of Lectures

demonstrate an understanding of how referencing can be used to enhance academic

writing.

Topic 4: Planning and organisation

This lecture discusses the five main management activities: planning, organising,
leading, decision-making and control. It examines the difference between short- and
long-term planning, and between set plans and those for single use. It expands the
discussion of decision-making to include the skills required for effective problem
solving
Learning outcomes: students should be able to explain the main features of each of
the management activities; explain the different skills involved in long- and short-term
planning; and identify the techniques required for effective problem-solving.

Topic 5: Managing change

This lecture will discuss various theories of change management, with particular
emphasis on the skills required to manage change successfully. Lewin’s model of
change will be presented, together with Kirkpatrick’s three requirements for effective
management of change – empathy, communication and participation. The lecture will
also discuss individual reactions to change, and how they can be addressed.
Learning outcomes: students should be able to apply the models discussed to a
change situation; and identify the techniques involved in managing the reactions of
individuals to change.

Topic 6: Performance evaluation

This lecture will discuss the various types of performance appraisal systems that are
available: top-down, self, peer, upward and 360o. It will also look at how to conduct an
appraisal interview. Various techniques for identifying training needs will then be
discussed, including comprehensive, key task, problem-centred and competency-
based.
Learning outcomes: students should be able to explain a range of appraisal systems;
conduct a simple appraisal interview; and explain the techniques for identifying training
needs.

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 Overview of Lectures

Topic 7: Coaching practical skills

This lecture will briefly discuss theories of how people learn, before going on to look at
coaching techniques for developing practical skills. It will examine the need to make
learning relevant for the participant; the benefits of ‘learning by doing’; and the skills
and techniques required to devise a successful coaching session. Students will be
introduced to the “4 P’s” model for delivering a practical training session: prepare;
present; practice; put to work.
Learning outcomes: students should be able to explain the learning theory discussed
in the lecture; and devise an effective training plan for teaching a practical skill.

Topic 8: Conflict, discipline and grievance

This lecture will begin by discussing the potential for conflict in a work situation. It will
explain the importance of establishing formal discipline and grievance procedures. It
will also evaluate how effective standards and procedures in the workplace can
minimize discipline and grievance issues. The differences between positive and
negative discipline will be examined. Good practice in discipline and grievance
procedures will be highlighted.
Learning outcomes: students should be able to explain the role that standards and
procedures play in minimizing discipline or grievance issues; and explain the
procedures involved in handling discipline and grievance problems effectively.

Topic 9: Leadership

This lecture will discuss the various theories of leadership, looking at trait, style and
contingency / situational theories. It will go on to look at the power dynamics inherent
in the leadership role, and the contrast between transactional and transformational
leadership. The lecture will conclude by discussing the leader as mentor.
Learning outcomes: students should be able to explain the three types of leadership
theory; and identify the characteristics of the transformational leader.

Topic 10: Motivation

This lecture will examine the history of motivational theory, discussing content,
process, equity and attribution theories. Examples of each of these theories will be
looked at more closely, including discussion of the work of Maslow, Vroom and Adams.
The theories will then be applied to the role of the hospitality supervisor.

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Overview of Lectures

Learning outcomes: students should be able to explain each category of motivation

theory; and identify ways in which the theory can be used in a hospitality situation.

Topic 11: Team working

This lecture begins by discussing the difference between a group and a team. It
examines the characteristics of a successful team, and the role that the supervisor has
to play. It introduces the ‘forming, storming, norming, performing’ model of team
development, and looks at how the supervisor can influence the group at each stage.
Learning outcomes: students should be able to explain the characteristics of a team
and how it differs from a group; and identify the supervisor’s role in the creation of a
successful team.

Topic 12: Conclusion

This lecture will draw together the various strands discussed throughout the module,
and provide a concluding overview.
Learning outcomes: students should be able to identify the main themes of the
module, and explain how they interact to underpin the activities of the effective
hospitality supervisor.

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 Tutorial Guidance

4 Tutorial Guidance

In addition to the lecture programme at the beginning of the trimester, your Local Tutor
will be delivering the remaining tutorial classes throughout the trimester. These
tutorials will cover lecture topics. The last 4 tutorials will be used to assess the practical
element of Assessment 2. An overview of the topics to be covered in these tutorials
follows.

