Professional Documents
Culture Documents
LEARNING MATERIAL
Sector
TOURISM
Qualification Title
Work through all the information and complete the activities in each section.
Read information sheets and complete the self-check. Answer keys are included in this
package to allow immediate feedback. Answering the self-check will help you acquire the
knowledge content of this competency.
Perform the task sheets and job sheets until you are confident that your output conforms to
the performance criteria checklist that follows the sheets.
Submit outputs of the task sheets and job sheets to your facilitator for evaluation and
recording in the Accomplishment Chart. Outputs shall serve as your portfolio during the
institutional competency evaluation.
A certificate of achievement will be awarded to you after passing the evaluation. You must
pass the institutional competency evaluation for this competency before moving to another
competency.
No.
Unit of Competency
Module Title
Code
Preparing the
dining
room/restaurant
area for service
TRS512387
TRS512388
TRS512389
TRS512390
TRS512391
TRS512392
MODULE CONTENT
Qualification
Unit of Competency
Module Title
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:
LO1
LO2
LO3
LO4
CONTENTS:
Taking reservations
Table set-up
Napkin folding
Skirting buffet/display tables
Banquet set-ups
ASSESSMENT CRITERIA:
CONDITION:
The trainee / student must be provided with the following:
Inquiries
Details of reservation
Reservation records or
forms
Telephone
Date of reservation
Fax
Time of arrival
Reservation Sheets
Number of persons
Logbook
Internet
Computer
In person
Reservation Cards
METHODOLOGY:
Lecture
Discussion
Film viewing
Demonstration
ASSESSMENT METHOD:
Oral examination
Written examination
Performance test
Special requirements
Special Instructions
Definition of Terms
Term
Explanation
360 feedback
Buffets
Bus boy
Term
Explanation
assists waiters as required
Clearing items
Condiments
Continental breakfast
Cover
Dessert
Entres
F&B
Flatware
Food runner
Gueridon cookery
Hot box
InSinkErator
Liaise with
Non-discriminatory attitudes and
language
Pax
PC pack
Term
Explanation
Food returned on plates or other items from the
Plate waste
service area
Plates on which food has been placed by kitchen staff
(as opposed to the food served at table using silver
Plated food
SOP
Serviceware
food at table
Service recovery
Side orders
Silver service
Stillroom
The pass
Underliner
Introduction
Communication is critical in providing a link between kitchen and
service areas.
This section provides the context for providing a link between kitchen
and service areas gives examples of information which may need to
be relayed, identifies the staff that may be involved and presents
appropriate communication techniques.
Unit context
This unit deals with the skills and knowledge required to provide a link between kitchen
and service area in a range of settings within the hotel industry workplace context.
A person studying this unit will provide general assistance in food operations where the
staff who take orders are supported by others who deliver the food to, and collect used
items from, food service points.
The unit addresses the work of a bus boy or food runner in an establishment.
Information to be relayed
Information from services areas to kitchen
Information which may need to be relayed from waiting staff to the
kitchen can include:
Table number
Dishes ordered
Rice
Chips
Salads
Requests for additional items such as more bread rolls, butter or extra salad and/or
vegetables
Questions from guests about menu items asking about the commodities used in
dishes.
Requests for action Push the soup or Try to sell the red
curry
Staff involved
When relaying information and liaising between kitchen and service
areas you will need to interact with:
Stillroom staff who you may need to ask for extra butter, rolls
and condiments
Cleaners who you may have to ask to perform clean-up duties in the event of a
major spill or a cleaning-related need in, for example, the foyer area/entrance, the
washrooms, or an area of the kitchen
Food waiters whose directions and requests you will need to pass on to the kitchen
or relevant others
Never interrupting the other person and instead allowing them to finish what they
are saying
Not trying to guess what the other person will say or infer what
they will say based on their first few words.
Being concise. This means giving only the required information and avoiding
unnecessary words and unnecessary information
Using appropriate language. This can mean using simple words, choosing your
words carefully and avoiding complexity in the words used and the phrasing. When
communicating with other staff this can mean using industry and venue-specific
terminology and/or abbreviations.
If possible get them to repeat it back to you to verify they have understood what is
required.
While you need to ensure your special order is understood, you must be sensitive to the
other things going on in the kitchen or at the pass. It may pay you to delay for 30 seconds
or a minute while the kitchen person clears some meals which are ready, helps with plating
a large order, or remedies an immediate problem.
Talk to waiter away from guests so only the waiter can hear
what is said
Understand when you give information to a waiter there is often a need for them to
give you information and direction as a result
1.2
Try to give waiters options where possible. For example, if one dish is unavailable
provide them with relevant alternatives (as recommended by the kitchen) to suggest
to guests.
Introduction
In order to ensure prompt service of food you must monitor the kitchen and be ready to
pick plated food up when it is ready and take it to the wait staff or food service points.
This section discusses what is involved in this most important part of your job.
Monitoring and attending duties and activities
Monitoring and attending kitchen service points are your primary duties with tasks which
may comprise:
Maintaining food service areas to ensure all requirements for service (food and nonfood items) are kept supplied
Performing any one-off food-related duties as trade, staff shortages, demand and
requests from wait staff dictate. This may include:
Obtaining foodstuffs from the cool room, freezer or dry store as required
by kitchen staff or wait staff
Performing very basic food preparation duties such as, for example,
washing fruit and vegetables, peeling fruit and vegetables, opening
cartons, preparing basic salads, chopping and slicing food, preparing
butters
Watching what is going on at these points and being ready to take action when
required to address identified situations arising
Being available for other colleagues so you can provide them with assistance when
needed
Being alert to the on-going potential to use your initiative to prevent a potential
problem developing into an actual problem
Remaining as a visible presence in the area so colleagues and guests can contact
you, talk to you, give you instructions or ask for help
Paying extra attention to the kitchen when you have placed an order so you are
ready to transfer the food from there to the required service point.
