prepare the dining room/restaurant area for service

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COMPETENCY - BASED

LEARNING MATERIAL

Sector

TOURISM

Qualification Title

FOOD & BEVERAGE SERVICES NCII

Unit of Competency

Prepare the dinin r!!"#re$ta%rant area !r $er'i(e

Module Title

Preparin the dinin r!!"#re$ta%rant area !r $er'i(e

POLYTECHNIC COLLEGE OF DVAO DEL SUR, INC..

Mac Arthur Highway, Brgy. Kiagot, Digos City



HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the module in FOOD AND BEVERAGE SERVICES NCII QUALIFICATION.

This module contains training materials and activities for you to comlete.

The unit of cometency !Prepare the D!!" R##$%Re&ta'ra!t area (#r Ser)*e+

contains "nowledge, s"ills and attitude re#uired for T$A%&''(.

)ou are re#uired to go through, a series of learning activities in order to comlete each

learning outcome of the module. %n each learning outcome are I!(#r$at#! Sheet, Se(-Che*&,

Ta& Sheet& a!/ 0#1 Sheet&. Then follow these activities on your own. %f you have #uestions,

don*t hesitate to as" your facilitator for assistance.

The goal of this course is the develoment of ractical s"ills in suervising wor"+ased

training. Tools in lanning, monitoring and evaluation of wor"+ased training shall e reared

during the wor"sho to suort in the imlementation of the training rogram.

This module is reared to hel you achieve the re#uired cometency, in 2FOOD AND

BEVERAGE SERVICES NCII+.

This will e the source of information for you to ac#uire "nowledge and s"ills in this

articular cometency indeendently and at your own ace, with minimum suervision or hel from

your facilitator.

Re$e$1er t#3

• Wor" through all the information and comlete the activities in each section.

• $ead information sheets and comlete the self+chec". Answer "eys are included in this

ac"age to allow immediate feedac". Answering the self+chec" will hel you ac#uire the

"nowledge content of this cometency.

• -erform the tas" sheets and o sheets until you are confident that your outut conforms to

the erformance criteria chec"list that follows the sheets.

• (umit oututs of the tas" sheets and o sheets to your facilitator for evaluation and

recording in the Accomlishment Chart. /ututs shall serve as your ortfolio during the

institutional cometency evaluation.

A *ert(*ate #( a*he)e$e!t will e awarded to you after assing the evaluation. )ou must

ass the institutional cometency evaluation for this cometency efore moving to another

cometency.



FOOD AND BEVERAGE SERVICES NCII

)*+ ,!%r$

C!ntent$ ! thi$ C!"peten( . Ba$ed Learnin Materia/$

N!0 Unit of Competency Module Title Code

1 Prepare the Dinin

R!!"#Re$ta%rant

Area !r Ser'i(e

Preparin the

dinin

r!!"#re$ta%rantarea !r $er'i(e

TRS21*)34

* Welcome guests and take food

and beverage orders

Welcoming guests and take

food and beverage orders

TRS512!!

) "romote food and beverages

products

"romoting food and

beverages products

TRS512!#

5 "rovide food and beverage

services to guests

"roviding food and

beverage services to guests

TRS512#$



2 "rovide room service "roviding room service TRS512#1

6 Receive and %andle guests

concerns

Receiving and %andle

guests concerns

TRS512#2

MODULE CONTENT

Qualification : FOOD & BEVERAGE SERVICES NCII

Unit of Competency : PREPARE THE DINING ROOM/RESTAURANT

AREA FOR SERVICE

Module Title : Preparing the dining room/restaurant area for service

MODULE DESCRIPTOR:

This unit covers the knowledge and skills required in the preparation of

the dining room /restaurant area before the start of the service operations. It

involves opening duties or the dining room mise-en-place prior to service. This

unit includes the knowledge and skills in taking reservations, preparing service

stations, table setting, and setting the ambiance of the foodservice facility.

NOMINAL DURATION: 60 Hours



LEARNING OUTCOMES:

At the end of this module you MUST be able to:

&'1 Take table reservations

&'2 "repare service stations and e(uipment

&' Set up t%e tables in t%e dining area

&') Set t%e mood*ambiance of t%e dining area

Learning Outcome No. 1 Prepare the dininr!!"#re$ta%rant area !r

$er'i(e

C/&T'&T(0

• Taking reservations

• Table set-up

• Napkin folding

• kirting bu!et/display tables

• "anquet set-ups

A(('((M'&T C$%T'$%A0



#. Inquiries are answered promptly, clearly and accurately.

2. $ertinent questions are asked to complete the details of the reservations.

%. &eservations data are recorded on forms accurately based on establishment'sstandards.

(. )etails of the reservations are repeated back and con*rmed with the party

making the reservation.+. dditional information about the foodservice establishment is provided when

necessary.

C/&D%T%/&0The trainee 1 student must e rovided with the following0

Inquiries

• Telephone

• Fax

• Email

• Internet

• In person

Details of reservation

• Date of reservation

• Time of arrival

• Number of persons

• Name of person who

will use the reservation

• Name of person making

the reservation

• Contact details of the

person checking in and

of the person making

the reservation

• Special requirements

Reservation records or

forms

• Reservation Sheets

• Logbook

• Computer

• Reservation Cards

M'TH/D/2/3)0

• 2ecture

• Discussion

• 4ilm viewing

• Demonstration

A(('((M'&T M'TH/D0

• /ral e5amination

• Written e5amination

• -erformance test



Learning Experiences / Activities

Learning Outcome # 1

Ta7e Ta8/e Re$er'ati!n$Learning Activities Special Instructions



This 2earning /utcome deals with the develoment

of the %nstitutional Cometency 'valuation Tool

which trainers use in evaluating their trainees after

finishing a cometency of the #ualification.

3o through the learning activities outlined for you

on the left column to gain the necessary

information or "nowledge efore doing the tas"s to

ractice on erforming the re#uirements of the

evaluation tool.

The outut of this 2/ is a comlete %nstitutional

Cometency 'valuation -ac"age for one

Cometency of F##/ a!/ Be)era"e Ser)*e&

NCII. )our outut shall serve as one of your

ortfolio for your %nstitutional Cometency

'valuation for Prepare the /!!"

r##$%re&ta'ra!t area (#r &er)*e.

4eel free to show your oututs to your trainer as

you accomlish them for guidance and evaluation.

This 2earning /utcome deals with the develoment

of the %nstitutional Cometency 'valuation Tool

which trainers use in evaluating their trainees after

finishing a cometency of the #ualification.

3o through the learning activities outlined for you

on the left column to gain the necessary information

or "nowledge efore doing the tas"s to ractice onerforming the re#uirements of the evaluation tool.

After doing all the activities for this 2/60 Ta7e

ta8/e re$er'ati!n$7 you are ready to roceed to

the ne5t 2/87 Prepare $er'i(e $tati!n$ and

e9%ip"ent.

Definition of Terms

Term Explanation

360̊ feedback Feedback from different directions or different people

Buffets Self-serve food, smorgasbords

Bus boy American term for person who caries food to service

points, removes used items from service and generally



Term Explanation

assists waiters as required

Clearing items Removing items (from the table, from a room to thekitchen)

Condiments

Items such as sauces, mustards and other seasonings

or side dishes which are served as an accompaniment

to a dish

Continental breakfast

A small, light breakfast usually comprising croissants,

Danish pastries, butter and jam, tea and coffee, and

perhaps fruit juice

CoverThe setting for a guest at the table; the cutlery, napkin,

side plate

Dessert Course after main course

Entrées Course served before main course

F&B Food and Beverage

Flatware Generic term for cutlery

Food runnerPerson who takes (‘runs’) food from the kitchen to

service points

Gueridon cookery Cooking at the table

Hot box Waiter’s station with heating elements

InSinkErator

Brand name for an electro-mechanical food waste

disposal unit

Liaise with Communicate with, work with, cooperate with

Non-discriminatory attitudes and

language

Actions and words which do not discriminate against

people on the basis of, for example, race, gender, age

or other personal characteristics

Pax Number of people, guests, customers

PC pack Portion controlled pack (single serve packs)



Term Explanation

Plate wasteFood returned on plates or other items from the

service area

Plated food

Plates on which food has been placed by kitchen staff

(as opposed to the food served at table using ‘silver

service’ techniques, plates where guests serve

themselves from a buffet, or gueridon cookery)

SOP Standard Operating Procedure

ServicewareCrockery, cutlery and associated items used to serve

food at table

Service recoveryAction taken to recover a situation where guests have

experienced unsatisfactory service or products

Side orders Menu items to accompany the main meal

Silver service Use of spoon and fork to serve food at table

StillroomArea where ancillary items (bread rolls, condiments,

butter, napkins) are prepared for service

The passThe area in the kitchen where orders are placed and

dishes are collected for service

Underliner

A plate placed under the plate on which the food is

served designed to facilitate service, enhance

appearance and add another dimension to service

provision

I!(#r$at#! Sheet 4.4-4

LIAISE BETWEEN 5ITCHEN AND SERVICE AREAS

4.4 Rea6 !(#r$at#! ! a *ear a!/ *#!*&e $a!!er '&!" appr#prate*#$$'!*at#! te*h!7'e&



I!tr#/'*t#!

Communication is critical in roviding a lin" etween "itchen andservice areas.

This section rovides the conte5t for roviding a lin" etween "itchenand service areas gives e5amles of information which may need toe relayed, identifies the staff that may e involved and resentsaroriate communication techni#ues.

U!t *#!te8t

This unit deals with the s"ills and "nowledge re#uired to rovide a lin" etween "itchenand service area in a range of settings within the hotel industry wor"lace conte5t.

A erson studying this unit will rovide general assistance in food oerations where thestaff who ta"e orders are suorted y others who deliver the food to, and collect used

items from, food service oints.

The unit addresses the wor" of a 9us oy* or 9food runner* in an estalishment.

I!(#r$at#! t# 1e rea6e/

I!(#r$at#! (r#$ &er)*e& area& t# t*he!

%nformation which may need to e relayed from waiting staff to the"itchen can include0

• 3eneral food orders : as given y guests to waiters. The

information may include0• Tale numer

• &umer of guests ;9a5*<

• Dishes ordered

• &ame of waiter : or your name

• (ecific guest re#uests for general orders which can relate

to0

• Timing re#uirements for the overall meal, for certain

courses, for certain individuals, for co+ordination of service ;with other tales in the same grou andwith everage service, seeches, dancing and other activities which maye art of the dining e5erience<

• (ecial re#uests as they to dietary1health needs, cultural re#uirements,

religious issues and ersonal references

• Additional or side orders for the tale or individual guests0

• $ice

•Chis

• (alads



• Details of comlaints made y guests so "itchen is aware of rolems as they

relate to certain foods or dishes

• $e#uests for additional items such as more read rolls, utter or e5tra salad and1or

vegetales

• =uestions aout how long food for a certain tale will e

• =uestions from guests aout menu items as"ing aout the commodities used in

dishes.

I!(#r$at#! (r#$ t*he! t# &er)*e p#!t&

%nformation which may need to e relayed from chefs1coo"s caninclude0

• Advice regarding timing of meals such as delays to service

•

&otification regarding availaility of food such as !/nly twoserves of eer cra left>, or !The eef has run out>

• $e#uests for action : !-ush the sou> or !Try to sell the red

curry>

• Clarification of orders laced to interret written or veral

orders so "itchen "nows e5actly what is re#uired

• &otification certain re#uests cannot e accommodated

• $e#uests for certain croc"ery and cutlery to e returned

•

$esonses to #uestions as"ed y guests.

Sta(( !)#)e/

When relaying information and liaising etween "itchen and serviceareas you will need to interact with0

• Chefs and coo"s who can see" clarification of orders and1or

as" you to ass on directions to waiters

• Dishwashing staff who can as" for nominated ;used<

croc"ery and cutlery to e returned immediately from serviceto the dishwashing area so they can e cleaned and re+usedor returned to service

• (tillroom staff who you may need to as" for e5tra utter, rolls

and condiments

• Cleaners who you may have to as" to erform clean+u duties in the event of a

maor sill or a cleaning+related need in, for e5amle, the foyer area1entrance, thewashrooms, or an area of the "itchen

• 4ood waiters whose directions and re#uests you will need to ass on to the "itchen

or relevant others



• (ervers : staff who are involved in serving fast food to

customers

• Beverage waiters. 'ven though this unit alies directly to

9food* it is a reality that in the wor"lace you wor" as art of

a team and need to e reared to assist any other staff memer as re#uired.

4or e5amle, you may ass on re#uests or information fromdrin" waiters to the ar, and wor" with ar attendants tofacilitate drin" service where necessary

• Dining room1restaurant suervisor, manager or owner. This

erson has overall control of service and may as" you tounderta"e certain tas"s to otimise service, reare for reservations which haveeen received or enale service recovery after an incident or rolem.