Topic 1: Role of the supervisor

Key Concepts: activities, responsibilities and skills required for effective hospitality
supervision
TUTORIAL: Exercise /Task (s)
Group discussion:
 Think about any supervisors you have worked for, either currently or in the past
 How would you describe them?
 What made them good or bad supervisors?

Topic 2: Assessment workshop

Key concepts: report-writing, referencing, understanding marking criteria

TUTORIAL: Exercise / Task (s)

 Report-writing and referencing skills
 Discussion of marking criteria for each assessment

Topic 3: Paraphrasing

Key concepts: identifying key points, summarising arguments, writing in own words
TUTORIAL: Exercise / Task (s)
 Paraphrasing exercises

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Tutorial Guidance

Topic 4: Planning and Organisation

Key concepts: planning, organising, leading, decision making, problem solving and
control
TUTORIAL: Exercise / Task (s)
 Case study
 Problem-solving activities

Topic 5: Managing Change

Key concepts: empathy, communication, participation, managing individual reactions

TUTORIAL: exercise / task (s)
 Exercise
 Feedback group’s answers to the rest of the class

Topic 6: Performance evaluation

Key concepts: appraisal, identifying training needs

TUTORIAL: Exercise / Task (s)
 Role play activity
 Students required to be either participants or observers
 Observers to feedback on activity to the rest of the class

Topic 7: Coaching practical skills

Key concepts: relevance of learning, learning by doing, “prepare, present, practice,

put to work”
TUTORIAL: Exercise / Task (s)
 Group activity
 Plan a short coaching session which teaches a practical hospitality skill
 Submit to tutor for feedback

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 Tutorial Guidance

Topic 8: Conflict, discipline and grievance

Key concepts: definitions, policies, procedures

TUTORIAL: Exercise / task (s)
 Role play activity
 Students required to be either participants or observers
 Observers to feed back to the rest of the class

Topic 9: Leadership

Key concepts: leader ship styles, traits and qualities; transformational leadership
ADVANCE PREPARATION REQUIRED: students to select a public figure whom
they believe to be a transformational leader, and prepare a presentation giving their
reasons why.
TUTORIAL: exercise / task (s)
 Group presentations

Topics 10-13: Practical sessions

This class time will be used for students to deliver the practical element of the module
assessment.
This assessment may be filmed, so that the marks can be moderated. Please note that
you should not perform directly to camera. You should ignore the presence of the
camera, and deliver the training session directly to your trainees. The session should
also be performed ‘live’, ie filming should be continuous, with no cuts or edits.

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Tutorial Guidance

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 Module Assessment

5 Module Assessment

5.1 Key Dates

No Topic Submission Date % of final mark

1 Academic writing activity TBA 20%
2a Coaching Session – written plan TBA 10%
2b Coaching session – practical TBA 20%
3 Case study TBA 50%
Note: The submission deadlines are stated in the introduction slides.

5.2. Guidance Notes for the Assignments

Some general points on your coursework assignments

As a rule, it is a good idea to place graphs, sketches, tables etc on the page in which
you refer to them or on the next page, but definitely not consigned to an appendix! You
should also leave a margin on the right hand side of the page of no less than 2.5 cm
for the marker’s comments. This prevents your written work being written over by the
marker! Always clearly label the question and sub-questions, which you are dealing
with. Finally, where a word limit is imposed it is vital to stay within this.
Always provide clear referencing of the material you use to support your arguments.
Referencing is worth a significant amount of marks in Assessments 2a and 3.
Further guidance will be given in the assessment workshop, and in tutorials.

