The document provides guidance for supervising non-formal learning with summer youth employees. It discusses important supervisor skills like managing group processes, content transmission, and feedback. A five-phase model of group development is presented, outlining typical phases like forming, sharing, and performing. The role of the supervisor in guiding the group through these phases is explained. Best practices for safety, risk-taking, power dynamics, and experiential learning in groups are also covered.

1. 2018-1-BG01-KA202-047904
IO4: Handbook for in-house youth workers on
conducting supervision of the non-formal learning
process with summer working youth employees

2. Chapter 1:
Conducting supervision of the non-formal
learning process with summer working
youth employees

3. The skills of the trainer
We distinguish 3 important skills:
 supervising the group process
 the transmission of the content
 providing feedback

4. Five-phase model for group development
A group develops according to a structured pattern:
1. forming: the group comes togetherand determines the pattern of
beginning
2. sharing: the group decides what the goal and the roles in the group
are
3. streamlining: the group agrees on the way the group will work
4. performing: the group is working on its task/function
5. mourning: The group is disintegrating.
In performance, task is central, in other phases the process is.

5. Five-phase model for group development
Some events disrupt the pattern:
 new members: back to formative phase
 battle for power between members:back to the sub-phase
 lack of guidance or purpose: back to streamlining
 additional tasks in descending group: back to sub-phase
Often group members are in different phases:
 one member already has a clear picture of the goal, while others do not
 the lack of willingness of performance to go back to the sub-phase when
new members arrive

6. Phase Task of the group Emotions
Forming Introducing yourself
Getting together
Setting the first agenda
Insecurity
Prudence
Enthusiasm
Sharing Scanning
Challenging/walking away
Fear/agitation
Loss of control
Streamlining Colleteral
Reaching agreement
Acquiring skills
Relief
Stability
Performing Performing a group task
Mourning Terminating
Planning ahead
Saying goodbye
Sadness/regret
Fun/party
Five-phase model for group development

7. Five-phase model for group development
The role of the trainer:
 clearly mark the phases
 go through phases at the pace of the slowest member of the group
 handling frustrations of those who want to go faster
 not allow themselves to be tempted to go straight to the performance
stage
So: attention to introductions, settinggoals and limits for training,
reassuring, explaining working methods...

8. Learning in a group: risk and safety
Conditions for group effectiveness:
 they must be safe so that participants want to participate
 they shouldengage participants to take risks, to experiment.
Safety
high
Safety
low
Risk low
Risk high
Expected
relationship
Relationship in
training

9. Learning in a group: risk and safety
The role of the trainer:
 make/negotiate good agreements about group rules
 gradually transfer managing and control to the group
 create a climate for experimentation
 minimise distractions and interruptions
 permanent attention for processes and feelings within the group

10. Power and authority in groups
At any moment the attention group is focused on one or two persons:
they have 'power' overthe group.
Examples:
 addressing the rest of the group
 ask questions
 deliberately not saying anything
 private conversation
 stand up
 conspicuous body language

11. Power and authority in groups
Paradox:
 group members in training are often inclinedto follow the trainer/authority
 learning motivation grows as participants gain more control over the
learning process
Therefore, experiential learning presupposes that the trainer gives up
poweras the learning process progresses.

12. The skills of the trainer
We distinguish 3 important skills:
 supervising the group process
 the transmission of the content
 providing feedback

13. Didactic principles
Activity: make sure that the participant is active
passive activities:listening and watching
better to remember when you have found it yourself
Visibility: make sure that the participant can imagine things
write down and visualize
concrete information stays in mind
characteristics info: new, relevant, concrete
Graduality: buildup step by step and test after every step
Connection: make sure the participant can link info towhat he/she already
knows
find direct applicability
consciously point out the coherence
also connection within the training structure itself

14. Didactic principles
Motivation: also comes from the trainer
task independence (it motivates you to be allowedto do things
yourself)
practical usefulness of the lessons learned
confirmation(motivate positivefeedback and encouragement)
expectations (it motivates when the trainer sets certain -realistic -
expectations to you - trainer creates "learning tension"so that
learning remains a challenge.
Repeat: repeat regularly
Limitation: take into account the absorption capacity of the
participants
Differentiation: adapt your methodology to learning styles

15. Interview skills: asking questions
Questions for clarification
 Who can give a good example of this?
 Are you saying that ..., have I understood correctly?
Critical questions
 Why do you think that, do you have any proof of that?
Thinking questions or stimulating questions:
 How could this be?
 Does anyone see any other way?
Constructive or helpfull questions
 What do you think of the following?
 Would you like to try it?