Calling out both a name and a table number Daniel, take away table 11.
Important point
Never, ever take a dish unless and until specifically directed to do so by whoever is
running the pass.
Just because a dish you have ordered is ready for service does not mean it is your dish. It
could be for another table and if you take it you will cause confusion and service disruption
for your table and to the table the dish was originally intended for.
The need for prompt pick up of food
It is important for you to pick up food as quickly as possible after it has been plated and is
ready for service for the following reasons:
Removal of food from the pass creates space for the next order
to be processed, thereby speeding up general service across the kitchen
Prompt collection of the food optimises the likelihood food will be served at its best,
for example:
Hot food will be served hot and not allowed to cool down
Frozen foods will be served in a frozen state and not permitted to melt
The appearance of dishes only decreases the longer it sits and waits to be
served. Eye appeal of dishes is critical because guests will always see the
food before they taste it and they will start forming impressions about what it
will taste like from the moment they see the item
Immediate collection of food when it facilitates integration of food service with wine
and beverage service which again enhances guest satisfaction and dining
experience
There is an increased chance food may become contaminated the longer it sits at
the pass waiting to be collected.
Service points/areas
Depending on the venue where you work you may be required to provide service-related
monitoring and responses to the following areas.
Note: not all venues will have all of the following areas. The list is provided to give you an
understanding of the potential for you to service.
Kitchen service areas
You need to be aware of two main service or dispensing points found in a kitchen as
follows:
Hot food area
This is where plated food (entres, main courses, desserts) are
served or collected from also known in some places as the
pass.
Most food for a dining room or restaurant will be served from and
collected from this area.
Orders are commonly also placed at this area.
Cold
This area does not exist in all properties being limited mainly only to large commercial
kitchens catering for high volumes.
The cold larder area will prepare and serve items such as cold entres, salads, cold
desserts, and cheese platters.
Waiting stations
You may also be required to fetch and carry to waiting stations situated in dining
rooms/restaurants.
A waiting station is a place or a piece of furniture which a waiter uses as their work base to
do things such as storing items, a location to clear plates from the guest table to, to rest
items on.
They may sometimes feature heating elements and be known in this instance as hot
boxes.
You will be required to take prepared dishes from the kitchen to the appropriate waiter
stations from where wait staff will serve the dishes to guests at table.
You will also take the dirty dishes back from the waiters station to the kitchen/dish
washing area for scraping and cleaning.
See the following for examples of waiters stations:
http://www.forbesindustries.com/food-beverage-catalog/service-carts-traystands/bussing-carts-and-waiter-stations.html.
Note, some rooms will use a simple table or other item of furniture for a station in which
case the area may simply be known as a rest.
Buffet areas
You may also be responsible for tending (attending and monitoring)
buffets.
In these situations, you will be required to ensure dishes are kept
topped up and kept presentable and hygienic.
Tasks will involve both food items and beverages which are included
along with the buffet (beverages such as water, juices, tea, coffee
and milk).
Duties will also include removal of empty, or near-empty dishes,
removal of empty or dirty guest dishes and removal and replacement
of service items and food which has been dropped on the floor or
which has become contaminated as a result of unsafe food handling practices by guests.
Room service collection areas
Most venues will have dedicated room service staff but, depending on the venue and the
organisation of staff, you may be required to perform various room service functions such
as:
Clearing trays and trolleys from floors, when necessary. This involves checking
corridors on accommodation floors and returning dirty dishes, trays and trolleys to
the room service area for take-down and cleaning
Returning room service crockery and cutlery to other areas, such as the main
kitchen or servery, where they may be needed
Setting up room service trays and trolleys for specific room orders, or for generic
delivery o, for example, Continental breakfasts.
Online videos
The following online videos provide some insight into what is involved in being a food
runner and allows you to gain an insight into the kitchen and service areas:
1.3
Introduction
Before you take any dishes or trays of food out of the kitchen and give it to wait staff or to
guests you must undertake a series of checks to ensure the food being served is
acceptable and to make sure all necessary requirements have been met.
This section identifies practices to follow to help make sure guests receive exactly the food
they ordered, and to ensure smooth and professional service is provided.
Enterprise standards
In relation to checking food prior to service enterprise standards may refer to:
Use of stipulated serviceware for given items. For example, it may be a requirement
a certain type or size of bowl is used for nominated food items or accompaniments,
or an underliner may be required for identified dishes
Service of sauces. Some venues may add sauces to the meal (directly applying the
sauce to the food), while others may provide a small jug of sauce, a bottle of sauce
or a sauce boat.
The right meal has been prepared and any requested changes have been made to
the item or dish. This means comparing the food presented by the kitchen against
the order given to them. Never assume the kitchen will automatically get the order
correct. Remember the kitchen is a busy place and accidents and mistakes can
happen. If the order is for four meals, are there four meals being given to you? Do
the dishes you are being given match exactly the requirements of each guests as
stated in the order? It is your job to make sure incorrect meals are not taken into the
room or to the service point. Every service plate is clean and presentable. This
means checking to ensure there are no marks, spills and drips on plates. In some
cases you may be able to clean the plate and in other cases it may need to be
returned to the chef or to the person operating the pass
The quality of all items served for consumption. This includes checking all food
served on the plate to ensure it is of an acceptable quality. For example:
Guest requests have been taken into account. This means directly comparing the
dishes against the orders. Check to ensure, for example, rare steaks are indeed
rare; dishes with vegetables do not go out with salad on them, extra chips do have
extra chips and Thai salad is provided where requested.