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Module Assessment

5.3 Plagiarism

EDINBURGH NAPIER UNIVERSITY EDINBURGH

SCHOOL OF MARKETING, TOURISM & LANGUAGES
STUDENT DECLARATION TO BE ATTACHED TO HT32421 MODULE
COURSEWORK
Plagiarism is the publication, as one’s own, of the ideas, or the expression of the ideas,
of another (Oxford English Dictionary). Some dictionaries use the term stealing.
Plagiarism is not permitted in assessments at Edinburgh Napier University. Student
Disciplinary Regulations (SDR) 11.2 categorises plagiarism as Academic Misconduct.
Major examples of plagiarism include the following
 copying from another student
 copying large sections, from an academic or other source (e.g. book, internet
article) without acknowledging that source
Minor examples of plagiarism include
 Paraphrasing without acknowledgment
 Quoting original reference obtained from a textbook but not reading “original”
material
OK NOT OK
Quoting a relevant passage from a book, if the Copying from textbooks or articles and
reference is given e.g. Drury C, (2004), failing to acknowledge the source –
Management and Cost Accounting, 6e, even if the words/sentences are
London, Thomson. The reference must be rearranged.
clearly linked to the body of your work by
putting the Author’s name and date in brackets.
Comparing different authors’ ideas, with Copying from other students – even if
acknowledgement of source, and making your the words and/or sentences are
own comments. rearranged.
Doing research with others in the library but Allowing another student to copy your
writing your essay alone. work
When citing from the WWW give the entire URL of home page alone and /or no
URL, the date of access and author if possible, date e.g. www.napier.ac.uk
not just the URL of the home page e.g.
http://nulis.napier.ac.uk/studyskills/#Plagiarism

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 Module Assessment

Procedure if Plagiarism Identified

If a case of plagiarism is suspected (SDR 14.2):

The member of staff marking the work will seek a second opinion from another
member of the teaching team and, if suspicion is upheld, report the matter to
the School Academic Conduct Officer (ACO).
If the case is considered minor, a range of sanctions may be applied, including
reduction of the assessment mark.
If the case is major, the matter will be referred to a School Disciplinary Committee,
who will consider application of a broader range of more rigorous sanctions which
range from a nil mark for plagiarised assessment and hence failure in module to
rustication.
I declare that I have read, and understand the above, and that the attached piece of
work for TSM08908 is my own work and is free from plagiarism as defined above.

Signature ___________________________________ Date __________

Matric No ___________________________________

5.4 Assessment Criteria for the Module Assignments

Below we give you the criteria which are used as the basis for marking your
assignments in Hospitality Supervision and Training Skills. These will help you to judge
what you need to do to achieve any given mark range.

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Module Assessment

Assessment 1 (Academic writing) - Marking Criteria

Criterion Merit: 65% and above Pass: 40 – 64% Fail: less than 40%
Presentation Neat, legible Neat, legible Untidy and difficult to
& style presentation. Meaning presentation. Coherent read. Meaning unclear.
(10%) clear and fluid with an meaning and fluent Language lacks
articulate academic writing style. fluency.
writing style.
Paraphrasing Summarises the main Summarises the main Does not identify the
(30%) points accurately. points accurately. main arguments of the
Uses own words, and Uses phrases journal article. Relies
avoids repetition of contained in the heavily on phrases
phrases contained in original text. used in the text.
the text.
Critical Sound understanding Sound understanding Lacks understanding.
analysis of and ability to analyse of theories. Relies on description.
(30%) theories. Critical
approach to journal
article.
Coherent and All strands of the The argument is The argument is
logical argument are generally consistent inconsistent, and lacks
framework consistent and and supported by supporting evidence.
(10%) supported by evidence. evidence. Conclusions Conclusions are either
Conclusions are are drawn from the not drawn, or cannot be
innovative and evidence presented. supported by the
convincing. Follows a Follows a logical evidence offered.
logical process. process. Does not follow a
logical process.
Submission Report submitted – 20 Report not submitted –
of draft report marks awarded 0 marks awarded
for feedback
(20%)