16. Interview skills: asking questions
Questions to obtaininformation and facts
 Who's responsible for that?
 How much does this cost in terms of money, manpower, time etc.?
Opinion-focused questions
 Do you agree that solutionB eliminates the causes?
 What do you think is the best solution?
Control and test questions
 So why is this method not suitable for group work?

17. Interview skills: asking questions
Directive Non directive
Recovery Echo question
Mirror question Play-through question

18. Conversation skills: dealing with
questions
Directive: answer the question
Non directive
 Recovery: the trainer resumes a question that was asked earlier but has
not yet been answered.
 Echo question:the trainer repeats the question and asks the questioner
for his own opinion.
 Play-through question: the trainer resumes the question and asks
another participant to answer it.
 Mirror question: the trainer resumes the question for the entire group.

19. The skills of the trainer
We distinguish 3 important skills:
 supervising the group process
 the transmission of the content
 providing feedback

20. Rules to give feedback
Feedback = informativereaction about the behaviouror
performance of others.
1. Describe changeable behavior
2. Describe in concrete terms what you have seen/heard yourself
3. Explain both positiveand negative aspects
4. Use an I-message
5. Say what effect the behaviour has on you
6. Let the others react
7. Ask for the desired behaviour

21. Giving feedback: the johari window

22. Giving feedback: difficult messages
Describe
Describe facts behavior as accurately as possible
Evaluate
What is your personal opinion about these facts?
What is the effect of this on you?
How do you feel about it?
Solve
What could be done else?
How can we solve this?
Continue
How do we proceed with this?
When do we expect results?
What do we conclude from this?

23. Training content
1. Introduction
2. Use of game-type exercices
1. Visual impaired clients
2. Hearing impaired clients
3. Mobility impaired clients
4. General information to provide a better service to every customer with a disability
5. Questions and remarks
6. Evaluation
3. Situations from working practice say more than theory
4. Give clear instructions
5. Allocate a godfather/godmother
6. Afterword

24. 1. Hospitality is what it's all about in
the food service industry!
The training will ensure that:
 people with disabilities will be welcomedin the same way as people
without disabilities
 the service and informationprovided is understandable and useful
 that people with disabilities, like other guests, are free to choose where
and what they want to eat

25. 2. Use of game-type exercices
By imitating a situation, you can train the skills of the
student workers in the field of hospitality.
Do a role play and create a possible scenario.
 Encouraging discussion questions and dilemmas
 This is how you teach your staff to think about a solution

26. Situation 1: Visual impaired clients
Wear a blindfold
 Find the entrance to the restaurant and try to get a table
 Try to place an order
 Try to eat your meal and drink your beverage
 Try to visit the toilet
 Try to settle the bill and leavethe restaurant

27. Do’s & Don’ts with visual impaired clients
 Ask if help is needed
 Talk directly to the customer and identify yourself
 Ask for confirmationthat the customer understands your
instructions
 Do not offer a wheelchair as a replacement for
accompanying aids
 Give the customer verbal information
 If you offer a seat, carefully place the customer's hand on
the seat
 Tell us when you leave the table
 Do not interact with a guide dog
 If you are dealing with monetary transactions, tell the
customer the denominations when you count the money
he receives from you

28. Do’s & Don’ts with visual impaired clients
 Ensure that the customer has collectedall his or her belongings before he or
she leaves
 Ask if the customer needs help signing forms - offer to guide his or her hand to
the right place for signing
 Offer assistance if the customer finds it difficult to find a specificservicearea

29. Situation 2: Hearing impaired clients
Put in earplugs / Put on headphones
 Try to ask for the suggestions
 Try to place an order
 Try to settle the bill