Appr#prate *#$$'!*at#! te*h!7'e&

The following are techni#ues which you can use to hel ensure roer and effectivecommunication occurs when relaying information0

• ?sing the most aroriate method of communication. This

is usually 9veral* in a face to face setting ;the telehonemay also e used in some cases as a etter otion< utmay e sign language or a hand+written note or food order

• Writing clearly. When roducing written communication

ma"e sure it is clear enough for others to read and interret• ?sing oen and closed #uestions to gain re#uired

information aout the toics eing tal"ed aout

• -aying attention and concentrating on what others are saying

• &ever interruting the other erson and instead allowing them to finish what they

are saying

• As"ing #uestions to clarify information and directions you are

unsure of

•

&ot trying to guess what the other erson will say or infer whatthey will say ased on their first few words.

• $eeating ac" what they have told you to verify understanding

of what has een said

• (ea"ing slowly and clearly ut naturally

• Being concise. This means giving only the re#uired information and avoiding

unnecessary words and unnecessary information

• ?sing aroriate language. This can mean using simle words, choosing your

words carefully and avoiding comle5ity in the words used and the hrasing. Whencommunicating with other staff this can mean using industry and venue+secificterminology and1or areviations.



Tp& #! rea6!" a! #r/er t# the t*he!

When delivering an order from wait staff or servers to the "itchen, details aout any secialorders must e assed on to the aroriate erson #uic"ly and unamiguously.

)ou need to ear in mind the erson you will e sea"ing to will have more staff than youto deal with. )ou are li"ely to e ust one of many. 4or this reason you have to ta"e thetime and ma"e the effort to get your message across correctly, first time, every time.

To achieve this you need to ma"e sure you0

• Have got their full attention when relaying the order.

The "itchen may re#uire you to say 9/rdering chef* or 9/rder in* when lacing the order at the ass

• -oint out the secial re#uest on the actual doc"et,

hysically locating the written information you have uton the doc"et or order. %t is standard ractice inestalishments using a manual ordering system for secial re#uests to e circled on the doc"et to highlight them

• @erally descrie what is needed clearly and accurately. A resonse should e

heard from the chef after you have laced the order. %f no resonse is heard, reeatthe order.

%f ossile get them to reeat it ac" to you to verify they have understood what isre#uired.

While you need to ensure your secial order is understood, you must e sensitive to theother things going on in the "itchen or at the ass. %t may ay you to delay for secondsor a minute while the "itchen erson clears some meals which are ready, hels with latinga large order, or remedies an immediate rolem.

Tp& #! rea6!" !(#r$at#! t# 9at!" &ta((

3enerally the following should e oserved when rovidinginformation to wait staff0

• &ever interrut a waiter when they are tal"ing to guests

• &ever interrut a waiter when they are ta"ing an order or serving

• Tal" to waiter away from guests so only the waiter can hear

what is said

• ?se hand signals if ossile to rovide short and ovious communications

• ?nderstand when you give information to a waiter there is often a need for them to

give you information and direction as a result

• Kee communication rief ut accurate



• Try to give waiters otions where ossile. 4or e5amle, if one dish is unavailale

rovide them with relevant alternatives ;as recommended y the "itchen< to suggestto guests.

4.: M#!t#r a!/ atte!/ t*he! &er)*e p#!t& t# e!&'re pr#$pt p*'p #( (##/

I!tr#/'*t#!

%n order to ensure romt service of food you must monitor the "itchen and e ready toic" lated food u when it is ready and ta"e it to the wait staff or food service oints.

This section discusses what is involved in this most imortant art of your o.

M#!t#r!" a!/ atte!/!" /'te& a!/ a*t)te&

Monitoring and attending "itchen service oints are your rimary duties with tas"s whichmay comrise0

• Collecting meals from the service oint and

delivering them to the service area or wait staff

• Clearing away food service items from service

areas and returning them to the "itchen,dishwashing area and1or stillroom or larder

• Cleaning food service areas to maintain

aearances and safety ;ic"ing u silled foodand everages<

• Maintaining food service areas to ensure all re#uirements for service ;food and non+

food items< are "et sulied

• -erforming any 9one+off* food+related duties as trade, staff shortages, demand and

re#uests from wait staff dictate. This may include0

• /taining foodstuffs from the cool room, freeer or dry store as re#uired

y "itchen staff or wait staff

•

Dishwashing including the scraing, cleaning and storing of croc"ery andcutlery

• -erforming very asic food rearation duties such as, for e5amle,

washing fruit and vegetales, eeling fruit and vegetales, oeningcartons, rearing asic salads, choing and slicing food, rearingutters

• (etting u lates and trays which may include adding vegetales to

lates, lacing garnishes on menu items, adding sauces to foods,rearing trays and re#uirements for gueridon coo"ery

•

Watching what is going on at these oints and eing ready to ta"e action whenre#uired to address identified 9situations arising*



• Being availale for other colleagues so you can rovide them with assistance when

needed

• Being alert to the on+going otential to use your initiative to revent a otential

rolem develoing into an actual rolem

• $emaining as a visile resence in the area so colleagues and guests can contactyou, tal" to you, give you instructions or as" for hel

• -aying e5tra attention to the "itchen when you have laced an order so you are

ready to transfer the food from there to the re#uired service oint.

Be!" *ae/ (#r p*-'p

%ndividual venues or "itchens will have their own method of calling youto collect food which is ready for service.

/tions include0

• $inging a ell which simly indicates something is ready for

collection ut does not indicate who the food is for, or what thedishes are

• Calling out your name : such as !Daniel : ta"e away> ;meaning

Daniel is needed to collect dishes for service<

• Calling out a tale numer : !Ta"e away tale 66> ;meaning

food for tale 66 is ready for collection<

• Calling out oth a name and a tale numer : !Daniel, ta"e away tale 66>.

I$p#rta!t p#!t

&ever, ever ta"e a dish unless and until secifically directed to do so y whoever isrunning the ass.

ust ecause a dish you have ordered is ready for service does not mean it is your dish. %tcould e for another tale and if you ta"e it you will cause confusion and service disrutionfor your tale and to the tale the dish was originally intended for.

The !ee/ (#r pr#$pt p* 'p #( (##/

%t is imortant for you to ic" u food as #uic"ly as ossile after it has een lated and isready for service for the following reasons0

• -romt collection of dishes enales the #uic"er service of food to

guests and most guests do not want to e "et waiting for their food

• =uic" service enhances the guest service or dining e5erience

which encourages them to return for another meal, and torecommend the venue to their friends, families and others

• $emoval of food from the ass creates sace for the ne5t order

to e rocessed, therey seeding u general service across the "itchen



• -romt collection of the food otimises the li"elihood food will e served at its est,

for e5amle0

• Hot food will e served hot and not allowed to cool down

• Cold food will e served cold and not allowed to warm u

• 4roen foods will e served in a froen state and not ermitted to melt

• The aearance of dishes only decreases the longer it sits and waits to e

served. 'ye aeal of dishes is critical ecause guests will always see thefood efore they taste it and they will start forming imressions aout what itwill taste li"e from the moment they see the item

• Taste of food items is otentially comromised y long delays in service

• %mmediate collection of food when it facilitates integration of food service with wine

and everage service which again enhances guest satisfaction and dining

e5erience• There is an increased chance food may ecome contaminated the longer it sits at

the ass waiting to e collected.

Ser)*e p#!t&%area&

Deending on the venue where you wor" you may e re#uired to rovide service+relatedmonitoring and resonses to the following areas.

&ote0 not all venues will have all of the following areas. The list is rovided to give you anunderstanding of the otential for you to service.

Kitchen service areas

)ou need to e aware of two main service or disensing oints found in a "itchen asfollows0

Hot food area

This is where lated food ;entrEes, main courses, desserts< areserved or collected from : also "nown in some laces as the9ass*.

Most food for a dining room or restaurant will e served from and

collected from this area.

/rders are commonly also laced at this area.

Cold

This area does not e5ist in all roerties eing limited mainly only to large commercial"itchens catering for high volumes.

The cold larder area will reare and serve items such as cold entrEes, salads, colddesserts, and cheese latters.

Wat!" &tat#!&



)ou may also e re#uired to 9fetch and carry* to waiting stations situated in diningrooms1restaurants.

A waiting station is a lace or a iece of furniture which a waiter uses as their wor" ase todo things such as storing items, a location to clear lates from the guest tale to, to rest

items on.They may sometimes feature heating elements and e "nown in this instance as 9hoto5es*.

)ou will e re#uired to ta"e reared dishes from the "itchen to the aroriate waiter stations from where wait staff will serve the dishes to guests at tale.

)ou will also ta"e the dirty dishes ac" from the waiter*s station to the "itchen1dishwashing area for scraing and cleaning.

(ee the following for e5amles of waiter*s stations0

•

htt011www.foresindustries.com1food+everage+catalog1service+carts+tray+stands1ussing+carts+and+waiter+stations.html.

&ote, some rooms will use a simle tale or other item of furniture for a 9station* in whichcase the area may simly e "nown as a 9rest*.

B'((et area&

)ou may also e resonsile for tending ;attending and monitoring<uffets.

%n these situations, you will e re#uired to ensure dishes are "ettoed u and "et resentale and hygienic.

Tas"s will involve oth food items and everages which are includedalong with the uffet ;everages such as water, uices, tea, coffeeand mil"<.

Duties will also include removal of emty, or near+emty dishes,removal of emty or dirty guest dishes and removal and relacementof service items and food which has een droed on the floor or which has ecome contaminated as a result of unsafe food handling ractices y guests.

R##$ &er)*e *#e*t#! area&

Most venues will have dedicated room service staff ut, deending on the venue and theorganisation of staff, you may e re#uired to erform various room service functions suchas0

• Clearing trays and trolleys from floors, when necessary. This involves chec"ing

corridors on accommodation floors and returning dirty dishes, trays and trolleys tothe room service area for ta"e+down and cleaning

• $eturning room service croc"ery and cutlery to other areas, such as the main

"itchen or servery, where they may e needed

• (etting u room service trays and trolleys for secific room orders, or for generic

delivery o, for e5amle, Continental rea"fasts.

http://www.forbesindustries.com/food-beverage-catalog/service-carts-tray-stands/bussing-carts-and-waiter-stations.html






O!!e )/e#&

The following online videos rovide some insight into what is involved in eing a foodrunner and allows you to gain an insight into the "itchen and service areas0

• htt011www.youtue.com1watchFvGICJalL-" ;9A food runner*s world0 8 mins 6

seconds<

• htt011www.youtue.com1watchFvGw4s%ysL) ;9Chef KurfNrst at HTMi, Culinary

management0 68 mins secs<.

4.; Che* (##/ ! a**#r/a!*e 9th e!terpr&e &ta!/ar/&

I!tr#/'*t#!

Before you ta"e any dishes or trays of food out of the "itchen and give it to wait staff or toguests you must underta"e a series of chec"s to ensure the food eing served isaccetale and to ma"e sure all necessary re#uirements have een met.

This section identifies ractices to follow to hel ma"e sure guests receive e5actly the foodthey ordered, and to ensure smooth and rofessional service is rovided.

E!terpr&e &ta!/ar/&

%n relation to chec"ing food rior to service 9enterrise standards* may refer to0

• (ie of the meals : the volume or #uantity of food rovided as

an entrEe, a main course or as 9e5tra*

• -lacement of items on a late. (ome venues will re#uire, for

e5amles, vegetales for certain dishes to e laced in anominated se#uence or location on the late to otimise thevisual aeal of the dish. (ome dishes may e centrallylocated in the middle of the late whereas other menu itemswill feature the main comonent ;meat, fish, chic"en< locatedat a constant osition on every late

• ?se of stiulated serviceware for given items. 4or e5amle, it may e a re#uirement

a certain tye or sie of owl is used for nominated food items or accomaniments,or an underliner may e re#uired for identified dishes

• (ervice of sauces. (ome venues may add sauces to the meal ;directly alying the

sauce to the food<, while others may rovide a small ug of sauce, a ottle of sauceor a sauce oat.