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 Module Assessment

Assessment 2a (Coaching Plan) - Marking Criteria

Criterion Merit: 65% and Pass: 40 – 64% Fail: less than 40%
above

Presentation Neat, legible Neat, legible Untidy and difficult to

& style presentation. Correct presentation. read. Significantly poor
(10%) spelling. Accurate Occasional spelling spelling. Poor
grammar and errors. Mainly grammar and
punctuation. Meaning accurate grammar and punctuation. Meaning
clear and fluid with an punctuation. Coherent unclear. Language
articulate academic meaning and fluent lacks fluency.
writing style. writing style.
Evidence of Demonstrates sound Demonstrates some Demonstrates little
research and knowledge of an knowledge of a range knowledge of
wider reading extensive range of of appropriate and appropriate literature.
(20%) appropriate and current literature.
current literature.
Critical Sound understanding Sound understanding Lacks understanding.
analysis of and ability to of theories. Attempts Relies on description.
(20%) compare theories. to analyse or take a Inadequate level of
Sophisticated critical approach to analysis and criticism.
analysis. Critical literature.
approach to literature.
Coaching The plan includes all The plan includes all The plan does not
plan the elements of the “4 the elements of the “4 include all elements of
(40%) P’s” model. Each P’s” model. Each the “4 P’s model”. The
element is explained element is explained plan is not supported
and supported by the and supported by the by the academic
academic theory. Plan academic theory. Plan theory. No evidence of
includes innovative includes some own ideas for delivery
ideas for delivery of evidence of own ideas of the session.
the session. for delivery of the
session.
Referencing Literature is accurately Literature is accurately Literature not
(10%) integrated into the integrated into the integrated into the
text. All sources text. Most sources text, or not used.
acknowledged. acknowledged. Sources not
Harvard citation Harvard citation acknowledged.
method used method used Harvard method either
consistently. consistently. very poorly or not
used.

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Module Assessment

Assessment 2b (Practical session) - Marking criteria

Criterion Merit: 65% and Pass: 40 – 64% Fail: less than 40%
above

Introduction
and overall
structure
(10%)
Purpose and Purpose and rationale Purpose and scope of No explanation given
Timings of training fully training is explained. for choice of training.
(20%) explained. Conforms Timekeeping is adequate. Either too short or
very closely to the significantly over-runs
time allocated. the allotted time.
Content Key learning Demonstrates some ability Lack of ability to link
(20%) outcomes are to present ideas and and integrate training.
identified and training through rational Materials
achieved. A thorough approach to the session. disorganised.
and original approach Material is well organised.
to the training is
demonstrated.
Use of Uses a variety of Session flows logically, with Little or no usage of
appropriate effective, clear and delivery being clear and visual aids or props.
techniques simple visual aids or easy to follow (e.g. voice is Reading straight from
(20%) props which the audible and pace of speech notes, avoiding eye
audience can easily is consistent). Some visual contact with audience,
understand. Speaks aids and props used. looking uncomfortable
clearly and varies the (e.g. folded arms).
style of delivery to Looking at feet of
maintain interest. audience, or over their
heads.
Engagement of Engages trainees with Engages trainees Fails to engage
trainees enthusiasm. Confident adequately. Not particularly trainees. Shows no
(20%) manner. Encourages confident or enthusiastic. confidence or
audience participation. enthusiasm.
Close & Reviews and Gives an adequate Poor conclusion with
clarification of highlights all the key summing up, focuses on little illustration of the
learning points points. Concludes on the main themes covered. key themes.
(10%) a high note.

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 Module Assessment

Assessment 3 (Case study) – Marking Criteria

Criterion Merit: 65% and above Pass: 40 – 64% Fail: less than 40%
Presentation Neat, legible Neat, legible Untidy and difficult to
& style presentation. Correct presentation. read. Significantly poor
(10%) spelling. Accurate Occasional spelling spelling. Poor grammar
grammar and errors. Mainly accurate and punctuation.
punctuation. Meaning grammar and Meaning unclear.
clear and fluid with an punctuation. Coherent Language lacks
articulate academic meaning and fluent fluency.
writing style. writing style.
Evidence of Demonstrates sound Demonstrates some Demonstrates little
research and knowledge of an knowledge of a range knowledge of
wider reading extensive range of of appropriate and appropriate literature.
(25%) appropriate and current current literature.
literature.
Critical Sound understanding Sound understanding Lacks understanding.
analysis of and ability to of theories. Attempts to Relies on description.
(20%) compare theories. analyse or take a Inadequate level of
Sophisticated analysis. critical approach to analysis and criticism.
Critical approach to literature.
literature.
Coherent and All strands of the The argument is The argument is
logical argument are generally consistent inconsistent, and lacks
framework consistent and and supported by supporting evidence.
(25%) supported by evidence. evidence. Conclusions Conclusions are either
Conclusions are are drawn from the not drawn, or cannot be
innovative and evidence presented. supported by the
convincing. Follows a Follows a logical evidence offered. Does
logical process. process. not follow a logical
process.
Quality of Identifies significant Summarises main Fails to summarise
conclusion points from preceding points effectively. No main points. Introduces
(10%) discussion. Draws new information new information.
together main threads introduced.
of argument. Makes a
concluding statement
based on these
arguments. No new
information introduced
Referencing Literature is accurately Literature is accurately Literature not
(10%) integrated into the text. integrated into the text. integrated into the text,
All sources Most sources or not used. Sources
acknowledged. Harvard acknowledged. Harvard not acknowledged.
citation method used citation method used Harvard method either
consistently. consistently. very poorly or not used.