Some establishments have photographs of each dish at the pickup point or pass to
help service staff plate dishes correctly and consistently and to give you a means by
which you can check dishes prior to taking them
The person operating the pass should check all dishes before they are called but
you still ALWAYS have to conduct your own independent check
Note it is much, much easier for a problem or mistake to be identified at this stage,
than it is for the dish to go out to the dining room, be presented to the guest, be
complained about and then be returned to the kitchen.
Condiment containers
Flatware including knives, forks and spoon, lobster crackers, cake lifters
Sugar bowls
Bread baskets.
Checks to make
They are suitable for the dish they are accompanying. There is little point in serving
snail tongs with a T-Bone steak, or providing lobster crackers with GaKho chicken
They are sufficient in number to match the order or requirements of the table
1.4
They are safe and do not present any danger to staff or customers.
Introduction
A primary role for you will be to transfer food (that is, carry plates and trays of food) from
the kitchen to service points.
This section describes techniques for carrying plates and trays and unloading trays and
placing food when you arrive at your destination.
Keep bare hands and fingers away from the food to avoid
contamination
Keep long hair tied back so hairs do not fall into the food
Plate carrying
You do not need the same plate carrying skills waiters do.
Waiters will need how to carry at least three plates a time, sometimes four plates. You will
mainly carry plates on a tray.
Waiters will deliver the plates to the guest at table. You will deliver the plates to the waiters
station.
If you have the same plate carrying skills as a waiter, then that is a bonus but it would be
very unusual for you to have to actually use those skills.
Where two plates are to be carried to the dining room, you can carry them in by hand
one in each hand.
Dirty plates are usually always removed from the dining room on a tray.
Where more than two plates are required to be carried to the dining room, it is usual for a
tray to be used.
Tray carrying
Trays come in various sizes and may be round, square or rectangular.
They are used for carrying plates into the actual service area the dining room or
restaurant and for removing plates, cutlery and other items from the dining area to the
kitchen.
It may look quite stylish to carry a tray on one hand, above your head, through a crowded
room but this is to be avoided (unless, of course, it happens to be house policy and it may
be in some establishments where they wish to emphasise showmanship) as it is
potentially dangerous and greatly increases the chance of dropping the tray or spilling the
food.
Trays should be carried with two hands one on each side of the tray.
Loading the tray is important, because it is too late to try to fix the layout when you have
picked it up and are walking into the dining room.
Try to obtain an equal weight balance with the tray, and ensure plates are firm on the tray
surface. Many accidents have occurred when a plate or dish is balancing on another plate
or dish. The china surfaces are very slippery and it does not take much for a plate to start
skating over the others on the tray. And there is nothing much you can do about it when it
starts.
The answer is not to overload any tray, but to make an extra trip if you have numerous
plates to carry.
When carrying a tray, observe the following:
Remember you are on public show. Even though you are not the waiter, many
guests will still be watching especially if they are waiting for their meal, so how you
act and treat the dishes being transported into the room is extremely important
Carrying plates correctly and safely so the food maintains its appearance and is
delivered safely to the service point. Be aware the food on the plate can move
around as it is being transported, and if you do not handle it carefully then the handcrafted eye appeal of the dish can be lost
Not letting a member of the public unnecessarily touch the food especially in
situations where people have had a little too much to drink
Ensure the food does not become contaminated. This may mean keeping it
covered. It may mean walking a little further but taking a course that means the
plates or trays are not taken outside into the open air (where
there is an increased risk of contamination)
Make sure the right order goes to the right service point. There
may be quite a few waiters stations and you have to make sure
you get the right one, first time, every time
Not rushing
The same rules apply when carrying items back from the dining room to the kitchen.
Standard practice
You must make a habit of catching the waiters eye, every time they enter the dining
room/restaurant.
This lets the waiter know they have just brought something in, but also gives the waiter an
opportunity to signal to you they have a special request to make or for you to pass on.
These special requests are numerous but may include I need a fresh steak knife because
someone dropped theirs on the floor, Can I get more cranberry sauce for table 14?, and
Tell the chef people are complaining the rice is not hot enough.
Catching the eye of wait staff is not difficult to do as they will also be keeping a watch for
you.
Placing food/unloading trays
Handling plates
When you arrive at your service point (usually a waiters station in a dining area) you will
need to place the plates in the correct position.
Where you are carrying only two plates this may entail:
Placing the plates on the waiters station for the waiter who
will then pick them up and serve them
Putting hot food inside the heating area or hot box of a service station.
If you hand plates directly to a waiter you should state the name of the dish
including any special requests which have been included in the preparation of the
dish.
Unloading trays
When unpacking the tray at the service point or waiters station care should be exercised
to:
Be as unobtrusive as possible
1.5
Introduction
A key focus when providing a link between the kitchen and service areas is advising
waiters and servers on the readiness of items for service.
This section presents considerations in this respect.
Importance of advising colleagues
It is important for you to advise waiters and servers of the
readiness of food for the following reasons:
The advice you give enables better integration of other service so the guest
receives a more positive experience. For example, the food waiter can notify the
beverage waiter of the imminent arrival of the main course so they can ensure wine
which has been ordered is served and ready for consumption before the food is
served
The advice allows waiters to prepare the table to which the meals are to be served.
They may, for example, need to:
Adjust cutlery; add/remove cutlery to the cover to suit the food about to be served.
Enter the service area. The notification should take place at the service point
Speak to the waiter/server and advise them of the table number for the food you are
about to bring in.
Other considerations
Make sure you communicate any other relevant issues at the same time, for
example:
1.6
Advise them of menu items which are running low or running out
Seek clarification of any orders where the kitchen has asked you for
clarification and you need to obtain information from the person who took the
order
Notify other issues such as carrots are being replaced with pumpkin or
potatoes are being replaced with chips.