Che*!" the (##/

Before all food is ta"en from the "itchen you must chec" it ;that is, visually insect each

dish< to ensure0

http://www.youtube.com/watch?v=59JC8al46Pk

http://www.youtube.com/watch?v=wXFs3Iy4s6Y

http://www.youtube.com/watch?v=59JC8al46Pk

http://www.youtube.com/watch?v=wXFs3Iy4s6Y



• The right meal has een reared and any re#uested changes have een made to

the item or dish. This means comaring the food resented y the "itchen againstthe order given to them. &ever assume the "itchen will automatically get the order correct. $ememer the "itchen is a usy lace and accidents and mista"es canhaen. %f the order is for four meals, are there four meals eing given to youF Do

the dishes you are eing given match e8a*t6 the re#uirements of each guests asstated in the orderF %t is your o to ma"e sure incorrect meals are not ta"en into theroom or to the service oint. 'very service late is clean and resentale. Thismeans chec"ing to ensure there are no mar"s, sills and dris on lates. %n somecases you may e ale to clean the late and in other cases it may need to ereturned to the chef or to the erson oerating the ass

• The quality of all items served for consumtion. This includes chec"ing all food

served on the late to ensure it is of an accetale #uality. 4or e5amle0

• A whole fish should not have tears in the s"in

• 4resh fruit must not e over+rie

• (alad vegetales must e cris

• There should e no ovious lemishes or visile

imediments to any food items on a late

• The appearance of the food on the late. %ssues to loo"

for are0

• All dishes of the same tye must e of the same

sie. There should not e a difference in serve

sies unless re#uested y the guest• (ame dishes must loo" the same in terms of

layout of vegetales, accomaniments,serviceware, garnishes

• An aealing and aetiing aearance

• The edile ortion of a stea" is at the outside of a late as oosed to having

the fat/gristle comonent at the rim of the late

• 3uest re#uests have een ta"en into account. This means directly comaring the

dishes against the orders. Chec" to ensure, for e5amle, rare stea"s are indeed

rare7 dishes with vegetales do not go out with salad on them, 9e5tra chis* do havee5tra chis and 9Thai salad* is rovided where re#uested.

A//t#!a p#!t& t# !#te

• (ome estalishments have hotograhs of each dish at the ic"u oint or ass to

hel service staff late dishes correctly and consistently and to give you a means ywhich you can chec" dishes rior to ta"ing them

• The erson oerating the ass should chec" all dishes efore they are called ut

you still ALWAYS have to conduct your own indeendent chec"



• &ote it is much, much easier for a rolem or mista"e to e identified at this stage,

than it is for the dish to go out to the dining room, e resented to the guest, ecomlained aout and then e returned to the "itchen.

Che*!" the &er)*e 9are

%n addition to chec"ing the food to e served you must also verify the re#uired servicewareis availale as re#uired to meet the needs of the menu items eing served.

(erviceware is a generic term for croc"ery, cutlery and other service+related items.

Ser)*e9are $a6 !*'/e3

• -lates and owls

• -latters and ca"e stands

• (ervice utensils such as tongs, carving for"s,

large soons and for"s ;for silver service<

• 3lassware. (ome sauces and desserts are

resented in glasses

• /ven+to+taleware allowing food items to e

ta"en directly from the oven and served in the dish in which they were coo"ed

• 2ids and covers for ots and other containers

• Condiment containers

• 4latware including "nives, for"s and soon, loster crac"ers, ca"e lifters

• (ile lates for stea"s

• Tureens, rame"ins and coues

• Boards for service of dishes such as fruit and cheese

• -ots, ugs and sauce oats

• (ugar owls

• Bread as"ets.

Che*& t# $ae

• )ou must chec" these to ensure0

• They are clean

• Croc"ery and glassware is free from crac"s and chis

• They are free from other damage

• They are suitale for the dish they are accomanying. There is little oint in serving

snail tongs with a T+Bone stea", or roviding loster crac"ers with 3aKho chic"en

• They are sufficient in numer to match the order or re#uirements of the tale



• They are safe and do not resent any danger to staff or customers.

4.< Tra!&(er (##/ (#r the appr#prate &er)*e p#!t& ! a**#r/a!*e 9the!terpr&e pr#*e/'re&

I!tr#/'*t#!

A rimary role for you will e to transfer food ;that is, carry lates and trays of food< fromthe "itchen to service oints.

This section descries techni#ues for carrying lates and trays and unloading trays andlacing food when you arrive at your destination.

H6"e!e r'e& t# (##9

The following asic hygiene rules must e adhered to when carryinglates or trays or handling food service e#uiment1utensils0

• Kee are hands and fingers away from the food to avoid

contamination

• Avoid scratching hair, nose, eyes, or mouth when handling

food or carrying lates as this can e a source of

contamination which may e transferred to food, lates or cutlery

• Kee long hair tied ac" so hairs do not fall into the food

• Wash hands efore handling lates or cutlery if you have

een engaged in other duties such as removing ruish,handling dirty dishes, handling money, rearing food,using chemicals, doing cleaning

• Do not sneee or cough on to the lates, cutlery or food

directly or indirectly ;that is, coughing1sneeing into your

hands and then using those hands to handle food1lates or food contact surfaces<.

Pate *arr6!"

)ou do not need the same late carrying s"ills waiters do.

Waiters will need how to carry at least three lates a time, sometimes four lates. )ou willmainly carry lates on a tray.

Waiters will deliver the lates to the guest at tale. )ou will deliver the lates to the waiter*sstation.

%f you have the same late carrying s"ills as a waiter, then that is a onus ut it would every unusual for you to have to actually use those s"ills.



Where two lates are to e carried to the dining room, you can carry them in y hand :one in each hand.

Dirty lates are usually always removed from the dining room on a tray.

Where more than two lates are re#uired to e carried to the dining room, it is usual for a

tray to e used.

Tra6 *arr6!"

Trays come in various sies and may e round, s#uare or rectangular.

They are used for carrying lates into the actual service area : the dining room or restaurant : and for removing lates, cutlery and other items from the dining area to the"itchen.

%t may loo" #uite stylish to carry a tray on one hand, aove your head, through a crowdedroom ut this is to e avoided ;unless, of course, it haens to e house olicy and it may

e in some estalishments where they wish to emhasise showmanshi< as it isotentially dangerous and greatly increases the chance of droing the tray or silling thefood.

Trays should e carried with two hands : one on each side of the tray.

2oading the tray is imortant, ecause it is too late to try to fi5 the layout when you haveic"ed it u and are wal"ing into the dining room.

Try to otain an e#ual weight alance with the tray, and ensure lates are firm on the traysurface. Many accidents have occurred when a late or dish is alancing on another lateor dish. The china surfaces are very sliery and it does not ta"e much for a late to start

s"ating over the others on the tray. And there is nothing much you can do aout it when itstarts.

The answer is not to overload any tray, ut to ma"e an e5tra tri if you have numerouslates to carry.

When carrying a tray, oserve the following0

• 3ive way to guests : let them go first

• 3ive way to waiters unless they tell you to go through

• 2oo" efore you wal". Chec" to ma"e sure your

intended assage is clear and not loc"ed y servicetrolleys, high chairs ;for children1aies<, ice uc"et stands, furniture, or guest ags

• $ememer you are on ulic show. 'ven though you are not the waiter, many

guests will still e watching esecially if they are waiting for their meal, so how youact and treat the dishes eing transorted into the room is e5tremely imortant

• Wal" at a moderate ace : do not run and do not dawdle

• Carrying lates correctly and safely so the food maintains its aearance and is

delivered safely to the service oint. Be aware the food on the late can movearound as it is eing transorted, and if you do not handle it carefully then the hand+crafted eye aeal of the dish can e lost



• &ot letting a memer of the ulic unnecessarily touch the food esecially in

situations where eole have had a little too much to drin"

• 'nsure the food does not ecome contaminated. This may mean "eeing it

covered. %t may mean wal"ing a little further ut ta"ing a course that means the

lates or trays are not ta"en outside into the oen air ;wherethere is an increased ris" of contamination<

• Ma"e sure the right order goes to the right service oint. There

may e #uite a few waiter*s stations and you have to ma"e sureyou get the right one, first time, every time

• Be careful. This means0

• '5ercising e5treme care when carrying a tray

• &ot rushing

•

&ot trying to carry too much• -aying attention to the changing conditions on the floor.

The same rules aly when carrying items ac" from the dining room to the "itchen.

Sta!/ar/ pra*t*e

)ou must ma"e a hait of catching the waiter*s eye, every time they enter the diningroom1restaurant.

This lets the waiter "now they have ust rought something in, ut also gives the waiter anoortunity to signal to you they have a secial re#uest to ma"e or for you to ass on.

These secial re#uests are numerous ut may include !% need a fresh stea" "nife ecausesomeone droed theirs on the floor>, !Can % get more cranerry sauce for tale 6F>, and!Tell the chef eole are comlaining the rice is not hot enough.>

Catching the eye of wait staff is not difficult to do as they will also e "eeing a watch for you.

Pa*!" (##/%'!#a/!" tra6&

Ha!/!" pate&

When you arrive at your service oint ;usually a waiter*s station in a dining area< you willneed to lace the lates in the correct osition.

Where you are carrying only two lates this may entail0

• -hysically handing the lates to the waiter who will then

serve them

• -lacing the lates on the waiter*s station for the waiter who

will then ic" them u and serve them

• -utting hot food inside the heating area or hot o5 of a service station.



• %f you hand lates directly to a waiter you should state the name of the dish

including any secial re#uests which have een included in the rearation of thedish.

U!#a/!" tra6&

When unac"ing the tray at the service oint or waiter*s station care should e e5ercisedto0

• Maintain eye aeal of the dish

• Avoid soilage or sillage

• 4acilitate access y the waiter

• Kee noise to a minimum

• 'liminate interrution to the waiter*s duties

• Be as unotrusive as ossile

• Maintain the 9safe food* condition of the dish.

4.= A/)&e appr#prate *#ea"'e& #! rea/!e&& #( te$& (#r &er)*e

I!tr#/'*t#!

A "ey focus when roviding a lin" etween the "itchen and service areas is advisingwaiters and servers on the readiness of items for service.

This section resents considerations in this resect.

I$p#rta!*e #( a/)&!" *#ea"'e&

%t is imortant for you to advise waiters and servers of thereadiness of food for the following reasons0

• This notification allows them to lan their wor" on other

tales. They can etter determine what they should do ne5t and how long they haveto comlete a tas" efore they need to serve food to guests which you havedelivered to the waiter*s station

• The advice you give enales etter integration of other service so the guest

receives a more ositive e5erience. 4or e5amle, the food waiter can notify theeverage waiter of the imminent arrival of the main course so they can ensure winewhich has een ordered is served and ready for consumtion efore the food isserved

• The advice allows waiters to reare the tale to which the meals are to e served.

They may, for e5amle, need to0

• Clear dirty lates from the tale



• Adust cutlery7 add1remove cutlery to the cover to suit the food aout to e served.

H#9 t# a/)&e *#ea"'e&

When you have identified from the "itchen that food for a certain tale is aout to e lated

or served then you will need to0

• 'nter the service area. The notification should ta"e lace at the service oint

• (ea" to the waiter1server and advise them of the tale numer for the food you are

aout to ring in.

Other *#!&/erat#!&

• Doule+chec" the food eing lated is your food. &ever assume

food eing lated u is actually for you or your tale. @erallychec" with the chef or erson oerating the ass that the meals

are for a given tale numer • Hand signals may e used as an alternative if circumstances

dictate ;that is, if the waiter is doing something such as ta"ingan order or serving another tale and cannot e interruted

• Try to give the waiter1server sufficient warning. Aro5imately

one minute is a suitale eriod for advance notice

• Ma"e sure you communicate any other relevant issues at the same time, for

e5amle0

• &otification of any delays to dishes1orders already laced so waiters can

ass this on ;with an aology< to guests

• Advise them of dishes which are no longer availale

• Advise them of menu items which are running low or running out

• (ee" clarification of any orders where the "itchen has as"ed you for

clarification and you need to otain information from the erson who too" theorder

• Confirm secial re#uests can e catered for

• Advise where secial re#uests cannot e accommodated

• &otify other issues such as 9carrots are eing relaced with um"in* or

9otatoes are eing relaced with chis*.

4.> I/e!t(6 a//t#!a te$& re7're/ (r#$ the t*he! 16 $#!t#r!"

&er)*e& area& a!/ *#!&'t!" 9th #ther &er)*e *#ea"'e&

I!tr#/'*t#!

Another central element of your role is to suort and assist waiters1servers y rovidingthem ;and guests< with items to enale smooth and efficient service delivery.



This section identifies the imortance of this art of your o, descries how the need for additional items may e identified and gives a samle list of items which you may need tosuly.

A "ey issue in this resect is to e roactive and anticiate re#uirements for e5tra items so

you can rovide them without having to e as"ed.

Nee/ t# /e!t(6 a//t#!a te$& re7're/

%t is e5tremely imortant to identify additional items re#uired y waiters ;and guests< asthis will0

• 'nhance service rovision and service e5cellence

• %ncrease guest satisfaction

• (how your suort for colleagues

• %ncrease efficiency

• Demonstrate customer1guest focus

• -rove you are concentrating on your role.