30. Do’s & don’ts with hearing impaired clients
 Get the customer's attention before you speak
 Identify who you are
 Ask for the method of communication that the customer prefers
 Make sure there is no shadow on your face
 Provide sign language interpreters for customers who request them
 If the customer uses a sign language interpreter, speak directly with the customer
and not with the interpreter
 Keep eye contact
 Remove visual distraction
 Reformulate when you are not understood
 Be patient and willing to write things down
 Body language helps to project the meaning of what you say
 Do not assume that the customer is wearing a hearing aid
 Discuss matters that are personal in a private conversation to prevent eavesdropping
on others

31. Situation 3: Mobility impaired clients
Use a wheelchair
 Try to enter the restaurant
 Try to place yourselfat a table
 Try to eat and drink
 Try to visit the toilet

32. Do’s & don’ts with mobility impaired clients
 Sit at eye level
 Do not touch mobility equipment without permission.
 Ask if the person wants to be pushed forward
 Provide a clear route
 Make sure there are no barriers between you and the customer
 Provide a clipboard as a writing surface when there is no accessible desk
 Provide assistancewhen the customer seems to have difficulty opening or
closing doors
 If a customer uses crutches, a rollator or any other tool, offer assistancein
wearing jackets, bags or other items
 Offer a seat when the customer will be standing up for a long period of time

33. Additional information
 Do’s & Don’ts with communicationimpaired clients
 Do’s & Don’ts with clients with learning disabilities
 Do’s & Don’ts with clients with deaf-blindness disabilities
 Do’s & Don’ts with clients on the autism spectrum disorder
 General informationto provide a better service with any costumer with
disabilities

34. Do’s & Don’ts with communication impaired clients
 Give the customer time to speak without interrupting them. Resist the temptation to finish their
sentences for them
 Watch and listen as the customer may use body language, speech, or a communication
device
 If the customer is having difficulty expressing their needs, summarize what you have
understood, the customer can then just complete the sentence rather than having to repeat
everything
 Stay away from noisy areas (e.g. Conversation of others)
 Avoid speaking loudly, this does not help
 Don't pretend to have understood and don't hesitate to ask the customer to repeat
themselves
 Consider writing, using a computer, tablet, or cell phone as an alternative means of
communicating if you are having difficulty understanding the customer, but first ask the
customer if this is acceptable
 If the above strategies do not help, ask questions that require only short answers or a nod of
the head. Try to offer a choice of answers to your question to obtain a "yes" or "no". The "yes"
and "no" can also be expressed by nodding, pointing at yes-no on a sheet, pointing the
thumbs up or down, etc. You should first ask the customer if this is acceptable

35. Do’s & Don’ts with clients with learning disabilities
 Offer assistance or extra time to complete forms, understand written instructions, or
make a decision; wait for the customer to accept the offer of assistance – don't
"over-assist" or be patronizing
 Be prepared to repeat, rephrase or provide an explanation more than once
 Be patient, flexible,and supportive,take time to understand the customer and
make sure the customer understands you
 If you are not sure what the customer said, ask for clarification
 Listen carefully when the customer speaks
 Speak slowly– give informationin clear, short sentences
 Break instructions into small parts
 Check the customer's understanding frequently
 Ask the customer if they would like key information written down
 Consider moving to a quiet or private location, if you're in a public area with many
distractions

36. Do's & Don'ts with customers with deaf-blindness
 Gain the customer's attention before starting a conversation (tap the customer
gently on the shoulder or arm)
 Don't assumewhat a customer can or cannot do. Some people who are deaf-
blind have some sight or hearing, while others have neither
 Speak directly to your customer, not to the intervenor
 Ask whether your communication is understood
 Make sure the customer has picked up all of their possessions before leaving
 Offer assistance if the customer appears to be having difficulty locating a specific
servicearea, washrooms or food services facilities