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5.5 Assignments and date for submission

5.5.1 Assignment 1 (1000 words)

This assessment requires you to source an academic journal article and provide a
critical evaluation of its content.
1. Search for a journal article from the Edinburgh Napier Library database which will
be useful to you when completing Assessment 3.
2. Write a 1000-word report in which you:
a. Explain which journal article you chose, and why you chose it (100 words)
b. Summarise the main points of the article in your own words (300 words)
c. Consider the extent to which the evidence presented by the authors
supports the arguments that they have made, giving reasons for your
answer (500 words)
d. Provide an introduction and a conclusion to your report (50 words each)
e. Provide a full Harvard-style reference for your journal article.
3. Show a draft copy of the report to your tutor for verbal feedback (note that this
is worth 20% of your mark for this assessment).
4. Use the feedback to improve your report before final submission.
You should use the framework provided in the ‘Critical Thinking’ lecture to
structure this assessment.
The report MUST be uploaded onto Turnitin before the submission deadline.

The report is to be submitted to the Local Programme Administrator on the specified

due date (See Introduction Slides) together with a hard copy of your chosen journal
article. The report should be written in formal English and be fully referenced. If you
are in any doubt regarding the level of detail required for this piece of assessment then
please ask the Local Tutor in class. Please also see section 6 of the Study Guide.

5.5.2. Assignment 2
This is a group assessment. You will be allocated your groups by your local tutor.
This assignment requires you to design and deliver a 15-minute coaching session,
demonstrating a practical hospitality skill of your choice. The assignment is in two parts,
as explained below.

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Part A (1000 words)

You are required to produce a detailed plan for delivering the session. It should follow
the “4 P’s” model of prepare, present, practice and put to work. Write a report (max
1000 words) explaining your plan and providing justification from academic theory. You
should present your finished plan as an appendix to this report.
The report MUST be uploaded onto Turnitin before the submission deadline.
This report is to be submitted to the Local Programme Administrator on the specified
due date: (See Introduction Slides) The report should be written in formal English and
be fully referenced. If you are in any doubt regarding the level of detail required for
this piece of assessment then please ask the Local Tutor in class. Please also see
section 6 of the Study Guide.
NB: You must include reference to academic theory, in order to justify your training
plan.
Part B (15 minutes)
You are required to deliver the training session in class. All members of the group
should participate in the delivery of the session.
You should provide any props or equipment that is required. You will select trainees
from the other students who are in class on the day of your assessment.
You will be observed by your local tutor, and your session may also be videotaped for
assessment by the Edinburgh Napier module leader. Please remember that you should
not perform directly to camera, and should instead deliver your session as though the
camera wasn’t there.
Sessions will take place during tutorial time and dates will be clarified by your local
tutor. (See Introduction Slides) You will only be required to attend on the day that you
are being assessed. Assessment times will be arranged by the local tutor.
Please also see section 6 of the Study Guide for further guidance.

5.5.3 Assignment 3 (2500-3000 words)

Read the case study below, then answer all the questions that follow. Your answer
should be 2500-3000 words long.

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Case study: The Courthouse Hotel

(Source: CIPD Case Studies Club; Author: Stephen Taylor, Manchester Metropolitan
University, 2006)