Introduction
Another central element of your role is to support and assist waiters/servers by providing
them (and guests) with items to enable smooth and efficient service delivery.
This section identifies the importance of this part of your job, describes how the need for
additional items may be identified and gives a sample list of items which you may need to
supply.
A key issue in this respect is to be proactive and anticipate requirements for extra items so
you can provide them without having to be asked.
Increase efficiency
A guest who has dropped their knife indicates a need for a replacement knife
A spilled glass of wine indicates the need to provide the materials necessary
for clearing or cleaning up the mess
Guests who elect to share a dish may indicate the need for an additional
plate and/or cutlery
Using your experience, common sense and industry knowledge, for example:
Departing guests may indicate the need for clearing and re-setting a table
The arrival of guests with young children may indicate the need to bring a
high chair
If you overhear a guest ask the waiter for more bread rolls this indicates a
need for more bread rolls.
More glasses for wines and beverages. Remember you will be expected to support
the work of beverage waiters as well as food waiters
A cake stand and cake server for situations where guests have brought their own
cake into the venue (for example, to celebrate a birthday).
1.7
Introduction
When asked to do so by waiters/servers you will be required to
make requests to the kitchen.
This section identifies what is involved in this activity.
Types of requests
On a regular basis you can expect waiters/servers to ask you to
speak with the kitchen and determine if certain guest requests,
preferences or needs can be accommodated.
You will need to speak to the chef (or relevant other person in the kitchen) and
communicate their response back to the person who asked you to make the request.
Several examples of these requests were identified in section 1.1 and repeated here.
Requests may include:
A small serve
A large serve
Make sure you know exactly what it is you need to find out
about. Clarify any ambiguities with the waiter/server before
you speak to the kitchen
Get the persons attention before speaking to them. You must realise the kitchen is
a busy and noisy place so make sure the person you want to ask a question of is
actually listening to you before you start asking your questions
Speak directly to the person in a clear voice explaining exactly what is required and
asking the questions which need to be answered
Listen to the answers given to you. Be prepared to take notes where answers may
be complex or detailed
Be prepared to ask follow-up questions where you believe the person has not
understood you or where you are unsure about the answer you have been given
Thank the person who gave you the answer. This will encourage them to deal
positively with you into the future.
Responding to requests
It is important to pass on to waiters/servers the information or answers you have received
from the kitchen.
To do this you must:
Respond in a timely manner. Get the answer back to the waiter/server as soon as
possible
Get their attention before speaking. Make sure they are listening
and paying attention before you share what you need to
communicate to them
Ask the waiter/server if they have other questions which need to be asked to
demonstrate your.
WORK PROJECT
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 agreed date.
Supplies:
Equipment:
NONE
Steps/Procedure:
1
2
3
Assessment Mthod:
Criteria
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.
YES
NO
CONTENTS:
Taking reservations
Table set-up
Napkin folding
Skirting buffet/display tables
Banquet set-ups
ASSESSMENT CRITERIA:
1. Service or waiters stations are stacked with supplies necessary for service.
2. All tableware and dining 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
METHODOLOGY:
Lecture
Discussion
Film viewing
Demonstration
ASSESSMENT METHOD:
Oral examination
Written examination
Performance test
Special Instructions
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.
Go through the learning activities outlined for
you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.
The output of this LO is a complete Institutional
Competency Evaluation Package for one
Competency of Front Office Services NCII.
Your output shall serve as one of your portfolio
for your Institutional Competency Evaluation for
Prepare the dining room/restaurant area for
service.
Feel free to show your outputs to your trainer
as you accomplish them for guidance and
evaluation.
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.
Go through the learning activities outlined for
you on the left column to gain the necessary
information or knowledge before doing the tasks
Introduction
There will always be a need to remove used and unwanted items from the service area
during service and return them to the kitchen.
This section identifies the need for this action, describes items which may need to be
processed in this way and identifies the locations to which items may need to be removed.
The need to remove items
Clearing
Removing items from the dining area/service area to the
kitchen is referred to as clearing.
When wait staff/servers remove items from guest tables to
the waiters station this is also referred to as clearing. It is
called clearing the table.
Importance of and need for clearing
Clearing items from waiters stations/service points is important for the following reasons:
It eliminates clutter at the service points/stations and gives wait staff/servers more
room to work
Transferring items
Items should be transferred safely to the appropriate location and in accordance with the
establishments practices.
This may include:
Placing items onto a tray and using the tray to carry items
from the service area. This allows multiple items to be
cleared at the one time
Carrying items by hand. This is often an acceptable
practice where there are only one or two items to be
removed.
Note: some venues have an SOP requiring all items to be carried into and out of a
service area/dining room on a tray. They forbid staff from carrying items by hand.
Locations
When removing items from the service area they must be taken to the appropriate location
for processing.
Processing of items
Processing of these items will involve:
Bar
You may be required to remove the following items to the bar:
Still room
The stillroom is an area where ancillary items (such as but not limited to bread rolls,
condiments, butter and napkins) are prepared for service.
Silver room
The silver room is a room where cutlery is stored.
If the venue actually uses silverware (that is, silver cutlery) then this area will also contain
facilities for cleaning and polishing those items.
Most venues do not have a silver room and very few venues use actual silverware.
Where a silver room exists you may be required to:
Store room
You may be required to take the following items to a dining/service store room store so
they are available for use when next needed:
Table tops
Unused linen
High chairs
Candelabra
Table decorations and table furniture.
Dishwashing area
All used/dirty crockery and cutlery will need to be taken to the dishwashing area.
This area or section of the kitchen may be also referred to as the pot wash area as pots
and pans may also be washed there. Note that in many venues the dishwashing area is
just for crockery, cutlery and other used dining items, while the pot wash area is just for
items used in the cooking or preparation of food.