37. Do's & Don'ts with customers with deaf-blindness
 When guiding a deaf-blind person approach the person with deaf-blindness from
the front:
• Speak slowly and clearly, if they do not respond to this, gently place your hand on their
shoulder or hand and leave it there giving the person time to respond
• Keep the person in close to your body, so that they can detect changes in direction
• When approaching steps, pause slightly before you start to climb
• Raise or lower your arm slightly to indicate a step in the relevant direction
• When guiding through a narrow space, pass your guiding arm behind your back and the
person will fall in single file behind you
• When guiding to a chair, place their hand on the back of the chair, some may then
locate the chair for themselves while others might like you to guide them further
 In case of emergency, if the customer is not accompaniedby an intervenor,draw
an "x" on the customer's back (this is the universal sign for emergency), and lead
the customer away from the emergency situation

38. Do’s & Don’ts with clients on the autism spectrum
disorder
 Address the individual by name first
 Speak directly, simply, slowly and at a normal volume
 Avoid broad open-ended questions
 Provide a non-verbal communication board if needed (like cellphones, paper to
write on, computer, etc.)
 If the customer is not bothering anyone with his/hers behavior let the person do.
They might present movements like rocking, quiet humming, pacing, wiggling,
stimming, etc. For self-regulation
 Offer a wristband or pass entry, because waiting sometimes can be very
overwhelming
 Behaviors you should not ignore are destructiveactivities, violent tantrums, loud or
inappropriate interaction with other patrons, inappropriate sexual behavior, and
self-destructivebehavior

39. Do’s & Don’ts with clients on the autism spectrum
disorder
 If there is a companion with the costumer you shouldask how you could help,
otherwise talk clear and calm to the costumer
 Sit next to the person and offer help without touching
 Offer to take the costumer to quieter place
 If not able to help ask for others that might know how to help or call emergency
 Avoid crowds, people touching and talking loudly next to the costumer
 Don’t be condescending towards how the costumer talks/eat/interact
 Be aware of your own attitudes and avoidbeing judgmental

40. Do’s & Don’ts with clients on the autism spectrum
disorder
 If you can provide a “quiet area” at your establishment:
• It can be a small section cordoned off or a little room to one side away from all the noise
and people, with pillows and sensory toys and furniture.
• This might seem like a small gesture but is a great support for individuals and families who
do experience distress while they are out.
• It will allow the person to get away from a particular situation, cool down and collect
themselves without having to leave, this can be especially good if there is loud music
playing or if something happens, e.g. Smells, sounds, touching or a change in routine.

41. GENERAL INFORMATION TO PROVIDE A BETTER
SERVICE WITH ANY COSTUMER WITH DISABILITIES
 Treat people with disabilities with respect and consideration. Demonstrate that
they presence matters like everyoneelse
 Patience, optimism, and a willingness to find a way to communicate are your best
tools
 Smile,relax, and keep in mindthat people with disabilities want to experience
helpful customer service
 Don’t make assumptions about what type of disability or disabilities a person has.
Some disabilities are not visible. Take the time to get to know your customers’
needs
 Be patient. People with some kinds of disabilities may take a little longer to
understand and respond
 If you’re not sure what to do, ask your customer, “how may I help you?”
 Do not assume that a person with a disability needs help. Ask the person whether
they would like help, and then ask how you could help. Do not be offended if your
help is not accepted: many people do not need any help

42. GENERAL INFORMATION TO PROVIDE A BETTER
SERVICE WITH ANY COSTUMER WITH DISABILITIES
 Find out—as early as possible—how the person prefers to communicate. If
necessary, ask the person’s familymember, career, or support person to explain
how the person prefers to communicate, and to explain the person’s
communicationaids or devices. Let relevant colleagues know how the person
communicates, so that the person does not have to repeatedly explain i
 If you can’t understand what someone is saying, just politelyask again
 Ask before you offer to help — don’t just jump in. Your customers with disabilities
know if they need help and how you can provide it
 Find a good way to communicate. A good start is to listencarefully
 Look at your customer, but don’t stare. Speak directly to a person with a disability,
not to their interpreter or someone who is with them
 Use plain language and speak in short sentences

43. GENERAL INFORMATION TO PROVIDE A BETTER
SERVICE WITH ANY COSTUMER WITH DISABILITIES
 Don’t touch or address serviceanimals – they are working and have to pay
attention at all times
 Ask permission before touching a wheelchair or a piece of equipment
 Do not assume that a person with a disability is more fragile than others
 Ask the questions that you need to ask
 Every business should have emergency procedures for customers with disabilities.
Make sure you know what they are