The Courthouse Hotel is a large, privately owned establishment located in the centre
of a large city. Once the major hotel in the city, it has in recent years struggled to
maintain profit margins in the face of competition from three new hotels operated by
well-known national and international chains. The Courthouse maintains a three-star
standard of service, competing primarily on the basis of cost. Its prices are therefore
kept considerably lower than those charged in the newer hotels, while the range and
quality of food and accommodation are also of a lower standard. The hotel has 150
bedrooms, a bar, a carvery style restaurant, and a function room which is used for
private dinners and business meetings. There are no large-scale banqueting facilities,
no porters and no room service.
While there are one or two part-time members of staff, 95% are employed on full-time
permanent contracts. With the exception of a few senior managers, administrators and
night workers, the staff work either early or late shifts (ie 6.30-3.30 or 3.00-11.00).
Because the vast majority of the hotel's guests are business people staying on week-
nights, staff are required to work only one weekend in every four.
Three months ago a well-known businessman purchased the hotel with a number of
interests in the city. He has decided to change the business strategy by moving the
hotel up-market to a four star standard and offering a wider range of services. A major
refurbishment is planned, together with the opening of a new banqueting suite, an à la
carte restaurant, a leisure club, a full portering service and extensive lounge / room
service operation. In staffing terms there is a need to improve the interpersonal skills
of staff and to raise general standards of customer service by a substantial margin.
The rationale for these developments is the impending opening of a new convention
center a short walk away from the hotel. From January next year it is expected that the
volume of trade will increase by 60 per cent, provided the Courthouse can raise its
standards to those expected of a wealthier and more international clientele. The
problem, from a people management perspective, is the likely erratic nature of
business patterns once the convention centre opens. Periods of several weeks will go
by with relatively little occurring in the centre, punctuated by shorter periods of frenetic
activity when major conferences, exhibitions, concerts and sporting events take place.
A more specific opportunity presents itself next summer, when as part of a bid to
publicise the city's new convention centre, the government has announced that it will
be hosting a major intergovernmental conference in the city. For the duration of this
event each hotel will house a particular delegation, with the Courthouse being allocated
to the Germans. This means that the entire hotel will be taken over by the German

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Chancellor, other senior German politicians, advisers, civil servants and 75 accredited
journalists for a week next summer. During that period there will be a heavy security
operation in the hotel. It will also have to host several press conferences and a series
of breakfast meetings at which the Chancellor will meet other world leaders. In addition,
it will have to maintain a far higher standard of cuisine and service than it is accustomed
to providing. If successful, a large amount of positive publicity can be guaranteed. If,
on the other hand, the hotel conspicuously fails to provide the standard of service
expected by a Government delegation, the ensuing negative publicity way will
undermine the whole refurbishment strategy planned by the new owner.

Question 1
Choose a hotel department (for example: front of house, accommodation, kitchen,
restaurant, etc).
a) Identify the main issues that the supervisor would have to consider when planning
for the German delegation’s visit.
b) Discuss the main skills which the supervisor would need to demonstrate in order
to make his/her department run smoothly during the visit.
c) Analyse the motivation techniques which the supervisor could use to ensure the
maximum performance of his/her team.

Question 2
The hotel’s management are concerned that the required standard of service will not be met.

 Discuss the actions which the supervisor could take to address this situation.
 Recommend a course of action for the supervisor which would enable him/her to
successfully make the required changes.

Please note that you MUST make reference to academic theory in support of
your answers. You WILL NOT pass the assessment if you have failed to cite any
academic references.
This report should be submitted on the specified due date: (See Introduction Slides)

The report should be written in formal English and be fully referenced. If you are in any
doubt regarding the level of detail required for this piece of assessment then please
ask the Local Tutor in class. Please also see section 6 of the Study Guide.
The report MUST be uploaded onto Turnitin before the submission deadline.

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6 Assessment Guidance

This section gives you further guidance on completing the assessments for the module.
Please read it carefully.

6.1 Assessment 1 – Academic writing exercise

In this assessment, you are being asked to demonstrate that you can read and write
critically. This means that you should not take the article at face value – instead, you
should look behind what has been written, asking questions such as: how credible are
the authors; how reliable are their sources; how strong is their evidence?
Before you do this, you need to show that you understand the article, and also that you
can explain it in your own words. The abstract can be a great help in identifying the
main points of the article, to make sure that you don’t miss out anything important in
your own summary. When you are summarising the article, you should make it clear
that you are summarising someone else’s work, not just writing a story. The box below
gives you an example of the writing style that you should use in this section.