Wa6& t# /e!t(6 re7're/ te$&

)our aim should e to anticiate the need for items and meet the identified need efore itecomes an actual need.

Techni#ues to identify 9re#uired items* include0

• (ea"ing to waiters1servers and as"ing them if they need

anything

•

Being alert to re#uests made to you directly from guests at thetale and1or from colleagues ;including food and everagewaiters<

• /serving the service area. 2oo" for indicators that there is an

imending need, for e5amle0

• A guest who has droed their "nife indicates a need for a relacement "nife

• A silled glass of wine indicates the need to rovide the materials necessary

for clearing or cleaning u the mess

• 3uests who elect to share a dish may indicate the need for an additional

late and1or cutlery



• ?sing your e5erience, common sense and industry "nowledge, for e5amle0

• Dearting guests may indicate the need for clearing and re+setting a tale

• The arrival of guests with young children may indicate the need to ring a

high chair

• %f you overhear a guest as" the waiter for more read rolls this indicates a

need for more read rolls.

E8a$pe& #( 9hat $a6 1e re7're/

There is no limit to the tye of items which you may e re#uired to rovide. The following isresented as an indicative list only0

• '5tra condiments or sauces for dishes

• '5tra side orders such as chis, salad, onion rings, rice

• '5tra utter for rolls, e5tra rolls

• Dressing for a salad

• (ugar, mil" or lemon for coffee or tea

• 4inger owl or shell owl for seafood

• Clean service cloths, or e5tra na"ins1serviettes

• Additional cutlery and croc"ery

• More glasses for wines and everages. $ememer you will e e5ected to suort

the wor" of everage waiters as well as food waiters

• A ca"e stand and ca"e server for situations where guests have rought their own

ca"e into the venue ;for e5amle, to celerate a irthday<.

4.? Mae re7'e&t& t# t*he! &ta(( 1a&e/ #! /e!t(e/ !ee/&

I!tr#/'*t#!

When as"ed to do so y waiters1servers you will e re#uired toma"e re#uests to the "itchen.

This section identifies what is involved in this activity.

T6pe& #( re7'e&t&

/n a regular asis you can e5ect waiters1servers to as" you tosea" with the "itchen and determine if certain guest re#uests,references or needs can e accommodated.



)ou will need to sea" to the chef ;or relevant other erson in the "itchen< andcommunicate their resonse ac" to the erson who as"ed you to ma"e the re#uest.

(everal e5amles of these re#uests were identified in section 6.6 and reeated here.

$e#uests may include0

• (eed of service. A guest or tale may re#uest0

• To e served straight away

• To have a rea" of minutes etween the service of courses

• To e served and out of the room y a given time

• @ariations to menu items to0

• Add or e5clude certain ingredients from a dish

• (ustitute nominated ingredients in a dish

• Accommodate cultural, religious or dietary1health+related re#uirements

• Can the eer cra e served as chilli craF

• $e#uest for variation to sie of serve such as a re#uest for0

• A small serve

• A large serve

• 'ntrEe to e served as a main course

•

Main course to e served as an entrEe• '5tra serve of nominated items : meat, vegetales

• $e#uest for information. While most waiters1servers will "now

the answers to commonly as"ed #uestions aout menu itemsyou will often e as"ed to sea" to the "itchen and as"#uestions which may include0

• Are certain dishes fresh or froenF

• How long will it ta"e to reare a nominated dishF

•

Where does the eef come fromF

Ma!" the re7'e&t



Keys in ma"ing re#uests to "itchen staff are0

• Ma"e sure you "now e5actly what it is you need to find out

aout. Clarify any amiguities with the waiter1server eforeyou sea" to the "itchen

• Tal" to the right erson. Different #uestions can e answeredy different eole. )ou do not always have to sea" to thehead chef or the erson on the ass. ?se common sense todetermine who you should as" #uestions to

• Ma"e the en#uiry as #uic"ly as ossile without eing rude or

interruting what others are doing

• 3et the erson*s attention efore sea"ing to them. )ou must realise the "itchen is

a usy and noisy lace so ma"e sure the erson you want to as" a #uestion of isactually listening to you efore you start as"ing your #uestions

• (ea" directly to the erson in a clear voice e5laining e5actly what is re#uired andas"ing the #uestions which need to e answered

• 2isten to the answers given to you. Be reared to ta"e notes where answers may

e comle5 or detailed

• Be reared to as" follow+u #uestions where you elieve the erson has not

understood you or where you are unsure aout the answer you have een given

• Than" the erson who gave you the answer. This will encourage them to deal

ositively with you into the future.

Re&p#!/!" t# re7'e&t&

%t is imortant to ass on to waiters1servers the information or answers you have receivedfrom the "itchen.

To do this you must0

• $esond in a timely manner. 3et the answer ac" to the waiter1server as soon as

ossile

•-rovide any necessary detail where the answer re#uires you tocommunicate some secific information, factor or element

• (ea" to them away from the guest1tale. The communication

etween you and the staff memer should not e ale to eoverheard.

• 3et their attention efore sea"ing. Ma"e sure they are listening

and aying attention efore you share what you need tocommunicate to them

• Be reared for follow+u #uestions to e as"ed. This may occur

ecause guests have made further re#uests



• As" the waiter1server if they have other #uestions which need to e as"ed to

demonstrate your.

Ta$7 Sheet 101-1

Title:

WOR5 PRO0ECT

Performance Objectives:

It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must

submit documentation, suitable evidence or other relevant proof of completion of the project to

your Trainer by the areed date.

Supplies:

• (uitale evidence or other relevant roof of comletion.

Equipment:

NONE

Steps/Procedure:

6 $esearch and %dentify8 3uests re#uest How to rovide

Assessment Mthod:

?se the -erformance Criteria Chec"list



Per!r"an(e Criteria Che(7/i$t !rTa$7 Sheet 101-1

Criteria YES NO

1.1 Identify a hospitality venue and prepare a written submission

which details:

Proposed, possible or actual enterprise standards for checking

food prior to transferring it for service

Proposed, possible or actual enterprise procedures for

transferring plated food from the kitchen to service areas

A list of additional items (minimum 12 items) which may be

required to be provided to wait staff/servers and/or guests.

1.2.Provide real-life, simulated or video evidence of you:

Relaying information from the dining area and/or wait

staff/servers to kitchen staff

Relaying information from the kitchen to wait staff/servers

Monitoring and attending kitchen service points to ensure prompt

pick-up of plated food for transfer to service area

Checking plated food items prior to transferring dishes to the

dining area, wait staff and/or servers

Physically carrying plates and/or trays of food to wait staff/servers

Advising wait staff/servers on readiness of dishes for service

Making requests on behalf of wait staff/servers to kitchen staff,

and communicating responses to wait staff/servers.



Learning Outcome No. 2 Prepare $er'i(e $tati!n$ and

e9%ip"entC/&T'&T(0

• Taking reservations• Table set-up• Napkin folding• kirting bu!et/display tables• "anquet set-ups

ASSESSMENT CRITERIA:

1.Service or waiter’s stations are stacked withsupplies necessary for service.

2.Alltableware anddining room equipment are cleaned, wiped and put in their proper

places.

3.Special tent cards and similar special displays are put up for promotion.

4.Cleanliness and condition of all tables, tableware and dining room equipment are

checked.

5.Water pitchers and ice buckets are filled.

6.Electrical appliance or equipment like coffee pots, tea pots, plate warmers etc. in

the dining area are turned on and kept ready.

7.Condiments and sauce bottles are refilled and the necks and tops of the bottles are

wiped clean and dry.

CONDITIONS: the trainee/student must be provided with the following:

• Napkins

• Menu folders

• Order slips

• Wine list

• Condiments

• Toothpicks

• Table cloth/Placemats

• Salt and Pepper shakers



M'TH/D/2/3)0

• 2ecture

• Discussion

• 4ilm viewing

• Demonstration

A(('((M'&T M'TH/D0






Prepare $er'i(e $tati!n$ and e9%ip"ent

Learning Activities Special Instructions

This 2earning /utcome deals with the

develoment of the %nstitutional Cometency

'valuation Tool which trainers use in evaluating

their trainees after finishing a cometency of

the #ualification.

3o through the learning activities outlined for

you on the left column to gain the necessary

information or "nowledge efore doing the

tas"s to ractice on erforming the

re#uirements of the evaluation tool.



Cometency of Fr#!t O((*e Ser)*e& NCII.

)our outut shall serve as one of your ortfolio

for your %nstitutional Cometency 'valuation for

Prepare the /!!" r##$%re&ta'ra!t area (#r

&er)*e.

4eel free to show your oututs to your trainer

as you accomlish them for guidance and

evaluation.





the #ualification.


you on the left column to gain the necessaryinformation or "nowledge efore doing the tas"s



to ractice on erforming the re#uirements of

the evaluation tool.

After doing all the activities for this 2/80

Prepare &er)*e &tat#!& a!/ e7'p$e!t, you

are ready to roceed to the ne5t 2/0 Set 'p

the ta1e& ! the /!!" area

I!(#r$at#! Sheet 4.:-4

CLEAN AND CLEAR FOOD SERVICE AREAS

:.4 Re$#)e '&e/ te$& (r#$ &er)*e area& a!/ &a(e6 tra!&(erre/ t#

the appr#prate #*at#! (#r *ea!!"

%ntroduction

There will always e a need to remove used and unwanted items from the service area

during service and return them to the "itchen.

This section identifies the need for this action, descries items which may need to e

rocessed in this way and identifies the locations to which items may need to e removed.

The need to remove items

@Cear!"

$emoving items from the dining area1service area to the

"itchen is referred to as 9clearing*.

When wait staff1servers remove items from guest tales to

the waiter*s station this is also referred to as *clearing*. %t is

called 9clearing the tale*.

I$p#rta!*e #( a!/ !ee/ (#r *ear!"

Clearing items from waiter*s stations1service oints is imortant for the following reasons0

• %t eliminates clutter at the service oints1stations and gives wait staff1servers more

room to wor"



• %t ma"es the service area loo" more attractive and

resentale to guests

• %t ma"es room for you to lace your ne5t delivery of

dishes

•

%t enales used items to e ta"en to the dishwashingarea so they can e cleaned and re+used

• %t rovides another oortunity for communication to

occur etween you and the wait staff1servers.

P#!t& t# !#te 9he! *ear!"

When clearing you should ay attention to the following0

• Always try to communicate with the wait staff1servers when

clearing. This may e veral communication ;you should as" if

they need anything, or they may as" you for something< or ust

eye contact to determine if they want something or they need

you to do something

• Try to ring something ac" every time you return to the "itchen

after ta"ing something in to the room1service oint. The aim is to

never return emty+handed if there are things to e rought ac"

• Be as #uiet as ossile. (tac"ing lates and clearing can e aotentially noisy activity so "ee noise to the asolute minimum0

the #uieter you are, the more guests will enoy their meal

• Ma"e sure the waiter*s station1service area is clear efore you ta"e food into the

dining area1service area. )ou need to avoid a situation where you ta"e lates and

trays into the area only to find there is nowhere to ut them

• Wal" at a safe ace when removing items and loo" where you

are going to avoid "noc"ing into guests, other staff or furniture.

Always give way to guests

•

2oading your tray in a structured way which will include0• (craing lates

• Ta"ing cutlery off lates

• Balancing the load



• &ot stac"ing items too high

• 'nsuring you do not overload the tray

• Ma"ing sure nothing will fall off the tray when you lift

and carry it.

Ite$& 9h*h $a6 !ee/ t# 1e *eare/

)ou will need to clean0

• ?sed items. These are items of croc"ery and cutlery

guests have used and have finished with. They will have een cleared from the

tale y the wait staff and moved to the waiter*s station for you to collect. These

items will include0

• -lates and owls

• Cus and saucers

• ugs

• All sorts of cutlery

• %tems no longer needed y diners. These also will have een cleared from the tale

y wait staff when they are identified as eing 9no longer needed*. %tems in this

category may include0

• Bread as"ets and utter dishes

• %tems of cutlery and croc"ery set as art of the cover ut not re#uired

ecause, for e5amle, a guest did not arrive or their menu selection meant

the item was not re#uired

•Condiments

• Menus

• (oiled na"ins and unused serviettes

• High chairs

• Tale tos

• 2inen : soiled and clean talecloths, waiter*s cloths and

overlays.

Cear!" #( "a&&9are a!/ /r!-reate/ te$&

The clearing of used and1or unwanted glasses, water ugs and emtyottles and cans may e the resonsiility of everage wait staff or ar

staff ut you must always e reared to assist as re#uired to hel

clear these items.