Your role when delivering used/soiled items to the dishwashing area may be to:
2.2
Unload your tray and the dishwashing staff will do the rest
Unload your tray and scrape the plates which means scraping the plate waste into
bins or an InSinkErator
Unload, scrape and stack items ready for washing either by hand or in a
dishwashing machine.
Introduction
Clearing plates from the service area will always involve handling food scraps.
This section discusses issues related to this requirement.
Plate waste
Plate waste is anything which has been served to the guest and is returned from their
table/plate.
This definition includes:
Food remaining on a plate/in a bowl which has not all been eaten
food scraps
Food which looks like it has not been touched
Garnishes for food and in drinks
Left-over beverages including liquor/soft drink remaining in cans
or bottles.
Drinking straws
Paper serviettes/napkins
Plastic cutlery commonly used in situations where food is
provided for take-away service
Wooden stirrers used to stir sugar in hot drinks
Take-away containers used to wrap, serve or otherwise provide take-away food and
beverages, both hot and cold. These may be paper, cardboard, plastic or aluminium
Portion control packs which have been opened and/or partially used. These PC
packs may be used by some venues to serve:
Butter
Jam
Sauces and mustards
Milk
Salt and pepper
Other food such as cereals and biscuits.
Note: PC packs returned from service can be re-served or re-used if they are in good
condition (they look presentable, are not damaged or soiled) and have not been opened or
tampered with.
Handling food scraps
Safe food handling practices
Food scraps which must be handled in accordance with safe food
handling practices in relation to external rubbish bins include:
External rubbish bins are to have tight fitting lids which are to be
kept in position when the bins are not in use. This is designed to
prevent access to food waste/rubbish by birds, cats, vermin
The rubbish area must be kept clean to help avoid offensive odours
There must be sufficient rubbish bins to cater for the amount of rubbish produced. If the
rubbish being created by the level of trade cannot be accommodated by the bins then
extra bins must be obtained
The rubbish bins themselves must be kept clean. They must be periodically cleaned using
a detergent, degreaser and deodoriser or disinfectant.
Hands must be washed after handling rubbish without exception. This is an extremely
important food safety requirement.
Enterprise procedures
Enterprise procedures regarding rubbish disposal and the handling of
food scraps may include:
All food scraps must be thrown into one or more bins located at/near
the dishwashing area or other designated points
All internal rubbish bins used for food scraps must be lined with a strong, good quality liner
to prevent food scraps making contact with the internal sides of the bin
No food scraps are to be consumed or taken home by staff members. This may even
apply to situations where staff want to take scraps home for pets
Bags of food scraps from internal bins must be disposed of appropriately into external
bins/dumpers see immediately above
An external rubbish removal company may be used to supply and empty rubbish
bins/dumpers to cater for the volume of waste created
No food scraps are to be left in internal bins between shifts or overnight.
2.3
with
hygiene
Introduction
Your role may or may not require you to clean and store crockery and cutlery.
This section presents general hygiene and possible venue-specific requirements in this
regard.
Cleaning
Clean and sanitised defined
In this context, clean means free from visible contamination.
Free from visible contamination; means the item must look clean when you have finished
cleaning it.
Allow to air dry. Air drying is the preferred option as it eliminates using a cloth to dry
surfaces, which may inadvertently introduce bacteria to the surface that has just been
cleaned and sanitised.
Machine washing
Hand washing
In some circumstances there will be no dishwashing machine.
This is common in small businesses, and it is safe to use a double bowl
sink to clean items providing certain requirements are observed.
When using a double bowl sink to wash eating utensils and dishes:
Items must once again be left to air dry, which means draining and leaving to dry while hot.
Tea towels should not be used.
Operators must make sure detergents and sanitisers are diluted according to
manufacturer's recommendations (where necessary) and all other
manufacturer's advice is adhered to.
Storing items
After items have been cleaned and sanitised they must be stored so they
do not become re-contaminated.
The requirement is that all items used to serve food and beverages are
provided to the guest in a clean condition.
Correct storage of clean items includes:
Storing them in such a way that protects them from contamination from:
Flies and/or dust
Other sources of contamination such as coughing, pests
Storing items in designated locations as opposed to leaving them in random
positions.
WORK PROJECT
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 agreed date.
Supplies:
Equipment:
NONE
Steps/Procedure:
4
5
6
Assessment Mthod:
2.1
YES
NO
Introduction
Your work role demands you function as part of a team.
This means meeting the needs and expectations of those with whom you work.
This section identifies and discusses aspects of this requirement.
Importance of meeting needs and expectations of colleagues
It is vital you meet expectations your colleagues have in relation to your personal work
performance in order to:
Always remember you are being paid to do the things listed above and the tasks identified
on your job description. You are not doing colleagues (or management or guests) a
favour by helping them, co-operating with them or providing them with products or
services.
Needs and expectations examples and strategies
Management, staff and guests will have a wide variety of needs and expectations about
you and your workplace performance.
The following list identifies examples of needs and expectations your co-workers may
have about your role, and identifies strategies to ensure you meet those needs and
expectations.
These needs and expectations can be expected to:
Change between individual people. Different people are likely to have slightly
different needs and expectations
Alter between venues or workplaces. Specific needs and wants can change based
on the type and nature of the business, products and services offered and the
profile and volume of trade
Vary over time. The needs and wants of others at 12:05PM can be significantly
different to the needs and expectations of the same people at 12:35PM. The needs
and expectations on Monday can be different o those on a Friday and the needs
and wants during an event or function can be different to those during days of
normal trading.
2.
Introduction
Given the highly interpersonal nature of your work role it is to be expected there may be
workplace conflict with colleagues from time to time.
This section identifies the need to resolve and manage conflict and workplace difficulties
and discusses ways to do so.