The author explains that the popular drink of tea is a traditional symbol of hospitality in both private
and commercial environments, and that hospitality managers are concerned with how they can
generate value for their organisation by identifying new market segments and new products and
services (Smith, 2008).
Smith (2008), suggests that hospitality products and services are often influenced by new and current
ideas and concepts as they strive to adapt to the changes in the market and meet demands, and as
the current trend is for authenticity, this is the perfect time to exploit the possibilities of offering new
products and services related to the beverage of tea. The article discusses that tea has gone from a
traditional beverage into one that is seen as current and fashionable in recent years, and explains that
tea has the advantage of having many marketable aspects; as a leisure activity and also a product for
health and wellbeing, therefore making it appealing to a wide market (Smith, 2008). Although tea has
traditionally British connotations, Smith (2008) insists it is still a valuable and popular product for
hospitality organisations around the world. And as the author explains, as the demand for tea products
and services increase, so does supply with many new tea products being offered in hospitality venues
and through extending service hours (Smith, 2008).
Smith (2008) identifies that new tea services offered are often aimed at families, tourists from cruise
ships, or tailored to the organisation and local area. Smith (2008) explains that offering tea services
within a hospitality venue has the benefits of being a universal symbol for hospitality, and so can
increase guest satisfaction and provide a positive experience for the guests; they can attract new
clients, retain current clients, and help to make full use of facilities in order to increase profits. And the
author goes on to state that a hotel offering tea services can add value through tea sales, associated
room bookings, and increased media attention (Smith, 2008).
Smith (2008) concludes that tea is a synonymous product with hospitality, and it is an appealing
product that can increase revenue.

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Assessment Guidance

You should then present your critical analysis of the journal article, using the
techniques discussed in class. Don’t be afraid to make negative comments about the
article if appropriate – this shows that you are approaching it with an open mind. But
also remember to say good things about it where appropriate as well! The box below
gives you an example of the writing style that you should use in this section.
The article wants the reader to believe that tea service is becoming increasingly popular and valuable
within the hospitality industry. The article suggests that providing this service can increase overall
revenue within an organisation.
The author has used academic references such when writing the article to support what she has been
talking about. She has used a variety of different sources including articles from the press, academic
journals and books.
The fact that the author is experienced in the industry makes the work she is writing about more
credible to the reader. The author has also been part of a successful organisation where tea service
has been a revenue generator. One could say this evidence is reliable as she has used references to
support her example where she herself has been able see how effective and profitable tea service can
be to the organisation.
The author has used a wide variety of examples throughout the article to suggest the benefits of the
providing a tea service within an organisation, not only nationally but internationally too. The examples
that the author have used are credible, they are from expertise within the industry.
The conclusion that a ‘cuppa tea’ is more than just a cosy, homely welcome but a commercial
development of beverage and meal services in the hospitality industry is a perfectly viable conclusion.
This has been supported throughout the article with academic references to support the value of tea
service within the industry.
Although the conclusion is viable there could have been more research in to different countries as she
only referenced data from Canada and on reference to a hotel restaurant in the UK. She has however
stated on more than one occasion in the article the lack of literature of the role of tea service within the
industry.

You can see from this example that the student explores both the positive and the
negative aspects of the article, providing evidence from the article in support of her
arguments.
This assessment should be written in a report format, with an introduction, conclusion
and reference list. You should use the tasks given in question 2 (a to e) to help you
identify appropriate headings for the report. You should not use the heading ‘main
body’ – this tells the reader nothing, and therefore serves no purpose. Your introduction
should explain what the report is going to be about, and your conclusion should
summarise the main points that you have made. There should be no new information
in your conclusion. It is unlikely that you will refer to any academic source except the
article that you are discussing, but if you do, they should be included in a reference list
at the end. You should include the full Harvard reference for your journal article in the
reference list.

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 Assessment Guidance

This style of writing is new to you, so it’s really important that you get some guidance
on doing it properly. That’s why you will get 20 marks for this assessment if you show
your report to your tutor for verbal feedback – this takes you halfway towards a pass
mark, and also ensures that you are on the right track with your report.
Finally, remember to include a hard copy of the article with your report.

6.2 Assessment 2a – Group Report

You should all work on the group report equally. The report should not be a detailed
discussion of the topic being trained. Rather, it should be an explanation of the training
methods which will be used, and why these are considered to be appropriate. The
Training plan, which outlines the 15-minute practical session, should be included as
an appendix.
You should take care to choose a relatively simple, practical task, which can easily be
achieved within the time-period allowed. Examples include:
 Presenting and opening a bottle of wine
 Setting a table
 Taking a food order
 Mixing a cocktail
 Folding a napkin
 Preparing a simple food item
 Taking a telephone booking
 Checking-in a guest
 Dealing with a complaint
 Making a bed (if the necessary props are available).
These are only examples, and you can either choose from this list or do something
different. You should remember, however, that you should be able to demonstrate the
task, get the trainee to practice it, and then get the trainee to do it on their own, within
the 15-minute period. You should also remember that you will need to provide the
necessary props and equipment to demonstrate the task properly.

