UNIT 1 Unit overview Hospitality: Level 2 Higher Diploma This unit introduces learners to the hospitality industry and allows them to find out what it could be like to work in it. The key point of this unit is to make learners aware of its importance to the UK economy, and how large and diverse it is, with its enormous range of exciting and rewarding career opportunities. The industry can be divided into 14 sectors. Learners need to know about all of these, and the different products and services they provide, in order to understand the local, national and international scale of the industry. Learners need to begin to study these topics at the start of the course, but it must also be recognised that their learning will take place throughout the course. For example, once in-depth work experience has taken place, their understanding of job roles will be better than when they have merely compared job descriptions in a lesson. Running an event such as a Halloween party for the local home for the elderly will mean learners have a better understanding of the customer service skills required for some jobs and the kinds of tasks an events organiser has to carry out. If learners have had practical experience of designing and cooking a menu, they will have a better understanding of how local sourcing, use of seasonal foods and healthy eating trends have influenced menu design. This unit will be assessed through an externally set examination. Learners will complete the examination under supervision, with no communication with other learners. They will be able to use research notes; details of what these research notes can contain will be available with the examination guidance. This examination will cover all the learning outcomes of the unit. Learners need to build up a portfolio of evidence such as research tasks, practical activities, work experience information, and reports of visits in preparation for the examination. Learning outcome Topics Pages for resources 1.1 Know the composition and size of the UK hospitality industry 1.2 Understand the importance of the UK hospitality industry to the UK economy 1.3 Understand how the hospitality industry is affected by changing trends 1.4 Know the range of employment and career opportunities in the hospitality industry in the UK and worldwide 1.5 Be able to make career choices in the hospitality industry 1.6 Be able to use research methods and sources to explore the hospitality industry and trends within it 1. Introduction to the hospitality industry 14 18 2. The size and importance of different sectors 19 21 3. Looking at accommodation choices 22 26 4. Looking at eating and drinking choices 27 28 5. Other sectors in the hospitality industry 29 6. The importance of the industry to the UK economy 7. Changing trends in the industry the tourism effect 8. Changes in eating habits 33 30 31 9. Other social and economic changes 34 36 10. Introduction to jobs in the hospitality industry 37 11. Looking at catering jobs 38 12. Looking at front-of-house jobs 39 13. Looking at other jobs 40 41 14. Management skills 42 44 15. Job requirements and training 45 Most topics. Specific resources: 1.4, 1.6, 1.8, 1.18, 1.19, 1.21, 1.22, 1.34 32 19 21, 23, 25, 36, 37, 39, 40 41 Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. 1 Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 1 27/5/09 19:00:06
UNIT 1 How this unit will be assessed This unit will be assessed through an externally set examination. Learners will be able to use research material in the exam. The topics covered in this unit should allow learners to be able to: describe the composition and size of the UK hospitality industry explain how the UK hospitality industry contributes to the UK economy explain how the hospitality industry is affected by changing trends analyse how the hospitality industry may respond to changing trends describe the employment or career opportunities within the hospitality industry select appropriate employment or career paths select appropriate research methods or sources interpret research information on the hospitality industry or trends within it. Delivering this unit This unit is quite wide ranging. You can deliver it by a combination of class lessons, independent research, visits and activities carried out as part of work placement. Learning Outcome 1.1: Know the composition and size of the UK hospitality industry The learning content for this outcome has been divided into a number of topics, with suggested activities and resources. Topic 1 Introduction to the hospitality industry This topic introduces the diverse nature of the industry. Worksheet 1.1 could be used as a starter activity, as a way of learners identifying what they already know about hospitality chains, and practitioners finding out the existing knowledge of learners. This starter activity could be developed so that there is a group discussion identifying the main sectors in the hospitality industry and the subgroups that some of these sectors contain, e.g. hotels and guest-houses. PowerPoint 1.1 on chain logos can also be used in the starter activity. Factsheet 1.2 can be used to support this activity. Further information about the different sectors can also be found at www.people1st.co.uk. A book suitable for background reading is Introduction to Hospitality Operations by Peter Jones, ISBN 978-0826460776. Learners need to be given definitions of some of the sectors, such as contract and hospitality services. Identifying the types of jobs in these establishments is again a way of finding out about existing knowledge, and information that can be used in future learning about jobs. Worksheet 1.3 can be used by learners to build up a picture of the local hospitality industry. The area can be divided so that each part can be looked at in detail. The activity could be developed from an initial visit to one or several establishments. Alternatively each learner could spend half a day shadowing one person in an establishment and reporting back to the group. It is expected that this activity will take at least two hours to complete. ICT: finding and selecting information about local hospitality establishments. English: speaking and listening by contributing to class discussions and seeking information from industry representatives. Independent Enquirers, Team Workers and possibly Self-managers linked to the activity. 