Importance of managing and resolving workplace conflict and difficulties
You must actively manage and resolve workplace conflict and difficulties in order to:
Stop small issues growing into big ones. To do this you need to
take prompt action, promote reconciliation as opposed to ignoring
things and avoid letting things drag on, get worse and involve
more people
Maintain the usual positive orientation of the workplace. This is
vital because the nature of the workplace has a distinct impact on
how staff relate to guests and customers. If the workplace is positive then
interactions between staff and guests will tend to be positive. If interactions between
staff are strained or tense then the relationships between staff and guests will tend
to reflect these negative emotions
Reduce absenteeism and staff turnover. Workplaces where conflict and difficulties
are left unaddressed have higher levels of absenteeism and staff turnover than
those where issues are ignored
Comply with ethical and legal requirements to provide a safe workplace. Failing to
address workplace conflict and difficulties can be regarded as occupational safety
and health matters from a psychological perspective.
The industry has developed two classifications of customers who you need to
serve.
External customers are the customers who come to the venue to eat and spend
their money. They are also known as guests and patrons.
Internal customers are the other staff in the venue who you support and serve.
They are also known as your colleagues and co-workers.
In your role they will be the kitchen staff and the wait staff and servers you work
with.
At all times the efforts of wait staff and the kitchen must be to serve the external
customers and your job must be to support the internal customers.
Pressure of work such as high levels of trade, insufficient staff rostered on to cope
with work, unusual levels of demands from guests, equipment breakdown
Lack of, or bad, communication which may cause misunderstandings
Prejudices about all sorts of things from which sports team the other person follows,
what kind of car they drive, through to issues of ethnicity, gender, body shape and
age
Warning signs
When you are involved in conflict or difficulties with a workplace colleague they tend to:
Avoid verbal and visual contact and/or proximity. This may mean:
Other staff take breaks in physically different areas
They avoid mixing with you or looking at you, or sitting near to you
Staff ask for shifts where you are not rostered
on to avoid the chance of contact with you
Indulge in negative facial expressions. The person
may sneer your way, roll their eyes and shake their
head slowly from side to side, or purse their lips
when they see you or make eye contact with you
Make negative remarks to you and/or about you.
This can spill over into areas that are outside the initial cause of the conflict. For
example, a staff member may be annoyed you did not help clean up after a
function. Their perception is you are lazy and not a team player. The truth however
may be the supervisor told you to go home because you had been at work for
twelve hours that day and were required back early the following day. The negative
remarks will not stop at your perceived laziness, but will usually involve unrelated
areas such as your attitude, your relationships with others, your personal habits,
and so on
Make rude gestures or remarks. These can be offensive remarks (perhaps of a
sexual nature), or finger and forearm gestures designed to convey a specific
message. Most establishments have bullying and harassment policies making
these sorts of actions unacceptable in the workplace. If encountered, you should
Meet with the person and apply standard resolution techniques to resolve the
situation which can include:
Thanking the person for meeting with you
Explaining why you have asked for the meeting to resolve the situation
Defining and describing the situation with
reference to plans you have previously made
Explaining the impact the situation is having on
you and your workplace performance, other
staff, guests
Listening to what the other person has to say.
The
process
must
involve
two-way
communication. What the other person has to say can often:
Provide the basis for a resolution
Explain the situation and give a different perspective on things which
can mean an end to the issue
Telling them what you want to resolve the situation while showing
empathy with their situation (where and if appropriate)
Being prepared to compromise and co-operate with the person to find
a mutually acceptable outcome
Being assertive but not aggressive
Being constructive about what can be done to address the situation to
achieve a win-win outcome
Exercising patience and tolerance. You have to be:
Prepared for the other person to be upset about what you have
to say
Willing to allow the other person to have their say
Ready to hear things about yourself and your performance you
may not appreciate
Deciding and agreeing on action to take to resolve the situation and move
things forward
Thanking the person for their time and for participating in the process
Expressing a positive sentiment about working with the person into the
future.
Positive outcomes
The positive outcomes you need to strive for include:
3.
Introduction
It is essential to obtain feedback in order to identify improvements which need to be made
in the workplace.
This section explains the importance of feedback, introduces the concept of 360
feedback, describes techniques for obtaining and receiving feedback and presents
potential improvements which can occur in the workplace as a result of feedback received.
Importance of feedback
Workplace feedback is vital for the following reasons:
360 feedback
It is generally recognised 360 feedback is the most informative and effective feedback to
receive.
In the context of your work role as described in this unit you should seek and obtain
feedback from:
Verbally asking people for feedback telling them you want their
input and letting you know you value what they have to say
Watching for instances of feedback by focussing on your internal
and external guests to read their body language and hear their
comments
Asking management for samples of feedback they have generated or received from
guests. Most venues develop some form of customer feedback either through their
marketing department (via market research and guest surveys), as a result of
Customer comment cards, verbal feedback from customers or online feedback
provided by guests
Impromptu questioning of customers and guests to obtain their views of products
and services provided
Engaging in chance discussions with customers/guests to
obtain suggestions for change to service provision and
improvements to menus
Participating in critical incident reviews to have personal
responses evaluated and learn lessons for future use
Taking part in workplace coaching and mentoring both of which use feedback as an
integral part of the processes
Raising guest feedback as a topic at staff and departmental meetings.
4.
Safety
Speed of service
Quality of products served
Quality of service delivery
Saving money, resources and effort
Providing a more customer-focussed experience for the guests.
Introduction
politely
in
Everyone in the workplace will receive feedback at one time or another from a colleague
about their personal performance without having to ask for it.
This section identifies effective ways to deal with such feedback about your performance
highlighting action to take when complaints or negative feedback is received.