44. 3. Situations from working practice
say more than theory?
Collect available online videos, what do they expect? What can and can
not be done?
 Take a look at an example together with the student worker
In the movies below, several people with a disability talk about their
experiences in daily life
https://www.youtube.com/watch?v=Gv1aDEFlXq8&t=134s
https://www.youtube.com/watch?v=ViraivX2o2k
https://www.youtube.com/watch?v=6z4IT-N3gTk
Ask the student how he/she would react in a certain situation
Check together whether the approach is correct and/or how it could be
improved

45. 4. Give clear instructions
What are the do's & the don'ts?
Provideclear basic rules and teach them how to deal with the hustle
and bustle of the business and/or on the terrace
Make sure that they are in line with the most important hospitality rules
that apply in your hotel and catering business
 Even if they are "just" student workers
 Helping to improvethe image of your business
 Guests want to be servedcorrectly

46. 5. Allocate a godfather/godmother
Appoint a manager(s) within the permanent team
 The student can fall back on this
Let the student walk withthe person in charge on the first day(s)
 This is how you familiarise him/her with the operation of the business
and with the customers
The betterthe guidance during training, the smoother the student will
be able to function independently

47. Note for trainer/godfather/godmother:
Timely intervention
Organise a (weekly)meeting (depending on the busy schedule of the
case)
 to see together what went well and where there are possible questions
or where the student has made a mistake
Make a reconstruction of the situation and look together at how this
could have been done betterand how a similar situation can be
dealt with in the future
As a trainer you can also evaluate for yourself whether they were
sufficiently prepared. They have to learn from mistakes!

48. It all starts with providing exemplary customer
service
Excellent customer service is based on two habits:
 Focusing on the person rather than the disability
 Not making assumptions about what a person needs

49. Chapter 2:
Validation of learning outcomes based on ECVET

50.  The validation of learning outcomes is generally understood to mean: the
process of confirming that one or more learning outcomes that have
been achieved (by a learner) and subsequently assessed (by the host
institution) correspond to specific learning outcomes which may be
required for a unit or a qualification.
 ECVET is the European Credit system for Vocational Education and
Training, a tool that supports lifelong learning and flexibility in learning
pathways, including EU Mobility. It relies on a series of common goals,
principles and technical components that foster transparency and
comparability in vocational educational and training. The most important
aspect is the focus on learning outcomes to show what a learner knows,
understands and is able to do upon completion of a learning process.

51. The aim of validation
 To check:
 What are the specific knowledge about dealing with heterogenic group of
guests?
 What young person can offer different in provision of accessible services?

52. Strategies for validation of learning
outcomes based on ECVET system:
 Formal validation:
 Self-assessment test with mixed questions
 Non-formal validation:
 Portfolio
 Learning diaries created by youth
 Case studies

53. Self-assessment test with mixed
questions
Please, check the most suitable statements for you:
I think I am empowered at communication with guest with disabilities in
general
I disagree at
all
Neither
agree nor
disagree
I totally
agree
I think I am good in communication with guest with intellectual
disabilities
I think I am good in communication with guests with learning dificulties
I think I am good in communication with guest with autism

54. I feel empowered to use Jahvarytool for providingfeedback to my
coallegues
I disagree at all Neither agree
nor disagree
I totally agree
I feel empowered to use Jahvarytool for providingfeedback to person with
disabilities
I feel empowered to provide good hospitality to guest with physical
disabilities
I feel empowered to provide good hospitality to guest with visual disabilities
I feel empowered to provide good hospitality to guest with learning
disabilities
I feel empowered to provide good hospitality to guest with autism
I feel empowered to organize event with heterogenic group of people in my
hotel/restaurant/cafe
I feel empowered to respond professionally on common demands of
guest/person with disabilities
My personal view to the persons with disabilities has been change in positive
way
The person with disabilities have to be treat the same as person without
disabilities in horeca sector

55.  What strategies you can use in order to provide good serviceto guests with
deaf-blindness?
Pleaseinsert youranswerhere

56. Portfolio
 It is a form of assesment that students do togetner with their
trainer/teacher/responsible person /mentor
 A portfolio is a compilationof materials that exemplifies your beliefs, skills,
qualifications,education, training and experiences.
 It provides insight into your personality and work ethic.