2 Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 2 27/5/09 19:00:06
Topic 2 The size and importance of different sectors Hospitality: Level 2 Higher Diploma This topic emphasises the diverse nature of the industry and identifies the importance and size of each sector. PowerPoint 1.2 asks questions about the sectors of the indusry and can be used as a starter once learners have recapped the sectors of the industry. Worksheet 1.4 is a data analysis sheet. It provides information about the different sectors and asks learners to read and analyse the data. This can be done individually, in pairs, in small groups or as a whole group discussion. A plenary to discuss learners preconceptions should clarify learning. Further useful data can be obtained from the British Hospitality Association s Trends and Statistics publications. English: speaking and listening by contributing to class discussions. Mathematics: drawing conclusions and providing mathematical justifications. Independent Enquirers and Creative Thinkers linked to data analysis worksheet. Topic 3 Looking at accommodation choices This topic introduces the diverse nature of accommodation and focuses first on the importance of ambience. Safety and hygiene issues are also identified, along with the importance of flexible conference rooms. Worksheet 1.5 is a matching activity that can be used to make a card-sort exercise or on a PowerPoint presentation as a group activity. It introduces the diversity of accommodation in the industry. Ask learners to match the description to the correct type of accommodation. Alternatively, use images, such as pictures of Yotel cabins, as a starter. Worksheet 1.6 on hotel chains will help learners to develop their knowledge of different accommodation types and the ambience they aim to create. Allocate a hotel group to pairs or groups of learners before distributing the worksheet. Worksheet 1.7 is a fun short exercise on colour and needs to be used with images of different-coloured rooms and themed rooms. You can find these on the Internet by using a search engine such as Google Images and typing in red room, Hawaiian room etc. (Question 1 requires an image of a red room.) This activity encourages learners to think about how important ambience is. This topic can be developed further when boutique hotels are introduced in Topic 7 on changing trends within the industry. You could also use a recording of the TV programme The Hotel Inspector to develop this idea further. Worksheet 1.8 can be used when discussing a key need for all accommodation areas: proper checking after cleaning. Learners could be asked to write down all the areas that need cleaning in a bedroom and then to check their list against this factsheet. Worksheet 1.9 on conference rooms introduces the need for flexibility in these types of room. This topic needs to be further developed during visits and work experience. Banqueting could also be discussed here. A good team-building activity early in the course might be a competition between groups creating a wedding setting. Groups should use a variety of materials available from a wedding shop or online (e.g. www. weddingdelights.co.uk or www.cameo-favours.co.uk) and then role-play the selling of their idea to a customer. ICT: finding and selecting information; presenting information for Worksheet 1.6. English: speaking and listening by contributing to class discussions; reading text. Independent Enquirers and Self-managers linked to Worksheet 1.6; possibly Team Workers if the activity is carried out in groups or the wedding task is carried out. Topic 4 Looking at eating and drinking choices This topic identifies the diversity of eating establishments and the differences in the meal experience at several establishments. It also suggests various ways to develop learners understanding of different drinking establishments. Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. 3 Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 3 27/5/09 19:00:07