This may mean0

• Carrying emty glasses ;used and1or unused< to the ar service

oint or ta"ing them to the "itchen from where ar staff will

collect them for rocessing ;washing, olishing, storing<

•

Ta"ing emty ottles and cans into the "itchen ;or ar< area and disosing of theminto aroriate ruish containers to facilitate recycling.



Tra!&(err!" te$&

%tems should e transferred safely to the aroriate location and in accordance with the

estalishment*s ractices.

This may include0

• -lacing items onto a tray and using the tray to carry items

from the service area. This allows multile items to e

cleared at the one time

• Carrying items y hand. This is often an accetale

ractice where there are only one or two items to e

removed.

N#te3 some venues have an (/- re#uiring all items to e carried into and out of a

service area1dining room on a tray. They forid staff from carrying items y hand.

L#*at#!&

When removing items from the service area they must e ta"en to the aroriate location

for rocessing.

@Pr#*e&&!" #( te$&

9-rocessing* of these items will involve0

• Cleaning of used1dirty items• (toring of items in readiness for future use

• 4illing1refilling of condiments

• Cleaning1wiing of rorietary sauce ottles

• Disosing of items into ruish containers

• -lacement of linen into recetacles ready for laundering.

Bar

)ou may e re#uired to remove the following items to the ar0

• Clean and used glasses

• Water ugs

• 'mty ottles and cans

• %ce uc"ets

• %ce uc"et stands

• Carafes.

St r##$

The stillroom is an area where ancillary items ;such as ut not limited to read rolls,

condiments, utter and na"ins< are reared for service.



%t is normally art of, or adacent to, the "itchen.

)ou may e re#uired to ta"e the following items to the stillroom

for rocessing0

• (alt and eer sha"ers• Butter and am1conserve dishes

• Mil" ugs

• Mustards

• -rorietary sauces

• Bread as"ets.

• Tale numers

• Menus.

S)er r##$

The silver room is a room where cutlery is stored.

%f the venue actually uses silverware ;that is, silver cutlery< then this area will also contain

facilities for cleaning and olishing those items.

Most venues do not have a silver room and very few venues use actual silverware.

Where a silver room e5ists you may e re#uired to0

• Ta"e all unused cutlery directly to the silver room so it can e

stored as clean items. Most venues treat unused cutlery as dirtycutlery and wash it and olish it even though it has not een

used. Chec" the (/- at your wor"lace.

• Ta"e only actual silverware to it : clean or dirty. All other items of

cutlery will e ta"en to the dishwashing area ;see elow<.

(ilverware can include0

• Cutlery : all tyes

• ugs

• Tea1coffee ots

•

Trays and latters• %ce uc"ets and stands, as well as carafes and wine service arahernalia.

St#re r##$

)ou may e re#uired to ta"e the following items to a dining1service store room store so

they are availale for use when ne5t needed0

• Tale tos

• ?nused linen

• High chairs

• Candelara• Tale decorations and tale furniture.



D&h9a&h!" area

All used1dirty croc"ery and cutlery will need to e ta"en to the dishwashing area.

This area or section of the "itchen may e also referred to as the 9ot wash* area as ots

and ans may also e washed there. &ote that in many venues the dishwashing area is ust for croc"ery, cutlery and other used dining items, while the ot wash area is ust for

items used in the coo"ing or rearation of food.

)our role when delivering used1soiled items to the dishwashing area may e to0

• ?nload your tray and the dishwashing staff will do the rest

• ?nload your tray and scrae the lates which means scraing the late waste into

ins or an %n(in"'rator

• ?nload, scrae and stac" items ready for washing either y hand or in a

dishwashing machine.

:.: Ha!/e (##/ &*rap& ! a**#r/a!*e 9th h6"e!e re"'at#!& a!/

e!terpr&e pr#*e/'re&

I!tr#/'*t#!

Clearing lates from the service area will always involve handling food scras.

This section discusses issues related to this re#uirement.

Pate 9a&te

9-late waste* is anything which has een served to the guest and is returned from their

tale1late.

This definition includes0

• 4ood remaining on a late1in a owl which has not all een eaten

: 9food scras*

• 4ood which loo"s li"e it has not een touched

• 3arnishes for food and in drin"s

• 2eft+over everages including li#uor1soft drin" remaining in cans

or ottles.

All late waste must e thrown out : it cannot e re+used, re+served or

re+sold.



S!"e '&e te$&

(ingle use items are items intended to e used only once and then disosed of.

They are not meant to e used again.

'5amles of single use items which must e thrown out when returned

or cleared include0

• Drin"ing straws

• -aer serviettes1na"ins

• -lastic cutlery : commonly used in situations where food is

rovided for ta"e+away service

• Wooden stirrers used to stir sugar in hot drin"s

• Ta"e+away containers used to wra, serve or otherwise rovide ta"e+away food and

everages, oth hot and cold. These may e aer, cardoard, lastic or aluminium

• -ortion control ac"s which have een oened and1or artially used. These -C

ac"s may e used y some venues to serve0

• Butter

• am

• (auces and mustards

• Mil"

• (alt and eer

• /ther food : such as cereals and iscuits.

N#te3 -C ac"s returned from service can e re+served or re+used if they are in good

condition ;they loo" resentale, are not damaged or soiled< and have not een oened or

tamered with.

Ha!/!" (##/ &*rap&

(afe food handling ractices

4ood scras which must e handled in accordance with safe food

handling ractices in relation to e5ternal ruish ins include0

'5ternal ruish ins are to have tight fitting lids which are to e

"et in osition when the ins are not in use. This is designed to

revent access to food waste1ruish y irds, cats, vermin

The ruish area must e "et clean to hel avoid offensive odours

There must e 9sufficient* ruish ins to cater for the amount of ruish roduced. %f the

ruish eing created y the level of trade cannot e accommodated y the ins then

e5tra ins must e otained



The ruish ins themselves must e "et clean. They must e eriodically cleaned using

a detergent, degreaser and deodoriser or disinfectant.

Hands must e washed after handling ruish without e5cetion. This is an e5tremely

imortant food safety re#uirement.

E!terpr&e pr#*e/'re&

'nterrise rocedures regarding ruish disosal and the handling of

food scras may include0

All food scras must e thrown into one or more ins located at1near

the dishwashing area or other designated oints

All internal ruish ins used for food scras must e lined with a strong, good #uality liner

to revent food scras ma"ing contact with the internal sides of the in

&o food scras are to e consumed or ta"en home y staff memers. This may even

aly to situations where staff want to ta"e scras home for ets

Bags of food scras from internal ins must e disosed of aroriately into e5ternal

ins1dumers : see immediately aove

An e5ternal ruish removal comany may e used to suly and emty ruish

ins1dumers to cater for the volume of waste created

&o food scras are to e left in internal ins etween shifts or overnight.

:.; Cea! a!/ &t#re e7'p$e!t ! a**#r/a!*e 9th h6"e!e

re"'at#!& a!/ e!terpr&e pr#*e/'re&

I!tr#/'*t#!

)our role may or may not re#uire you to clean and store croc"ery and cutlery.

This section resents general hygiene and ossile venue+secific re#uirements in thisregard.

Cea!!"

9Clean* and sanitised* : defined

%n this conte5t, 9clean* means 9free from visile contamination*.

94ree from visile contamination7 means the item must loo" clean when you have finished

cleaning it.



%t is imortant to understand items may not e safe to use :

from a food safety oint of view : ust ecause they loo" clean.

Croc"ery and cutlery which aear clean may still e

contaminated y germs1acteria ma"ing them unsafe to use to

use.

9(anitised* refers to items which are free from acteria1germs or

items which have had the level of acteria1germs reduced to a safe level.

%t is for this reason all cleaning1washing of food items ;including croc"ery, cutlery, glasses,

ots, ans and food contact surfaces< should e0

• Washed using a detergent

• (anitised using hot water, steam or a chemical sanitiser.

Nee/ t# *ea! a!/ &a!t&e te$& a(ter ea*h '&e

All service items ;lates, cus, saucers, cutlery< must e cleaned and sanitised after each

use.

This must occur in order to revent infectious diseases eing communicated from erson

to erson.

Ge!era *ea!!" &e7'e!*e

%n general terms the following se#uence is suitale for cleaningcroc"ery and cutlery0

• $emove visile food deris : for e5amle, scrae the

lates

• $inse with warm water to remove loose dirt

• Wash with a detergent as designated y the wor"lace

• $inse again to remove the detergent and deris

• Aly a sanitiser. (anitisers are chemicals designed to "ill acteria

• $inse to remove the sanitiser

Allow to air dry. Air drying is the referred otion as it eliminates using a cloth to dry

surfaces, which may inadvertently introduce acteria to the surface that has ust een

cleaned and sanitised.

Ma*h!e 9a&h!"



The rocedure for washing eating utensils and dishes y

machine is as follows0

• (crae and rinse items rior to stac"ing in trays. ?se the

right trays1rac"s for the right items

• Wash for a minimum of L seconds at a temerature

etween LLOC and P6OC

• $inse for a minimum of 6 seconds at a temerature of at least PPOC

• Always follow any secific house rules which may aly to certain tyes and

models of dishwashing machines and1or chemicals used.

Ha!/ 9a&h!"

%n some circumstances there will e no dishwashing machine.

This is common in small usinesses, and it is safe to use a doule owlsin" to clean items roviding certain re#uirements are oserved.

When using a doule owl sin" to wash eating utensils and dishes0

• /ne owl must contain water at minimum OC and detergent

for washing the items

• /ne owl must contain clean water at a minimum of PPOC for

sanitising the items

• (anitising must involve soa"ing the items for a minimum of minutes. %t is not

accetale to ust run hot water over items to remove the suds and soa• A thermometer must e on hand to chec" and verify water temeratures.

%tems must once again e left to air dry, which means draining and leaving to dry while hot.

Tea t#9e& &h#'/ !#t 1e '&e/.

/erators must ma"e sure detergents and sanitisers are diluted according to

manufacturerQs recommendations ;where necessary< and all other

manufacturerQs advice is adhered to.

St#r!" te$&

After items have een cleaned and sanitised they must e stored so they

do not ecome re+contaminated.

The re#uirement is that all items used to serve food and everages are

rovided to the guest in a clean condition.

Correct storage of clean items includes0

• Handling all cutlery y the handle

• Handling all lates and owls y the sides or rims• Handling all cus y the handle



• (toring them in such a way that rotects them from contamination from0

• 4lies and1or dust

• /ther sources of contamination such as coughing, ests

• (toring items in designated locations as oosed to leaving them in random

ositions.



Ta$7 Sheet 10*-1

Title:

WOR5 PRO0ECT

Performance Objectives:

It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must



Supplies:


Equipment:

NONE

Steps/Procedure:

$esearch and %dentify

3uests re#uestL How to rovide

Assessment Mthod:




Per!r"an(e Criteria Che(7/i$t !r

Ta$7 Sheet 10*-1

Criteria YES NO

8.6 -rovide real+life, simulated or video evidence of you0

• Clearing used and unused items from service oints using

a tray

• Clearing used and unused items from service oints

carrying individual items in your hands

•

$emoving items cleared from the service to aroriatelocations ;such as stillroom, dishwashing area and1or

store rooms< for rocessing

• Handling food scras at the dishwashing area in an

effective and hygienic manner

• Cleaning croc"ery and cutlery in accordance with re#uired

hygienic ractices using a dishwashing machine and1or

hand washing

• (toring croc"ery and cutlery in a manner rotecting it from

re+contamination.

I!(#r$at#! Sheet 4.:-:



MAINTAIN EFFECTIVE RELATIONSHIPS WITH COLLEAGUES

4. Meet !ee/& a!/ e8pe*tat#!& #( *#ea"'e& ! a**#r/a!*e 9th

#r"a!at#! &ta!/ar/&, p#*e& a!/ pr#*e/'re& a!/ 9th!

a**epta1e t$e (ra$e&

I!tr#/'*t#!

)our wor" role demands you function as art of a team.

This means meeting the needs and e5ectations of those with whom you wor".

This section identifies and discusses asects of this re#uirement.

%mortance of meeting needs and e5ectations of colleagues

%t is vital you meet e5ectations your colleagues have in relation to your ersonal wor"

erformance in order to0

• Hel them do their o as e5ected y management and

guests

• Demonstrate your commitment to a team aroach and

imroving your wor"lace reutation as a valued co+

wor"er

• -rovide etter service delivery to guests, enhancing their

dining e5erience and increasing the li"elihood of reeatand referral usiness

• Comlete wor" others are relying on in order for them to e ale to comlete their

wor"

• %mlement and maintain the standards and rotocols estalished y the venue for

the rovision of service to guests and suort to other staff

• %ndirectly assist the venue meet guest needs and e5ectations as created y

advertisements and romotions the venue runs

• Create a more effective and efficient wor"lace

• (how management you are actually doing the o they e5ect you to do and are

aying you to do.