Positive feedback
Positive feedback can involve team members passing on a
comment they have heard about your excellent work. This may
be passed on from statements made by guests, other wait
staff or management-level personnel.
You should take a second or so to rejoice in such feedback.
Accept it and enjoy it because you have earned it.
Never simply dismiss it or brush it off make the most of it!
Never say something like Oh, it was nothing, or I was just doing my job.
You should thank the person who gave you the compliment or positive feedback and take
a moment to enjoy it.
If you let people know you appreciated their positive comment, it will encourage them to do
more of the same.
If you simply dismiss it, then they will tend not to bother about giving you any more, even
though you may well deserve it.
Negative feedback
In many ways complaints from colleagues are negative
feedback about your performance.
Negative feedback is not so much fun to deal with but can
at least provide you with advice as to how you might modify
your approach to work in order to provide even better levels of service, cooperation or
assistance.
Take the negative feedback in the right way. See it as an opportunity to improve, and see it
as a challenge.
Make sure you do not dwell on the negative message and start getting everything out of
perspective. This is a common and very damaging response which causes much tension,
anxiety and workplace conflict.
Above all, never get angry at the person who provides you with the negative feedback. In
many ways they are actually doing you a great favour.
If a staff member delivers this negative message, realise they are not making a criticism.
They are just doing their job by letting you know, and, if you think about it, would not be
doing their duty if they did not bring the negative matter to your attention.
Dealing with complaints from colleagues
The keys to successfully and effectively handle complaints are:
5.
Thanking the person for making the complaint which help set a positive note for
discussing and resolving the situation
Listen carefully to what the person identifies as the complaint. Encourage the
person to discuss and describe the problem
Ask questions to elicit more detail about the complaint and to clarify relevant issues
Maintain a polite and civil attitude which will demonstrate your willingness to listen
and act in response to the complaint
Determine objectively if there is truth in the complaint. If there is you must then work
out how to rectify things so you do not repeat the action (or inaction) which gave
rise to the complaint
Remain positive throughout the interaction as opposed to
becoming defensive and resentful
Be sensitive to how your actions or inactions impacted the
other person
Be prepared to apologise for what you did or did not do. This is
an important component of effectively addressing any
complaint. The apology must be heartfelt and genuine
Take responsibility for fixing the problem or issue. Tell the other
person you will do what is needed to resolve the issue and
prevent recurrence
Gain agreement from the other person that what you intend
doing will fix the problem and be acceptable to them
Implement the agreed activity. When the discussion about the complaint has
finished make sure you implement what you promised to do in order to resolve the
issue
Follow-up with the person. Take time to make contact with the person who
complained to determine whether or not your action has fixed the problem and/or to
identify if further action is required.
Introduction
It is a standard requirement across all workplaces for staff to interact with each in a nondiscriminatory manner.
This section considers relevant issues to help ensure you comply with this important
necessity.
Ways to ensure you are behaving in a non-discriminatory manner
The following are all examples of what you should do in order to help ensure you do not
discriminate in a workplace context against management, colleagues or guests in the
workplace:
Avoid racist language and sentiments in all the verbal, non-verbal and written
communications you undertake
Avoid making statements which are sexist or gender-specific in nature. Instead use
words and statements which are gender neutral or gender inclusive
Do not infer competency or ability from someones name or their facial features or
national dress
Never make assumptions about a persons physical or intellectual abilities. There is
no direct consistent correlation between the way a person looks and their capacity
for competency
Do not stereotype people. All people are individuals with individual abilities, ideas,
backgrounds and beliefs
Avoid discriminatory language in relation to the portrayal of people with disabilities.
Disabled persons must be treated with the same courtesy and respect as ablebodied people
Do not make ageist statements about others. Always try to make age-neutral
statements
Get to know people from other nationalities, cultures, religions and socio-economic
backgrounds. This will give insight into their lives and help you understand their
individual needs, wants and preferences as to how they should be treated
Exercise patience and tolerance when dealing with and interacting with other
people
Ask people with a different background to yourself
questions which demonstrate you want to cooperate with them, help them and support their
workplace activities such as:
What can I do to help you?
How can I better communicate with
and support you?
Be slow to take offence at what people from different backgrounds say to you. They
may simply:
Not properly or not fully understand your language
Fail to understand the nuances of certain words or phrases
Be making an error in the use of words or a phrase
Be using body language which is acceptable in their own country but
unacceptable in yours
Do not take immediate offence at what someone from another country may do.
Once again their actions may be acceptable in their home country but not
appropriate in yours
Attend cultural diversity training sessions as a way of learning about other people
and how better to work with them
Be quick to apologise if you realise you have given unintended offence in order to
demonstrate no offence was meant and to promptly address the issue
Never victimise anyone (see below) on the basis of their personal characteristics
such as:
Age
Gender and/or gender identity
Physical or psychological impairment
Employment activity
Marital status
Parental status or status as a career
Physical features
Political belief or activity
Race.
Victimisation
Victimisation means treating someone differently based on their characteristics (such as
age, gender, race, religious belief).
Victimisation can include:
Verbal taunts
Making inappropriate gestures towards them
Refusing to help them
Not sharing information with them
Not allowing them the same opportunities (to gain
experience, to obtain training, to work) as others
Treating them unfairly, unkindly or differently to the way you treat others
Ostracising them.
WORK PROJECT
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 agreed date.
Supplies:
Equipment:
NONE
Steps/Procedure:
7
8
9
Assessment Mthod:
YES
NO
according
to
the
standards
of
the
foodservice
METHODOLOGY:
Lecture
Discussion
Film viewing
Demonstration
ASSESSMENT METHOD:
Oral examination
Written examination
Performance test
Special Instructions
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.
Go through the learning activities outlined for
you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.
The output of this LO is a complete Institutional
Competency Evaluation Package for one
Competency of Front Office Services NCII.