UNIT 1 Worksheet 1.10 could be used after a starter recapping what is known about local restaurants and cafés. For the greatest impact, eight washing lines need to be set up in the room, each labelled with one of the cards cut out from the worksheet. You should print out the names of at least four but preferably six to eight restaurants eight times on card, and learners discuss the positioning of each restaurant according to the first seven criteria; this should develop into a detailed discussion about the final criterion, overall meal experience. Alternatively, this activity could be carried out in groups on large tables. Learners could record the activity by downloading a digital photo of the results into a Word document and writing their comments as a homework or classroom task. An extra activity could be included here to identify a wide range of ethnic restaurants, the types of food they serve and the types of service in different restaurants. Interesting videos are available on www.youtube.com, such as a YO! Sushi bar and its conveyor belt of food, and the performances of chefs at a teppanyaki restaurant. Worksheet 1.11 consists of a list of suggested activities to carry out with learners to develop their knowledge of different alcoholic and non-alcoholic drinking establishments. The activities include developing learners knowledge of casinos and membership clubs. Activity 1.11, running a non-alcoholic cocktail bar, could be organised as a competition between two groups. Mark them on hospitality and service, range of cocktails, and skill in making and serving cocktails. As an introduction to these activities, you could do one of the following. Serve each member of the group a glass of lemonade or cola. Give it to half the group in a simple glass, but give the other half a glass with ice and lemon and even a coaster. Ask learners how they feel about this to develop a relevant discussion. Create one or two non-alcoholic cocktails using grenadine, or show cocktail-making videos from www. videojug.com. The Spider-Brain Kids Cocktail is suitable. ICT: finding and selecting information and presenting information for Worksheet 1.11. English: speaking and listening by contributing to class discussions; possibly writing documents for Worksheet 1.10. Creative Thinkers and Effective Participators linked to Worksheet 1.10; Independent Enquirers, Creative Thinkers, Team Workers and Self-managers linked to the Worksheet 1.11. Topic 5 Other sectors in the hospitality industry This topic could be divided into several sub-topics, such as events and transport. Learners could carry out all or some of the activities suggested below. Worksheet 1.12 can be used as a starter activity so that learners understand the diversity of the contract and hospitality service sectors, the varying needs of this sector s customers, as well as the need to make a profit, break even or be in receipt of a subsidy. For Activity 1A, one of these establishments could be investigated in detail. A school or college refectory should be easy to access. A visit to a hospital catering operation or a home for the elderly is another option. Alternatively, to develop an understanding of the events sector, show an episode of the BBC TV programme The Big Day for an interesting view of all that is involved in delivering an event. When learners plan and deliver an event later in the course, they will have a far better understanding of what is involved in events management. Activity 1B is about the hospitality provided at a music festival such as Glastonbury. This would require gathering background information about such an event. Learners could investigate this themselves if there is enough time. They should then produce a plan for a range of hospitality outlets that they think would be needed at such an event. They should submit their plan as a presentation and could include some examples of food and drink that would be provided. Alternatively, ask learners to create an outbound and inbound menu for an airline meal that is balanced, within a specified budget, relevant to the airline s destination and easily fits on to an airline meal tray. This could be carried out as part of a larger project covering learning outcomes in Units 4 and 6. ICT: finding and selecting information; presenting information. 4 Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 4 27/5/09 19:00:07
Hospitality: Level 2 Higher Diploma English: speaking and listening by contributing to class discussions and seeking information from industry representatives; writing a report of a visit made including their opinions, or a report on a TV programme. The music festival activity and the airline meal activity would cover all six skills. Learning Outcome 1.2: Understand the importance of the UK hospitality industry to the UK economy Suggested activities and resources for this learning outcome are shown below. Topic 6 The importance of the industry to the UK economy This topic is about the key message that hospitality employs one in every 10 people in the UK, with over 2 million people working in over 200,000 different establishments throughout the UK. Learners need to recognise the national importance of the industry but also its local importance. They need to understand the multiplier effect of the industry. Suggested activities and resources are shown below. Factsheet 1.13 about the importance of tourism to the Isles of Scilly can be used as a starter to reinforce the above message. This could then lead on to discussion of the importance of hospitality in the local area, and more broadly, a comparison with national data and discussion of the differences. Statistics such as the numbers employed could be collected during study of topic 1 and used here. Worksheet 1.14 suggests a number of activities to help learners understand the cascade effect of the opening of one new hospitality establishment on the local economy. A local example could be used. A good way to start this activity is to ask how many learners have a part-time job and what they do with some of the money they earn if this is appropriate. It should be easy for learners to understand the effect their earned money is having on the economy the multiplier effect and in particular on other hospitality establishments. The activity on this sheet about researching the history of the industry will support learners understanding of the next topics changing trends