Always rememer you are eing aid to do the things listed aove and the tas"s identified

on your o descrition. )ou are not doing colleagues ;or management or guests< a

9favour* y heling them, co+oerating with them or roviding them with roducts or

services.

@Nee/& a!/ @e8pe*tat#!& e8a$pe& a!/ &trate"e&

Management, staff and guests will have a wide variety of needs and e5ectations aout

you and your wor"lace erformance.



The following list identifies e5amles of 9needs* and 9e5ectations* your co+wor"ers may

have aout your role, and identifies strategies to ensure you meet those needs and

e5ectations.

These needs and e5ectations can e e5ected to0

• Change etween individual eole. Different eole are li"ely to have slightly

different needs and e5ectations

• Alter etween venues or wor"laces. (ecific needs and wants can change ased

on the tye and nature of the usiness, roducts and services offered and the

rofile and volume of trade

• @ary over time. The needs and wants of others at 680-M can e significantly

different to the needs and e5ectations of the same eole at 680-M. The needs

and e5ectations on Monday can e different o those on a 4riday and the needs

and wants during an event or function can e different to those during days of 9normal* trading.

Colleagues will e5ect you to0

• Attend for wor" when rostered. This means0

• Arriving 6 minutes early

• &ever missing a shift

• Advising the wor"lace well in advance if you are

unale to wor"

• Maintain rofessional ersonal resentation y0

• Wearing the re#uired uniform

• Wearing clean and ressed clothes

• Alying aroriate grooming

• Maintain aroriate ersonal hygiene y0

• Washing and athing regularly

• Wearing aroriate ma"e+u and1or scent

• Demonstrate a ositive attitude in the wor"lace which can e shown y0

Co+oerating with others

• /ffering hel instead of waiting to e as"ed

• (miling

• Telling eole they have done a good o, tried hard or wor"ed well

• Than"ing others for their hel

• &ever ma"ing a ig deal out of assisting others7 ust hel them and get on

with the other wor" you have to do

• (how resect for others in the wor"lace y ractices such as0

• ?sing olite and courteous language

• Avoiding discriminatory ehaviour and language

• Accommodating social, religious, cultural, gender and1or age+secificdifferences



• &ever articiating in wor"lace gossi

• &ot ta"ing the credit for wor" done y other staff

• Communicate effectively y using0

• Correct and aroriate veral and non+veral

communication techni#ues• As"ing oen and closed #uestions

• 2istening actively

• Clarifying amiguities

• Confirming messages

• (ee"ing and roviding feedac"

• $esond romtly to0

• $e#uests for hel and1or information from co+wor"ers, guests and others

• %dentified situations which re#uire action, attention and1or a resonse

• (ituations arising

• 'mergencies• -erform allocated tas"s as re#uired for the o role eing underta"en. This can

mean0

• Comleting daily and routine wor" in a designated se#uence y the time

re#uired

• 3iving riority treatment to riority

re#uirements

• 3etting wor" finished y a re#uired time

• Advising colleagues when wor" has een

comleted• Telling colleagues when you are running

ehind time

• As"ing for hel from others

• Maintain wor" area in an aroriate condition which means "eeing the area and

items, utensils and e#uiment0

• Clean. This includes regular cleaning of items and immediate cleaning of

sills and accidents

• &eat and tidy. This involves utting things away and returning items to their

designated location ;after use, cleaning<

• (afe

• (ecure

• Accommodate unscheduled tas"s y0

• %ntegrating une5ected needs with standard wor"

• Heling others



• Anticiating rolems and ta"ing action to avoid or to deal

with them

• Comly with0

• 2egislated re#uirements

•

%nternal house olicies and rocedures• 'ffectively and romtly address0

• Customer comlaints

• Wor"lace conflict

• 'mergencies

• -articiate in wor"lace activities designed to0

• %nvestigate and resolve rolems and issues

• 'nale continuous imrovement

• %mrove service delivery and the guest e5erience

• %ntroduce initiatives intended to enhance the rovision of service.

:. A&&&t t# re&#)e 9#rpa*e *#!(*t a!/ $a!a"e /((*'te& t#

a*he)e p#&t)e #'t*#$e&

I!tr#/'*t#!

3iven the highly interersonal nature of your wor" role it is to e e5ected there may e

wor"lace conflict with colleagues from time to time.

This section identifies the need to resolve and manage conflict and wor"lace difficulties

and discusses ways to do so.

I$p#rta!*e #( $a!a"!" a!/ re&#)!" 9#rpa*e *#!(*t a!/ /((*'te&

)ou must actively manage and resolve wor"lace conflict and difficulties in order to0

• (to small issues growing into ig ones. To do this you need to

ta"e romt action, romote reconciliation as oosed to ignoring

things and avoid letting things drag on, get worse and involve

more eole• Maintain the usual ositive orientation of the wor"lace. This is

vital ecause the nature of the wor"lace has a distinct imact on

how staff relate to guests and customers. %f the wor"lace is ositive then

interactions etween staff and guests will tend to e ositive. %f interactions etween

staff are strained or tense then the relationshis etween staff and guests will tend

to reflect these negative emotions

• $educe asenteeism and staff turnover. Wor"laces where conflict and difficulties

are left unaddressed have higher levels of asenteeism and staff turnover than

those where issues are ignored



• Comly with ethical and legal re#uirements to rovide a safe wor"lace. 4ailing to

address wor"lace conflict and difficulties can e regarded as occuational safety

and health matters from a sychological ersective.

De(!!" 9#rpa*e @*#!(*t a!/ @/((*'te&

• A conflict is a state of oosition etween ersons, ideas or

interests.

• Conflict is more serious than difficulties and creates

situations where the re#uired wor" otentially cannot ta"e

lace.

• Difficulties are rolems imacting on the rovision of

roducts or services to others.

• Difficulties reduce the level of service rovision and ma"e

wor" harder to do.• Difficulties can grow into conflict if not roerly addressed and resolved.

• Conflict and1or difficulties may arise with colleagues or guests and customers.

• %t can arise on a one to one asis or in a grou setting.

E8ter!a a!/ !ter!a *'&t#$er&

• The industry has develoed two classifications of 9customers* who you need to

serve.

• 9'5ternal* customers are the customers who come to the venue to eat and send

their money. They are also "nown as guests and atrons.• 9%nternal* customers are the other staff in the venue who you suort and serve.

• They are also "nown as your colleagues and co+wor"ers.

• %n your role they will e the "itchen staff and the wait staff and servers you wor"

with.

• At all times the efforts of wait staff and the "itchen must e to serve the e5ternal

customers and your o must e to suort the internal customers.

Rea&#!& (#r *#!(*t a!/ /((*'te&

There may e many reasons why conflict may flare u amongst colleagues and why

wor"lace difficulties can arise0

• -ressure of wor" such as high levels of trade, insufficient staff rostered on to coe

with wor", unusual levels of demands from guests, e#uiment rea"down

• 2ac" of, or ad, communication which may cause misunderstandings

• -reudices aout all sorts of things from which sorts team the other erson follows,

what "ind of car they drive, through to issues of ethnicity, gender, ody shae andage



• %neffective wor"ing systems where the internal oerations, or functions, of the

venue cause the rolem ;oor reservations systems, lac" of standard rocedures,

ad food ordering system or rotocols<

• Difference in oinions aout a wide range of toics from current affairs to the

weather • Difference in eliefs as these relate to, for e5amle, religion, olitics, music and

many other toics

• Misunderstanding can e caused y arriers to communication, not listening

roerly, utting a different interretation on a word or hrase than what was

intended

• Team memer not ulling their weight and staff not contriuting 6R to a team

effort

• A colleague feels they are eing treated unfairly. This may e due to their shift on

the roster aearing less attractive than someone elseQs, not eing given the

oortunity to wor" overtime or not eing selected to wor" on a certain function.

This feeling may also e caused y staff who fail to share information, refuse to

hel and co+oerate in the wor"lace, and who favour some colleagues over

others.

War!!" &"!&

When you are involved in conflict or difficulties with a wor"lace colleague they tend to0

• Avoid veral and visual contact and1or ro5imity. This may mean0

• /ther staff ta"e rea"s in hysically different areas• They avoid mi5ing with you or loo"ing at you, or sitting near to you

• (taff as" for shifts where you are not rostered

on to avoid the chance of contact with you

• %ndulge in negative facial e5ressions. The erson

may sneer your way, roll their eyes and sha"e their

head slowly from side to side, or urse their lis

when they see you or ma"e eye contact with you

• Ma"e negative remar"s to you and1or aout you.

This can sill over into areas that are outside the initial cause of the conflict. 4or

e5amle, a staff memer may e annoyed you did not hel clean u after a

function. Their ercetion is you are lay and not a team layer. The truth however

may e the suervisor told you to go home ecause you had een at wor" for

twelve hours that day and were re#uired ac" early the following day. The negative

remar"s will not sto at your erceived lainess, ut will usually involve unrelated

areas such as your attitude, your relationshis with others, your ersonal haits,

and so on

• Ma"e rude gestures or remar"s. These can e offensive remar"s ;erhas of a

se5ual nature<, or finger and forearm gestures designed to convey a secific

message. Most estalishments have ullying and harassment olicies ma"ingthese sorts of actions unaccetale in the wor"lace. %f encountered, you should



seriously consider reorting them to management as they constitute wor"lace

harassment.

Re&#'t#! a!/ $a!a"e$e!t #( &&'e&

To resolve and manage conflict and difficulties you need to e roactive. This means it isu to you to ta"e action to address the situation.

Conflict and difficulties0

• Must never e ignored. %ssues will never 9go away* or resolve themselves

• (hould e addressed and resolved as soon as ossile.

Strate"e& (#r re&#)!" 9#rpa*e *#!(*t a!/ /((*'te&

-rearation is critical in effectively resolving wor"lace

conflict and issues.

• -lanned resonses to issues always stand a far etter

chance of resolution than refle5 action.

• Keys to resolving issues where you have determined

there is a conflict or misunderstanding with a

colleague include0

• -lan what you are going to say. Thin" things through and determine what you are

going to say, the words you will use, the e5amles you will refer to and the

se#uence in which you will raise issues

• -lan when you are going to address the situation. Will you tal" to the erson efore

wor" or after wor"F %t is never a good idea to ring these matters u during wor"

• -lan where you will tal" to the other erson. Will you sea" to them in the

wor"lace, in the staff change room or while having a coffee in the staff canteenF

• Determine what you want from the resolution rocess. What do you want the other

erson to do or to sto doingF The solution you identify can e resented during

discussions as a way to fi5 the rolem

• %dentify secific e5amles of the rolem, issue, difficulty,

rolem or conflict you want to discuss. When resolving the

situation it is imortant to e ale to0• $efer to secific times

• Mention secific dates and times

• $efer to secific words or terms used

• Descrie the actual nature and conte5t of the

situation. The aim here is to avoid ma"ing reference

to vague generalities, avoid using incorrect or inaccurate references and1or

avoid a situation where you are unale to rovide evidence in relation to the

toic to e addressed

• (ea" to the colleague and as" them if they are ale to meet with you ;when and

where you have decided< to tal" aout the issue



• Meet with the erson and aly standard resolution techni#ues to resolve the

situation which can include0

• Than"ing the erson for meeting with you

• '5laining why you have as"ed for the meeting to resolve the situation

•

Defining and descriing the situation withreference to lans you have reviously made

• '5laining the imact the situation is having on

you and your wor"lace erformance, other

staff, guests

• 2istening to what the other erson has to say.

The rocess must involve two+way

communication. What the other erson has to say can often0 -rovide the asis for a resolution

'5lain the situation and give a different ersective on things which

can mean an end to the issue Telling them what you want to resolve the situation while showing

emathy with their situation ;where and if aroriate< Being reared to comromise and co+oerate with the erson to find

a mutually accetale outcome Being assertive ut not aggressive

Being constructive aout what can e done to address the situation to

achieve a win+win outcome '5ercising atience and tolerance. )ou have to e0

• -reared for the other erson to e uset aout what you have

to say

• Willing to allow the other erson to have their say

• $eady to hear things aout yourself and your erformance you

may not areciate

• Deciding and agreeing on action to ta"e to resolve the situation and move

things forward

• Than"ing the erson for their time and for articiating in the rocess

• '5ressing a ositive sentiment aout wor"ing with the erson into the

future.

P#&t)e #'t*#$e&

The ositive outcomes you need to strive for include0

• %ncreased levels of co+oeration and assistance from

the other erson

• A more leasant and harmonious wor"lace : less

an5iety and tension

• $eduction or elimination of revious stress or other negative indicators

•

4ewer wor"lace conflicts and difficulties• Higher standards of service delivery to all 9customer* tyes ;internal and e5ternal<



• 4ewer mista"es and wor"lace rolems and errors

• 2ess negative comments from others

• $eduction in comlaints aout you and your wor"

• %ncreased amounts of ositive feedac" from other staff and management on your

erformance.