Your output shall serve as one of your portfolio
for your Institutional Competency Evaluation for
Prepare the dining room/restaurant area for
service.
Feel free to show your outputs to your trainer
as you accomplish them for guidance and
evaluation.
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.
Go through the learning activities outlined for
you on the left column to gain the necessary
CONTENTS:
Taking reservations
Table set-up
Napkin folding
Skirting buffet/display tables
Banquet set-ups
ASSESSMENT CRITERIA:
1. Lights are adjusted according to time of the day.
2. Tables, chairs and other dining room furniture are arranged to ensure
comfort and convenience of the guests.
3. Appropriate music is played when applicable
4. Floors/carpets are cleaned and made sure are dry.
5. Air-condition or cooling units are adjusted for the comfort of the guests
6. Decorations are set-up according to theme or concept of the dining room.
METHODOLOGY:
Lecture
Discussion
Film viewing
Demonstration
ASSESSMENT METHOD:
Oral examination
Written examination
Performance test
Special Instructions
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.
Go through the learning activities outlined for
you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.
The output of this LO is a complete Institutional
Competency Evaluation Package for one
Competency of Front Office Services NCII.
Your output shall serve as one of your portfolio
for your Institutional Competency Evaluation for
Prepare the dining room/restaurant area for
service.
Feel free to show your outputs to your trainer
as you accomplish them for guidance and
evaluation.
This Learning Outcome deals with the
development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.
Go through the learning activities outlined for
Recommended reading
Arduser, Lora & and Brown, Douglas R; 2004 (1st edition); The Waiter & Waitress
and Waitstaff Training Handbook: A Complete Guide to the Proper Steps in
Service for Food & Beverage Employees; Atlantic Publishing Group Inc.
Dahmer, Sondra &Kahl, Kurt; 2008 (2nd edition); Restaurant Service Basics;
Wiley
Johnston, R & Clark G, 2008 (3rd Edition); Service Operations Management;
Pearson Education
Kotschevar, Lendal&Luciani, Valentino; 2006 (2nd edition); Presenting Service:
The Ultimate Guide for the Foodservice Professional; Wiley
Walker, John R; 2008 (5th Edition); Introduction to Hospitality; Prentice Hall
In addition
The following is sourced from Trove: National Library of Australia at
http://trove.nla.gov.au/.
Adjey, Zoe & Hunter, Gary, 1966- &Mannall, Clare, 2009; Food & beverage
service: levels 1&2 S/NVQ; Cengage Learning, London.
Australian Training Products Ltd, 2004; Five star waiter supporting THH02
Hospitality Training Package; Version 1.00, Australian Training Products,
Melbourne, Vic.
Cichy, Ronald F & Hickey, Philip J, 2013; Managing service in food and beverage
operations, 4th ed; American Hotel & Lodging Educational Institute, Lansing, Mich.
Davis, Bernard, 2013; Food and beverage management, 5th ed; Routledge, Milton
Park, Abingdon, Oxon ; New York.
Lillicrap, D. R & Cousins, John A, 2010; Food and beverage service, 8th ed;
Hodder Education, London
Evidence Plan
The trainee must know how to deliver food items and cleaning
food service areas according to establishment standards.
The trainee must know to communicate and interpersonal
skills according to establishment standards.
The trainee must know the roles and responsibilities of the
food service team according to establishment standards.
The trainee must know how hygienic and appropriate personal
presentation according to establishment standards.
The trainee must know legislative on OH & S.
Written
Portfolio
Demonstration&
Questioning
Unit of
competency:
Competency
standard:
Unit of competency:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary tools, the candidate will be able to demonstrate, Receiving and
Processing Reservations following standard procedures within 15 minutes.
to show if
evidence is
demonstrated
DEMONSTRATION
Yes
No
N/A
Not Satisfactory
Yes
Questions
1.2
1.3
1.4
1.5
1.6
1.7
2.2
2.3
3.2
3.3
3.4
Handle
complaints
positively,
sensitively
and
politely
in
No*
Yes
Questions
Not Satisfactory
Feedback to trainee:
Not Satisfactory
Date:
No*
Candidate
name:
Name of third
party:
Contact
no.
Position:
Relationship
with candidate:
employer
supervisor
colleague
other
Please specify
________________________________________________
Please do not complete the form if you are a relative, close friend or
have a conflict of interest]
From:
To:
Yes
No Not
sure
Comments to support
my responses:
Date:
The following statements are about the competency you have just completed.
Please tick the appropriate box
Agree
Dont
Know
Do Not
Agree
Does
Not
Apply
______________________________________________________________
______________________________________________________________
______________________________________________________________
The worst things about this unit were:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
The things you should change in this unit are:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
TESDA-SOP-CACO-07
INSTRUCTION:
The assessor shall select a minimum of _______
Maximu
m Score
Score
Remarks
areas
Provide food & Beverage Services
Provide room service
Develop and update food and beverage
knowledge
Total Points
Percentage
The candidates underpinning knowledge was:
Satisfactory
Not Satisfactory
Feedback to Candidate:
Satisfactory
Not Satisfactory
Candidates Signature:
Date:
Assessors Signature:
Date:
TESDA-SOP-CACO-07-F30
Reference
No
To be filled out by the Competency Assessor
RATING SHEET FOR DEMONSTRATION WITH ORAL
QUESTIONING
Candidates Name
Assessors Name
Qualification:
Unit of
Competency
Covered
ROMIE B. LACADEN
4.
Date of Assessment
Time of Assessment
Point
Demonstration:
Table set up
Table Service
Room Service
Trolley Service
7.5
7.5
6
5
TOTAL POINTS 25
PERCENTAGE
Satisfactory
Not Satisfactory
Score
Remarks