in the industry. ICT: finding and selecting information about local hospitality establishments. English: speaking and listening by contributing to class discussions and seeking information from industry representatives; reading text. Mathematics: possibly drawing conclusions and providing mathematical justifications. Independent Enquirers, Self-managers and Reflective Learners linked to activities. Learning Outcome 1.3: Understand how the hospitality industry is affected by changing trends The learning content for this outcome has been divided into a number of topics, with suggested activities and resources. Up-to-date information about changing trends can be found in trade journals and newspapers. Topic 7 Changing trends in the industry the tourism effect This topic introduces the changes in the industry and looks beyond the hospitality industry at the tourism industry. It can either be introduced with a link to the preceding topic looking at the history of the industry, or by putting the question What influences the success of a hospitality business?. Learners will probably highlight internal issues such as good food, competitive prices, etc. The issue of ambience, relevant to boutique hotels, could be highlighted here. Learners can then be guided to think about external influences such as people s spending power and changing trends in eating out and taking holidays. This would lead on to the activity below, and the activities in Topics 8 and 9. Worksheet 1.15 gives background information about the industry and a list of trends and issues that affect the industry. A general discussion could take place about these, or learners could focus on one or two issues and consider them in more detail. From the resulting presentations, learners will gain detailed knowledge about the impact of trends and issues on the industry. Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. 5 Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 5 27/5/09 19:00:07
UNIT 1 ICT: finding, selecting information; presenting information. English: speaking and listening contributing to class discussions. Independent Enquirers and possibly Team Workers and Effective Participators linked to the activity. Topic 8 Changes in eating habits This topic looks at the changes in the ways that people eat out and the important health issues that are involved. It also focuses on the growing use of local and seasonal foods. PowerPoint 1.3 can be used as a starter to introduce changes in eating habits and the fact that healthy eating is now a key issue in the industry. Several activities can be developed from these slides. 1. 2. 3. 4. Download menus from any of the following websites: www.littlechef.co.uk, www.frankieandbennys.com, www.tgifridays.co.uk, www.bellaitalia.co.uk, www.brewersfayre.co.uk. Analyse them for healthy balance, how many items are fried, portion size, etc. Make suggestions to improve them. Learners background knowledge of the Eatwell plate and nutrients should be checked before this activity. Learners could design their own menu for a specific venue, including a range of healthy eating options. Some of these items could be produced in practical sessions. Learners could develop a range of healthy eating items that could be added to a McDonald s menu. A simple practical activity could investigate different methods of cooking potatoes and their resulting fat content, and could also highlight changes in eating habits. Practical experience of new eating establishments would also help learners to understand trends in this sector. Eating at themed restaurants such as a tapas restaurant or sushi bar would develop learners understanding. Factsheet 1.16 is a case study on local and seasonal foods. The example is the Three Fishes, a Lancashire pub restaurant that is committed to developing local links with producers. There is far more information about the Three Fishes on its website, www.thethreefishes.com. This case study could be used as a starter to introduce local and seasonal foods, and the issue of food miles and organic produce. Learners can simply be asked to analyse the menu supplied, or download the full menu from the website, and identify local and seasonal produce. They can give their opinion of the menu. Other activities could be carried out to develop this topic, here or later in the course, on dishes made from local produce. ICT: finding and selecting information about local hospitality establishments. English: speaking and listening by contributing to class discussions; writing to communicate ideas. Independent Enquirers and possibly Effective Participators for most activities; Creative Thinkers for designing menus. Topic 9 Other social and economic changes This topic looks in more detail at other significant changes, such as environmental issues and how people s aspirations have developed. Any of the issues and trends identified in Worksheet 1.15, such as changes in the way we cook or food hygiene, could be developed here instead of the two sub-topics suggested below. Worksheet 1.17 provides background information and a published article on boutique hotels, so that learners can summarise what a boutique hotel is. Further investigation on the Internet or even a visit to an appropriate establishment would enhance learners understanding. Worksheet 1.18 introduces the topic of sustainable tourism and its increasing importance as the costs of food and energy rise. Answers to the worksheet should cover energy efficiency in the kitchen, housekeeping, restaurants and bars, sports facilities, and banqueting areas. This should include issues such as heating, e.g. reducing the overall temperature of the hotel by 1º, lighting, ventilation and air conditioning, the type of fuel used, where that fuel comes from, the design of the hotel, refrigeration in the kitchen, laundry and dry cleaning processes, food purchases and waste. 6 Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 6 27/5/09 19:00:07