;. See !(#r$a (ee/1a* t# /e!t(6 a!/ $pe$e!t $pr#)e$e!t&

t# pr#/'*t&, &er)*e&, pr#*e&&e/ #r #'t*#$e& (#r *#ea"'e&

I!tr#/'*t#!

%t is essential to otain feedac" in order to identify imrovements which need to e made

in the wor"lace.

This section e5lains the imortance of feedac", introduces the concet of 9LS

feedac"*, descries techni#ues for otaining and receiving feedac" and resents

otential imrovements which can occur in the wor"lace as a result of feedac" received.

I$p#rta!*e #( (ee/1a*

Wor"lace feedac" is vital for the following reasons0

• %t hels identify areas re#uiring attention and

imrovement

• %t gives you oinions on how others view your wor" and

the roducts and services you rovide. 4eedac" adds

oectivity

• %t forms the asis of action to address su+standard or unaccetale roducts and

erformance• %t can rovide a diversity of views : see LS feedac" ;elow<

• %t demonstrates you want to e a team layer and contriute to outcomes which are

eneficial to other staff and to the venue

• %t rovides ositive and negative comments on erformance and roducts. %t

facilitates otaining a total and alanced icture of what is haening or not

haening.

;> (ee/1a*

%t is generally recognised LS feedac" is the most informative and effective feedac" toreceive.



LS feedac" is feedac" ;comment, oservations and

inut< from a wide variety of eole including those who are

imacted y what you do, who oserve what you do and

who assist you in what you are doing.

%n ractice this means you should see" feedac" from many

different sources.

%n the conte5t of your wor" role as descried in this unit you should see" and otain

feedac" from0

• /ther staff who erform the same role as you do

• Kitchen staff you wor" with. This can mean see"ing comment from0

•Coo"s and chefs

• Those who run the ass

• Wor"ers in the still room, silver room and store rooms

• Those who wash the dishes

• All wait staff and servers, including0

• The staff you normally wor" with or for : those who you normally suort on a day

to day asis

• /ther wait staff who you normally do not wor" with

• Beverage waiters and ar staff

• Management level eole who may include0

• Dining room suervisor

• Maitre d*htel

• 4UB manager

• Head Chef1'5ecutive Chef

• @enue manager

• /wner

• 3uests1customers. %t will normally e other staff memers who

cature formal feedac" from atrons however you can gain some accurate and

ertinent feedac" simly y0

• /serving the non+veral communication or ody language of guests• 2istening to what they say including aying attention to what they say to you and

what they say to each other and to other staff.

Wa6& t# &ee #r #1ta! (ee/1a*

)ou must never simly rely on others giving you feedac".



)ou must ta"e the initiative and actively see" it out.

Ways to do this include0

• @erally as"ing eole for feedac" : telling them you want their

inut and letting you "now you value what they have to say• Watching for instances of feedac" y focussing on your internal

and e5ternal guests to read their ody language and hear their

comments

• As"ing management for samles of feedac" they have generated or received from

guests. Most venues develo some form of customer feedac" either through their

mar"eting deartment ;via mar"et research and guest surveys<, as a result of

9Customer comment cards*, veral feedac" from customers or online feedac"

rovided y guests

• %mromtu #uestioning of customers and guests to otain their views of roducts

and services rovided

• 'ngaging in chance discussions with customers1guests to

otain suggestions for change to service rovision and

imrovements to menus

• -articiating in critical incident reviews to have ersonal

resonses evaluated and learn lessons for future use

• Ta"ing art in wor"lace coaching and mentoring oth of which use feedac" as an

integral art of the rocesses

• $aising guest feedac" as a toic at staff and deartmental meetings.

I$pr#)e$e!t& 9h*h (ee/1a* *a! ea/ t#

%f you ta"e the time and troule to cature, listen to, analyse and act on feedac" it is

ossile you can influence a wide variety of activities and outcomes in your wor"lace.

-ositive imacts may occur in terms of0

• (afety

• (eed of service

• =uality of roducts served

• =uality of service delivery

• (aving money, resources and effort

• -roviding a more customer+focussed e5erience for the guests.

<. Ha!/e *#$pa!t& p#&t)e6, &e!&t)t6 a!/ p#te6 !

*#!&'tat#! 9th the per&#!& $a!" the *#$pa!t

I!tr#/'*t#!



'veryone in the wor"lace will receive feedac" at one time or another from a colleague

aout their ersonal erformance without having to as" for it.

This section identifies effective ways to deal with such feedac" aout your erformance

highlighting action to ta"e when comlaints or negative feedac" is received.

P#&t)e (ee/1a*

-ositive feedac" can involve team memers assing on a

comment they have heard aout your e5cellent wor". This may

e assed on from statements made y guests, other wait

staff or management+level ersonnel.

)ou should ta"e a second or so to reoice in such feedac".

Accet it and enoy it ecause you have earned it.

&ever simly dismiss it or rush it off : ma"e the most of itV

&ever say something li"e !/h, it was nothing>, or 9% was ust doing my o*.

)ou should than" the erson who gave you the comliment or ositive feedac" and ta"e

a moment to enoy it.

%f you let eole "now you areciated their ositive comment, it will encourage them to do

more of the same.

%f you simly dismiss it, then they will tend not to other aout giving you any more, even

though you may well deserve it.

Ne"at)e (ee/1a*

%n many ways comlaints from colleagues are negative

feedac" aout your erformance.

&egative feedac" is not so much fun to deal with ut can

at least rovide you with advice as to how you might modify

your aroach to wor" in order to rovide even etter levels of service, cooeration or

assistance.

Ta"e the negative feedac" in the right way. (ee it as an oortunity to imrove, and see it

as a challenge.

Ma"e sure you do not dwell on the negative message and start getting everything out of

ersective. This is a common and very damaging resonse which causes much tension,

an5iety and wor"lace conflict.

Aove all, never get angry at the erson who rovides you with the negative feedac". %n

many ways they are actually doing you a great favour.



%f a staff memer delivers this negative message, realise they are not ma"ing a criticism.

They are ust doing their o y letting you "now, and, if you thin" aout it, would not e

doing their duty if they did not ring the negative matter to your attention.

Dea!" 9th *#$pa!t& (r#$ *#ea"'e&

The "eys to successfully and effectively handle comlaints are0

• Than"ing the erson for ma"ing the comlaint which hel set a ositive note for

discussing and resolving the situation

• 2isten carefully to what the erson identifies as the comlaint. 'ncourage the

erson to discuss and descrie the rolem

• As" #uestions to elicit more detail aout the comlaint and to clarify relevant issues

• Maintain a olite and civil attitude which will demonstrate your willingness to listen

and act in resonse to the comlaint

• Determine oectively if there is truth in the comlaint. %f there is you must then wor"

out how to rectify things so you do not reeat the action ;or inaction< which gave

rise to the comlaint

• $emain ositive throughout the interaction as oosed to

ecoming defensive and resentful

• Be sensitive to how your actions or inactions imacted the

other erson

• Be reared to aologise for what you did or did not do. This is

an imortant comonent of effectively addressing any

comlaint. The aology must e heartfelt and genuine• Ta"e resonsiility for fi5ing the rolem or issue. Tell the other

erson you will do what is needed to resolve the issue and

revent recurrence

• 3ain agreement from the other erson that what you intend

doing will fi5 the rolem and e accetale to them

• %mlement the agreed activity. When the discussion aout the comlaint has

finished ma"e sure you imlement what you romised to do in order to resolve the

issue

• 4ollow+u with the erson. Ta"e time to ma"e contact with the erson who

comlained to determine whether or not your action has fi5ed the rolem and1or to

identify if further action is re#uired.

=. U&e !#!-/&*r$!at#r6 attt'/e& a!/ a!"'a"e *#!&&te!*6 9he!

!tera*t!" 9th &ta(( a!/ $a!a"e$e!t

I!tr#/'*t#!

%t is a standard re#uirement across all wor"laces for staff to interact with each in a non+discriminatory manner.



This section considers relevant issues to hel ensure you comly with this imortant

necessity.

Wa6& t# e!&'re 6#' are 1eha)!" ! a !#!-/&*r$!at#r6 $a!!er

The following are all e5amles of what you should do in order to hel ensure you do notdiscriminate in a wor"lace conte5t against management, colleagues or guests in the

wor"lace0

• Avoid racist language and sentiments in all the veral, non+veral and written

communications you underta"e

• Avoid ma"ing statements which are se5ist or gender+secific in nature. %nstead use

words and statements which are gender neutral or gender inclusive

• Do not infer cometency or aility from someone*s name or their facial features or

national dress

• &ever ma"e assumtions aout a erson*s hysical or intellectual ailities. There is

no direct consistent correlation etween the way a erson loo"s and their caacity

for cometency

• Do not stereotye eole. All eole are individuals with individual ailities, ideas,

ac"grounds and eliefs

• Avoid discriminatory language in relation to the ortrayal of eole with disailities.

Disaled ersons must e treated with the same courtesy and resect as ale+

odied eole

• Do not ma"e ageist statements aout others. Always try to ma"e age+neutral

statements• 3et to "now eole from other nationalities, cultures, religions and socio+economic

ac"grounds. This will give insight into their lives and hel you understand their

individual needs, wants and references as to how they should e treated

• '5ercise atience and tolerance when dealing with and interacting with other

eole

• As" eole with a different ac"ground to yourself

#uestions which demonstrate you want to co+

oerate with them, hel them and suort their

wor"lace activities such as0 !What can % do to hel youF>

!How can % etter communicate with

and suort youF>

• Be slow to ta"e offence at what eole from different ac"grounds say to you. They

may simly0 &ot roerly or not fully understand your language

4ail to understand the nuances of certain words or hrases

Be ma"ing an error in the use of words or a hrase

Be using ody language which is accetale in their own country ut

unaccetale in yours



• Do not ta"e immediate offence at what someone from another country may do.

/nce again their actions may e accetale in their home country ut not

aroriate in yours

• Attend 9cultural diversity* training sessions as a way of learning aout other eole

and how etter to wor" with them• Be #uic" to aologise if you realise you have given unintended offence in order to

demonstrate no offence was meant and to romtly address the issue

• &ever victimise anyone ;see elow< on the asis of their ersonal characteristics

such as0 Age

3ender and1or gender identity

-hysical or sychological imairment

'mloyment activity

Marital status

-arental status or status as a career -hysical features

-olitical elief or activity

$ace.

V*t$&at#!

@ictimisation means treating someone differently ased on their characteristics ;such as

age, gender, race, religious elief<.

@ictimisation can include0

• @eral taunts

• Ma"ing inaroriate gestures towards them

• $efusing to hel them

• &ot sharing information with them

• &ot allowing them the same oortunities ;to gain

e5erience, to otain training, to wor"< as others

• Treating them unfairly, un"indly or differently to the way you treat others

• /stracising them.



Ta$7 Sheet 10*-)

Title:

WOR5 PRO0ECT

Performance Objectives:It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must



Supplies:


Equipment:

NONE

Steps/Procedure:

P $esearch and %dentifyJ 3uests re#uestI How to rovide

Assessment Mthod:




Per!r"an(e Criteria Che(7/i$t !r Ta$7 Sheet10*-)

Criteria YES NO

.6 -reare and sumit a document or set of documents

;such as a oster, information sheets, manual or set of standard

oerating rocedures< suitale for use in a wor"lace to advise

new staff regarding maintaining effective relationshis with

colleagues.

The documents must address the following oints0

• How they can meet the needs and e5ectations of

colleagues at wor" : that is a list of actions they should

ta"e to ma"e sure they fulfil the e5ectations of their co+

wor"ers

• How they can assist in the resolution of wor"lace conflict

: that is, a list of the actions they can ta"e to resolve

conflict in their wor"lace in which they are involved

• How they can see" informal feedac" : that is, an outline

of techni#ues and strategies they may imlement to

otain feedac" on their ersonal erformance and how it

might e imroved

•How they should handle comlaints : that is, resentationof a model descriing what they should do if a co+wor"er

ma"es a legitimate comlaint to them aout their

wor"lace erformance and ractices

• How they can ensure they do not discriminate against co+

wor"ers in the wor"lace : that is, a list of actions and

rotocols ;with secific e5amles< they could use to hel

ensure the wor"lace is free of discrimination.



Learning Outcome No. 3 Set . %p the ta8/e$ in the

dinin area

C/&T'&T(0



#. Tables are set according to the standards of the foodservice

establishment.

. In cases where the menu is prearranged or *ed, covers are set

correctly according to the predetermined menu.