57. Portfolio
 What should be included in my portfolio?
 Save everything you create and decide later what you want to include in
your portfolio.A portfoliois a sample of your career related skills and
experiences (e.g. of situation of providing service to different guests –with
disabilities,with injured, elderly people, person from vulnerable
groups..)and shouldbe presented in your own creativestyle.

58. Portfolio
 Every portfolio should contain the following information/sections:
 About me/owner of portfolio
 Periodical (recommend weekly) evaluations of your learning:
 What learning tasks did you respond to most easily this week?
 What learning tasks gaveyou the greatest difficulties this week?
 What was the most significant thing that happened to you as a learner this week?
 What would you do differently if you had to do it again?
 What do you feel proudest about regarding your learning activity this week?
 What do you feel most dissatisfied with regarding your learning activities this week &
what strategies to overcomethe problem/issue

59. Portfolio
Main Characteristics “Ideal” Format Components
1. The collection of
student work must
have a specific
purpose
2. Students must be
actively involved in
the process of
selecting work to
be included in the
portfolio
3. Students must
actively engage in
self-reflection.
1. Documentation of
the development of
major works.
2. Evidence of
the range of
student work.
3. Student reflections.

60. Learning diaries
 A Learning Diary is a log or record or journal of your own work based
learning in professional practice.
 It helps you to record, structure, think about and reflect upon, plan,
developand evidence your own developmentin professional
practice and as such it is a document which is unique to you and
cannot be ‘right’ or ‘wrong’.
 You can chose what kind of diary you preffer: you can use clasic
diary notebook, write in word file, make an video record with your
thoughts etc.

61. Learning diaries
 The following questions may help you write your learning
diary:
 What did I learn (e.g. in dealing with guest withdisabilities)?
What was new to me? Was there somethingthat changed my
viewsand why? Focus on and analyze the themesimportant to
you.
 What did I not understand? What went against my own ideas?
Why? What was less comprehensible? Why? Focus on and
analyze the questions that left you puzzled.

62. Case studies
 A case study is an analytical method for studying a specificreal-life
situation or imaginedscenario.
 It describes events, provides answers and solutions to the challenges and
problems facing organizations, institutions and companies in their work.
 The case study illustrates what the students learned. The meaning of the
information they have receivedin their work becomes clearer when
applied to a case study. Accordingly, by analyzing a case study, students
somehow become detectives who, through a set of conceptual tools and
skills, conclude what happened and what is the essence of the problem
that the case study addresses

63. Case study example 1
Immagine situation: There is a guest in
your restaurant who is struggling with
reading. What should you do?

64. Case study example 2
You are sales agent at a travel agency. A
wheelchair user with a personal assistant enters
your office. He wants to pay a field trip to Spain.
The girl works with the support of an assistant,
which is why she needs an assistant while
traveling.
What are you doing ?

65.  The aim of the studies are to help ypu to understand betterwhat
you can do to providebetterservices to guest with disabilities, to
foreseen potential steps and to provide recommendations for your
management.
 The case studies you collect and record are solely yours and you
decide whetherto share them with someone or not. They certainly
contribute - broadly speaking and developing your competencies
in the field of providing servicesto person withdisabilities and
person which need some additional support (e.g. pregnant women,
elderly, gluten risk …)

66. Disclaimer
For further information, related to the HORECACCESS project, please visit the project’s website at
https://horecaccess.eu/or visit us at https://www.facebook.com/pg/HORECAccess/.
Download our mobile app at
https://play.google.com/store/apps/details?id=com.horecaccess.mobile&hl=en.
This project (HORECACCESS project - 2018-1-BG01-KA202-047904) has been funded with support from
the European Commission (Erasmus+ Programme). The European Commission support for the
production of this publication does not constitute an endorsement of the contents, which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.