Hospitality: Level 2 Higher Diploma A good website to use to develop this topic is www.hospitableclimates.co.uk, which was launched in 2000 when an agreement was made between the government and the Institute of Hospitality to reduce carbon emissions. This site has a number of case studies, including one on a youth hostel making substantial energy savings. The site also includes nearly 30 fact files on methods of reducing emissions, such as heat recovery and energy-efficient lighting. Other sites with useful information include www.ecolabel-tourism.eu and www.carbontrust.co.uk. A visit to an establishment that has won recognition for energy saving would be useful to learners. When learners complete work experience, they should be encouraged to ask to see and discuss their establishment s environment policy, which will include sustainability policies. ICT: finding and selecting information. English: speaking and listening by contributing to class discussions; writing to communicate ideas. Independent Enquirers linked to both worksheets. Possibly Reflective Learners and Effective Participators in both activities because of the enquiring nature of the tasks. Learning Outcome 1.4: Know the range of employment and career opportunities in the hospitality industry in the UK and worldwide The learning content for this outcome has been divided into a number of topics, with suggested activities and resources. Topic 10 Introduction to jobs in the hospitality industry This topic shows learners the wide range of exciting job roles in the industry. It is an ideal opportunity to emphasise that this is a people industry and a lot of the necessary people skills are transferable into other industries. It is essential that learners understand the excellent career opportunities and progression available in the industry. Learners should be shown the www.people1st.co.uk site and guided to www.greatplaces2work.co.uk, a new microsite that has YouTube-style videos showing real people with great jobs. The site also features a self-analysis test helping young people to discover the skills and capabilities that employers value. Learners should also be guided to www.uksp.co.uk UK Skills Passport. This site encourages learners to assess their abilities and quickly build a practical action plan for progression in the hospitality, leisure, travel and tourism industries. The career map is an excellent teaching tool. Although there can be some structured teaching of this topic, it is expected that learners will develop their knowledge and understanding throughout the course during work experience and practical tasks. Learners could interview staff on visits or during their investigation of local hospitality provision. As well as the resources below, good resources for this topic are available on www.ssatrust.org.uk/vocationallearning/default.aspa. Worksheet 1.19 is a starter activity to check learners basic knowledge of job roles. PowerPoint 1.4 could be used instead of or in addition to Worksheet 1.19. The idea of this presentation is to reveal each line of the job description in turn and ask learners to guess the job role as soon as possible. For Activity 1C, either show an episode of the TV programme Hotel Babylon and ask learners to list all the different jobs shown and describe their role, or ask learners to develop the resource they produced for Worksheet 1.3 and add different types of jobs to the establishments identified in their local area. ICT: finding and selecting information. English: speaking and listening by contributing to class discussions and seeking information. Independent Enquirers linked to interview activities. Topic 11 Looking at catering jobs This topic looks at catering jobs in more detail. Learners will have a better understanding of these types of jobs, as well as front-of-house and other jobs, if they participate in the planning and carrying out of different events in groups. Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. 7 Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 7 27/5/09 19:00:08
UNIT 1 Learners could apply for specific jobs, writing an application letter that includes a CV and a reference. They could then be interviewed by a local chef or restaurant manager for these jobs for a particular event and evaluate their performance. For Activity 1D, ask learners to look at local newspapers and industry journals as well as the Internet to find a variety of job adverts for the hospitality industry. This can be carried out as a group activity and learners could be asked to describe the experience and skills people need for these jobs. Worksheet 1.20 helps learners to develop their understanding of skills required for catering jobs. You could change the activities to card-sorts by making cards from the lists of skills and tasks. ICT: finding and selecting information about job opportunities. English: speaking and listening by contributing to class discussions; reading advertising texts. Independent Enquirers; for event activities, all six skills will be covered. Topic 12 Looking at front-of-house jobs Learners would benefit from interviewing a number of front-of-house workers so that they clearly understand the wide range of jobs available, the responsibilities