%. Tableware and glassware are wiped and polished before they are set up

on the table.

4. loth napkins are folded properly and laid on the table appropriately

according to napkin folding style.

5. "u!et or display tables are skirted properly taking into account

symmetry, balance and harmony in si0e and design.


•

$yramid• "ird of $aradise

• "ishop's 1at

• &ose bud

• ail

• andle

• rown

• 2oblet 3an

M'TH/D/2/3)0



• 2ecture

• Discussion

• 4ilm viewing

• Demonstration

A(('((M'&T M'TH/D0






Set . %p the ta8/e$ in the dinin area






the #ualification.











Prepare the /!!" r##$%re&ta'ra!t area (#r

&er)*e.



evaluation.





the #ualification.

3o through the learning activities outlined for you on the left column to gain the necessary



information or "nowledge efore doing the tas"s



After doing all the activities for this 2/0 Set

'p the ta1e& ! the /!!" area, you are

ready to roceed to the ne5t 2/0 Set the

$##/%a$1a!*e #( the /!!" area.

I!(#r$at#! Sheet 4.<-4

Learning Outcome No. 4 Set the "!!d#a"8ian(e !

the dinin area

C/&T'&T(0



#. 4ights are ad5usted according to time of the day.. Tables, chairs and other dining room furniture are arranged to ensure

comfort and convenience of the guests.%. ppropriate music is played when applicable(. 3loors/carpets are cleaned and made sure are dry.+. ir-condition or cooling units are ad5usted for the comfort of the guests6. )ecorations are set-up according to theme or concept of the dining room.


• Napkins

• Menu folders

• Order slips

• Wine list

• Condiments

• Toothpicks

• Table cloth/Placemats

• Salt and Pepper shakers



M'TH/D/2/3)0

• 2ecture

• Discussion

• 4ilm viewing

• Demonstration

A(('((M'&T M'TH/D0






Set the "!!d#a"8ian(e ! the dinin area






the #ualification.











Prepare the /!!" r##$%re&ta'ra!t area (#r &er)*e.



evaluation.





the #ualification.





information or "nowledge efore doing the tas"s



After doing all the activities for this 2/0 Set the

$##/%a$1a!*e #( the /!!" area , you are

ready to roceed to the ne5t Cometency .

I!(#r$at#! Sheet 4.<-4



Re*#$$e!/e/ rea/!"

Arduser, 2ora U and Brown, Douglas $7 8 ;6st edition<7 The Waiter U Waitress

and Waitstaff Training Handoo"0 A Comlete 3uide to the -roer (tes in

(ervice for 4ood U Beverage 'mloyees7 Atlantic -ulishing 3rou %nc.

Dahmer, (ondra UKahl, Kurt7 8J ;8nd edition<7 $estaurant (ervice Basics7

Wiley

ohnston, $ U Clar" 3, 8J ;rd 'dition<7 (ervice /erations Management7

-earson 'ducation

Kotschevar, 2endalU2uciani, @alentino7 8L ;8nd edition<7 -resenting (ervice0

The ?ltimate 3uide for the 4oodservice -rofessional7 Wiley

Wal"er, ohn $7 8J ;th 'dition<7 %ntroduction to Hositality7 -rentice Hall

%n addition

The following is sourced from 9Trove0 &ational 2irary of Australia* at

htt011trove.nla.gov.au1.

Adey, oe U Hunter, 3ary, 6ILL+ UMannall, Clare, 8I7 4ood U everage

service0 levels 6U8 (1&@=7 Cengage 2earning, 2ondon.

Australian Training -roducts 2td, 87 4ive star waiter suorting THH8

Hositality Training -ac"age7 @ersion 6., Australian Training -roducts,Melourne, @ic.

Cichy, $onald 4 U Hic"ey, -hili , 867 Managing service in food and everage

oerations, th ed7 American Hotel U 2odging 'ducational %nstitute, 2ansing, Mich.

Davis, Bernard, 867 4ood and everage management, th ed7 $outledge, Milton

-ar", Aingdon, /5on 7 &ew )or".

2illicra, D. $ U Cousins, ohn A, 867 4ood and everage service, Jth ed7

Hodder 'ducation, 2ondon

COMPETENCY ASSESSMENT TOOL

http://www.pearsoned.co.uk/bookshop/Results.asp?iCurPage=1&Type=1&Author=Robert+Johnston&Download=1&SearchTerm=Robert+Johnston

http://www.pearsoned.co.uk/bookshop/Results.asp?iCurPage=1&Type=1&Author=+Graham+Clark&Download=1&SearchTerm=+Graham+Clark

http://trove.nla.gov.au/

http://www.pearsoned.co.uk/bookshop/Results.asp?iCurPage=1&Type=1&Author=Robert+Johnston&Download=1&SearchTerm=Robert+Johnston

http://www.pearsoned.co.uk/bookshop/Results.asp?iCurPage=1&Type=1&Author=+Graham+Clark&Download=1&SearchTerm=+Graham+Clark

http://trove.nla.gov.au/



Evidence Plan

Competency

standard:FOOD BEVERAGE SERVICES NC II

Unit of

competency: Pr#)/e a L! Bet9ee! 5t*he! a!/ Ser)*e Area

Ways in which evidence will be collected:

[tick the column]

! s e r " a t i o n # Q u e s t i o n i n g

$ e m o n s t r a t i o n #

Q u e s t i o n i n g

T h i r d p a r t y % e p o r t

& o r t f o l i o

' r i t t e n

The evidence must show that the trainee…

• The trainee must know how to deli"er food items and cleaning

food ser"ice areas according to esta!lishment standards(

• The trainee must know to communicate and interpersonal

skills according to esta!lishment standards(

• The trainee must know the roles and responsi!ilities of the

food ser"ice team according to esta!lishment standards(

• The trainee must know how hygienic and appropriate personal

presentation according to esta!lishment standards(

• The trainee must know legislati"e on ) # S(

*T+, -Critical aspects of competency



Demonstration with Questioning Checklist

Trainee name:

Trainer name:Qualification: FOOD & E!E"#$E %E"!CE% NC

Unit of com'etenc(: Provide !ink "et#een $itchen % &ervice 'reas

Date of assessment:

Time of assessment:

nstructions for )emonstration

(iven the necessary tools, the candidate #ill be able to demonstrate, Receiving and

Processing Reservations follo#in standard procedures #ithin )* minutes.

DEMON%T"#TON

to sho# if

evidence is

demonstrated

During the )emonstration of skills* )i) the can)i)ate:+es No N,#

• +emonstrated ability in communication skills accordin to

establishment standards and procedures.

• +emonstrated ability plate carryin and clearin techniques in

accordance #ith establishment standards and procedures.

• +emonstrated ability to establishments recyclin requirements

standards and procedures.

• +emonstrated ability in orderin and service procedures for

establishments standards and procedures.

• +emonstrated application of hyiene and safety principles

accordin to established standards and procedures.

The candidates demonstration #as-

&atisfactory ot &atisfactory

De"!n$trati!n :ith Ora/ ;%e$ti!nin Che(7/i$t



PROVIDE A LIN< BET=EEN <ITC,EN & SERVICE AREA

;%e$ti!n$

)es &oX

La&e 1et9ee! t*he! a!/ &er)*e area&

6.6$elay information in a clear and concise manner using

aroriate communication techni#ues

6.8 Ma"e re#uests to "itchen staff ased on identified needs

6.Monitor and attend "itchen service oints to ensure romt ic"

u of food

6. Chec" food in accordance with enterrise standards

6. Transfer food to the aroriate service oints in accordancewith enterrise rocedures

6.L Advise aroriate colleagues on readiness of items for service

6.P%dentify additional items re#uired from the "itchen y monitoring

services areas and consulting with other service colleagues

Cea! a!/ *ear (##/ &er)*e area&

8.6$emove used items from service areas and safely transferred to

the aroriate location for cleaning

8.8Handle food scras in accordance with hygiene regulations and

enterrise rocedures

8.Clean and store e#uiment in accordance with hygiene

regulations and enterrise rocedures

Ma!ta! e((e*t)e reat#!&hp& 9th *#ea"'e&

.6

Meet needs and e5ectations of colleagues in accordance with

organisation standards, olicies and rocedures and within

accetale time frames

.8 Assist to resolve wor"lace conflict and manage difficulties to

achieve ositive outcomes

.(ee" informal feedac" to identify and imlement imrovements

to roducts, services, rocesses or outcomes for colleagues

. Handle comlaints ositively, sensitively and olitely in



PROVIDE A LIN< BET=EEN <ITC,EN & SERVICE AREA

;%e$ti!n$

)es &oX

consultation with the erson1s ma"ing the comlaint

.?se non+discriminatory attitudes and language consistently

when interacting with staff and management

The trainee’s underpinning knowledge was:

Satisfactory o Not Satisfactory o

Feedback to trainee:

The trainee’s overall performance was:

Satisfactory o Not Satisfactory o

Assessor’s signature: Date:

!I" $A"% "E$O"



&an'i'ate

name(

Name o) t*ir'

part+(

&ontact

no.

$osition("elations*ip

,it* can'i'ate(Y emloyer Y suervisor Y colleague Y other

&lease specify ................................................

&lease do not complete the form if you are a relati"e close friend orha"e a conflict of interest]

ates t*e can'i'ate ,or-e'

,it* +ou

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&ompetenc+

Stan'ar's(

FOOD AND BEVERAGE SERVICE NCII

nit o)

&ompetenc+(Pr!'ide Lin7 8et:een 7it(hen and $er'i(e area$

The candidate is being assessed against the competency standards for

8e are seeking your support in the 5udgment of this candidate's competence.

$lease answer these questions honestly as a record of the candidate's

performance while working with you. Thank you for your time.

&omments regar'ing can'i'ate per)ormance an' experience

I can veri)+ t*e can'i'ates a0ilit+to(

(tick the correct response]

9es No Notsure

&omments to supportm+ responses(

• /heck the availability of all resources

required for trainin.Y Y Y

• Identify alternative resources for

continency measures.Y Y Y

• Identify and arrane appropriate trainin

locations accordin to trainin needs.Y Y Y

• Y Y Y

• Y Y Y

*ir' part+ signature( ate(

Sen' to(

Trainee evaluation sheet



The following statements are about the competency you have just completed.

$lease tic- t*e appropriate 0ox Agreeont

no,

o Not

Agree

oes

Not

Appl+

There was too much in this competency to cover

without rushing.

Most of the competency seemed relevant to me.

The competency was at the right level for me.

I got enough help from my trainer.

The amount of activities was sufficient.

The competency allowed me to use my own

initiative.

My training was well-organised.

My trainer had time to answer my questions.

I understood how I was going to be assessed.

I was given enough time to practice.

My trainer feedback was useful.

Enough equipment was available and it worked

well.

The activities were too hard for me.

The best things about this unit were:

______________________________________________________________



______________________________________________________________

______________________________________________________________

______________________________________________________________

The worst things about this unit were:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

The things you should change in this unit are:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

TESDA-SOP-CACO-07



ATING SHEET FO DEMONST ATION WITH O AL

QUESTIONING

INSTRUCTION: The assessor shall select a minimum of _______

appropriate questions that fir the situation.

Each question corresponds to ________ points.

Maximu

m Score

Score Remarks

• Provide link between kitchen and service

areas

• Provide food & Beverage Services

•

Provide room service• Develop and update food and beverage

knowledge

Total Points

Percentage

The candidate’s underpinning knowledge was:

Satisfactory Not Satisfactory□ □

Feedback to Candidate:

The candidate’s overall performance was:

Satisfactory Not Satisfactory□ □

Candidate’s Signature: Date:

Assessor’s Signature: Date:

TESDA-SOP-CACO-07-F30



Reference

No

To be filled out by the Competency Assessor

ATING SHEET FO DEMONST ATION WITH O AL

QUESTIONING

Candidate’s Name

Assessor’s Name ROMIE B. LACADEN

Qualification: FOOD & BEVERAGES SERVICES NC II

Unit of

Competency

Covered

1.Provide link between kitchenand service area

2.Provide food and beverage services

3.Provide Room Service 4. Develop and Update food and

beverage knowledge

Date of Assessment

Time of Assessment

INSTRUCTION:Indicate your score in the appropriate column. Write your

observations/comments on the REMARKS column

During the demonstration of skills, the

candidate:

Maximum

Point Score Remarks

• Written Examination

Demonstration:

• Table set up 7.5

• Table Service 7.5

• Room Service 6

• Trolley Service 5

TOTAL POINTS 25

PERCENTAGE

The candidate’s demonstration was:

: Satisfactory : Not Satisfactory

*Critical Aspects of Competency

prepare the dining room/restaurant area for service

Documents

Transcript of prepare the dining room/restaurant area for service