Assessment 2b – Practical session

You should allocate roles within the group, and perform this task as a role play. One
or two of the group members should act as trainees, with the others participating in the
training. PowerPoint should preferably not be used, as you are demonstrating a
practical task. If it is used, it should be kept to a minimum. You should also avoid

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Assessment Guidance

reciting memorised scripts – you should be more natural in their approach, and act as
though it was a real-life situation.
As mentioned elsewhere, you should ignore the presence of the camera. The session
should be filmed in real time, with no cuts or editing.

Assessment 3 – Case study

When answering a question which asks you to refer to a case study, there are several
points to take into consideration.
Each report should have an introduction and conclusion. You should use headings to
divide up the sections. It’s up to you how you do it, but you may like to have an
introduction, one section for each bullet-point question, and a conclusion. You should
not use the heading ‘main body’ – this tells the reader nothing, and therefore serves
no purpose. The headings used should reflect the content, e.g. ‘Supervisor Skills’ or
‘Problem-solving Techniques’. You should also include a reference list.
The introduction should tell the reader what the report is going to contain. The
conclusion should summarise the main points of the report. Each headed section
should directly address the questions asked in the assessment.
You should use reference to academic literature throughout to support your arguments.
You must cite your sources, and must also identify direct quotes with the use of
quotation marks. If there is no reference to literature in the text, and no reference list,
then you will receive a zero mark for referencing.
You should avoid ‘re-telling’ the case study. However, you should make reference to it
in your report, to show how your general discussion can be applied in the specific
situation described in the case.
You need to strike a balance between reference to the case study and reference to
academic theory. A lack of reference to theory makes the report descriptive rather than
analytical. A lack of reference to the case study makes the report too theoretical, with
students failing to demonstrate their understanding of the theory by applying it to the
case.
Your conclusion should summarise the main points that you have made in the report.
You should not introduce any new material in this section.
If you have any problems with any of the assessments, please speak to your local tutor
as soon as possible, and they will be able to help you.

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 Assessment Guidance

TSM09111 Hospitality Supervision and Training Skills

Assessment 1

Student
name: Date:

Criterion Excellent Above Average Below Poor Mark

(70% or Average (50-59%) Average (Below
over) (60-69%) (40-49%) 40%)
Presentation &
style
(10%)
Paraphrasing
(40%)

Critical analysis
(20%)

Coherent and
logical framework
(10%)
Submission of draft YES / NO
report for feedback
(20%)

General comments:

Signature: Mark:

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Assessment Guidance

TSM09111 Hospitality Supervision and Training Skills

Assessment 2a

Student
group: Date:

Criterion Excellent Above Average Below Poor Mark

Average (50-59%) Average (Below
(70% or
(60-69%) (40-49%) 40%)
over)
Presentation &
style (10%)

Evidence of
research and
wider reading
(20%)
Critical analysis
(20%)

Coaching Plan
(40%)

Referencing
(10%)

General comments:

Signature: Mark:

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 Assessment Guidance

TSM09111: Hospitality Supervision and Training Skills

Assessment 2b

Student
group: Date:

Assessment Criteria Comments Mark

Introduction and overall
structure of training
session (10%)
Purpose & Timings (20%)

Content (20%)

Use of appropriate
techniques (20%)

Involvement of trainees
(20%)

Clarification of learning
points and close (10%)

Signature: Mark:

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Assessment Guidance

TSM09111 Hospitality Supervision and Training Skills

Assessment 3

Student
name: Date:

Criterion Excellent Above Average Below Poor Mark

(70% or Average (50-59%) Average (Below
over) (60-69%) (40-49%) 40%)
Presentation &
style
(10%)
Evidence of
research and wider
reading
(25%)
Critical analysis
(20%)

Coherent and
logical framework
(25%)
Quality of
conclusion
(10%)
Referencing
(10%)

General comments:

Signature: Mark:

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