of the jobs, a typical work routine and the requirements for people working in such jobs. This could be carried out at the same time as the activity suggested in Worksheet 1.3. Learners can choose two of these jobs and look at the differences and similarities between them. The event tasks mentioned above will further develop learners understanding. Worksheet 1.21 is a starter exercise that leads on to an interview activity. This could take place within the classroom if a number of different workers are invited in, and groups of learners interview one or two of them. The learners then pass on the information they have gained to other learners so that everyone has access to as much information as possible. English: speaking and listening by contributing to class discussions, seeking information from industry representatives and presenting information. Independent Enquirers; for event activities, all six skills will be covered. Topic 13 Looking at other jobs This topic touches on some of the other jobs available in the industry. Further information can be found on the website www.uksp.co.uk. Factsheet 1.22 gives information about five other jobs: events organiser, head housekeeper, crew member, pit boss, and bingo team leader. Learners should be divided into five groups, and one of these jobs allocated to each group. Learners need to plan a list of statements from the information given that will enable the rest of the groups to guess the job. (A limit on the number of statements should be specified.) These statements should be put into order, with the easiest to guess coming last. Learners could use PowerPoint to present their statements. ICT: possibly presenting information. English: speaking and listening by contributing to class discussions and presenting information; reading text. Team Workers linked to the activity. Topic 14 Management skills It is essential that this topic and the following one are covered in detail as the diploma qualification is aimed at learners who are likely to become managers. 8 Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 8 27/5/09 19:00:08
Hospitality: Level 2 Higher Diploma Learners could be encouraged to use the Internet to look at management training programmes such as the Elevator Programme at www.hilton.co.uk, or similar programmes at www.compass-group.com or those at www.whitbread. co.uk, with Premier Inn, Costa Coffee and Brewers Fayre as just some of their brands. The transferable skills of managers should again be highlighted here. Learners should also be encouraged to interview managers during visits and work experience, to find out more about career pathways. Factsheet 1.23 shows the different types of management jobs available. Learners could choose the job they would most like to do, and explain why the job appeals to them and why they feel they could do it. This exercise could be done verbally or in a written form. Worksheet 1.24 is a case study of two managers career paths. The activity suggested, producing a flow chart of their career progression, helps to highlight the wide variety of career paths in the industry and is a link to the next topic. ICT: finding information. English: speaking and listening by contributing to class discussions and a presentation; reading text; writing a report. Independent Enquirers, Creative Thinkers and possibly Reflective Learners linked to activities. Learning Outcome 1.5: Be able to make career choices in the hospitality industry Suggested activities and resources for this learning outcome are shown below. Topic 15 Job requirements and training This topic reinforces the fact that people skills are needed to work in the industry, and describes the wide range of training available as well as the varying career paths that can be taken. Because of the importance of this and the above topic, it is suggested that learners carry out a mini-project about training and career progression based on the activity below. This connects all learning in this section of Unit 1. For Activity 1E, learners should investigate in-house training and progression. Ask them to analyse a training initiative such as TGI Friday s Employees into Management scheme, or one they have found by research or on work experience. They should explain in their own words how the process works and the attributes staff need in order to enter and succeed in a management training programme. With further research, they could also compare two different approaches to management training. Worksheet 1.25 is a mini-project on training and career progression. This lists questions to answer and points to cover so that learners have a broad understanding of these topics. English: speaking and listening by contributing to class discussions and seeking information from industry representatives; writing an extended piece on training and employment. All skills except Team Workers will be involved in the mini-project. Linking to the project As this is the introductory unit, it identifies a wide variety of topics that learners could consider for their project, especially investigative projects such as changes in the hospitality provision in their local area or whether pub menus are healthy. It also highlights some practical projects that could be carried out, such as developing menus for food vans, creating a make-over plan for a local guest house, or developing environmental policy guidelines for a small hotel. Pearson Education Ltd 2009. Copying permitted for purchasing institution only. This material is not copyright free. 9 Hospitality-ADR_Unit1_1-13_intro-delivery-plan.indd 9 27/5/09 19:00:08