Cookwest Competency RCDBK

COMPETENCY RECORD BOOK
FOR COMMERCIAL COOKERY

TO CERTIFICATE LEVEL III
WESTERN CUISINE
This record book complies with the National Hospitality Training Package Competency Standards, 2002
TABLE OF CONTENTS
ABOUT THIS BOOK.................................................................................................................................................................................................. 3

TRAINEE DETAILS (Trainee to complete) ............................................................................................................................................................... 4
TO THE TRAINEE: TRAINING FOR YOUR QUALIFICATION............................................................................................................................ 5
ASSESSMENT ............................................................................................................................................................................................................ 7
TO THE EMPLOYER/SUPERVISOR........................................................................................................................................................................ 8
Unit THHCOR01.B Work with Colleagues and Customers ........................................................................................................................... 9
Unit THHCOR02.B Work in a Socially Diverse Environment ..................................................................................................................... 12
Unit THHCOR03.B Follow Health, Safety and Security Procedures ........................................................................................................... 14
Unit THHHCO01.B Develop and Update Hospitality Industry Knowledge ................................................................................................. 16
Unit THHGHS01.B Follow Workplace Hygiene Procedures ....................................................................................................................... 18
Unit THHBKA01.B Organise and Prepare Food .......................................................................................................................................... 20
Unit THHBKA02.B Present Food................................................................................................................................................................. 22
Unit THHBKA03.B Receive and Store Kitchen Supplies............................................................................................................................. 23
Unit THHBKA04.B Clean and Maintain Kitchen Premises ......................................................................................................................... 25
Unit THHBCC01.B Use Basic Methods of Cookery .................................................................................................................................... 27
Unit THHCCH01.A Prepare, Cook and Serve Food (Holistic Unit)............................................................................................................. 29
Unit THHBCC02.B Prepare Appetisers and Salads...................................................................................................................................... 31
Unit THHBCC00.B Prepare Sandwiches...................................................................................................................................................... 32
Unit THHBCC03.B Prepare Stocks, Sauces and Soups ................................................................................................................................ 34
Unit THHBCC04.B Prepare Vegetables, Eggs and Farinaceous Dishes....................................................................................................... 36
Unit THHBCC05.B Prepare and Cook Poultry and Game............................................................................................................................ 38
Unit THHBCC06.B Prepare and Cook Seafood............................................................................................................................................ 39
Unit THHBCC07.B Select, Prepare and Cook Meat..................................................................................................................................... 41
Unit THHBCC08.B Prepare Hot and Cold Desserts ..................................................................................................................................... 43
Unit THHBCC09.B Prepare Pastry, Cakes and Yeast Goods ....................................................................................................................... 45
Unit THHBCC10.B Plan and Prepare Food for Buffets................................................................................................................................ 47
Unit THHBCC11.B Implement Food Safety Procedures .............................................................................................................................. 49
Unit THHBCAT01.B Prepare Foods According to Dietary and Cultural Needs .......................................................................................... 51
Unit THHBCC13.B Plan and Control Menu-Based Catering ....................................................................................................................... 53
Unit THHBCC14.B Organise Bulk Cooking Operations .............................................................................................................................. 54
Unit THHCCH02.A Prepare, Cook and Serve Food for Menus.................................................................................................................... 56
Unit THHGCS02.B Promote Product and Services to Customers ................................................................................................................ 58
Unit THHGCS03.B Deal with Conflict Situations........................................................................................................................................ 61
Unit THHGGA01.B Communicate on the Telephone................................................................................................................................... 63
Unit THHGTR01.B Coach Others in Job Skills............................................................................................................................................ 65
Unit THHCCH02.A Prepare, Cook, and Serve for Menus (Holistic Unit).................................................................................................... 67
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© NSW Department of Education and Training - May 1998
ABOUT THIS BOOK
This book contains:
• details of the competencies required to meet Level III Commercial Cookery in your selected specialty cuisine
• details from the Vocational Training Order for Commercial Cookery.
When completed it will show what the apprentice has done and the skills and competencies developed over the apprenticeship. It will be a useful
document to show perspective employers when applying for jobs.
How to use this Book
This book is divided into Units of Competence (“tasks the apprentice performs in the workplace”). These units have elements (or subtasks) and
show performance criteria (indicating how the task is supposed to be done and advice on assessment). It lists these competencies so that all
assessment of the apprentice’s competency can be documented. The records entered in this competency record book will provide the apprentice with
evidence of the experience and competencies gained during the training period.
When you have had time to practice a particular job or task and you and your supervisor think you are ready to be assessed, you should arrange a
time for assessment by an accredited workplace assessor. This may be a registered training provider assessor, eg during the off-job training or an
independent accredited workplace assessor, eg if the unit/element is achieved through Recognition of Prior Learning or if the unit can not be assessed
in the simulated learning environment.
TRAINEE DETAILS (Trainee to complete)
EMPLOYER DETAILS
LAST NAME: .................................................................................... SUPERVISOR/CHEF NAME 1:.....................................................
FIRST NAMES: ................................................................................. BUSINES NAME:..............................................................................
ADDRESS: ......................................................................................... ADDRESS: .......................................................................................
............................................................................................................ ............................................................................................................
....................................................... POSTCODE: ........................... PHONE: ...............................................
PHONE: ....................................................... PERIOD OF WORK FROM: ........................ TO:........................

***
DATE OF BIRTH: ........................................ SUPERVISOR/CHEF NAME 2:.....................................................
DRIVING LIC. NO. ...................................... BUSINES NAME:..............................................................................
DATE DETAILS WERE RECORDED: ........................................ ADDRESS: .......................................................................................
JOB TRAINER NAME: …………………………………………… ...............................................................................................
PHONE: ……………………….. PHONE: ...............................................
PERIOD OF WORK FROM: ........................ TO:........................
***
Affix SUPERVISOR/CHEF NAME 3:.....................................................
photograph
here BUSINES NAME:..............................................................................
ADDRESS: .......................................................................................
:
...............................................................................................
PHONE: ...............................................
PERIOD OF WORK FROM: ........................ TO:........................
TO THE TRAINEE: TRAINING FOR YOUR QUALIFICATION
The Vocational Training Order will be the basis of the training contract between the apprentice and employer. It also provides a useful tool with
which to monitor delivery of on and off-the-job training. The minimum requirement for a vocational training order is set out below.
APPRENTICESHIP INFORMATION
TRADE NAME, QUALIFICATION AND AQF LEVEL
Trade Name: Cookery

Qualification: Commercial Cookery – Western
AQF Level: AQF Level 3
APPRENTICESHIP OUTCOMES
The apprenticeship aims to provide participants with the practical Commercial Cookery skills and associated knowledge to carry out, with
appropriate skills development obtained with relevant on-job training, the activities identified by the industry competencies at the level of:
AQF Certificate I
AQF Certificate II
AQF Certificate III
The cookery apprenticeship provides an opportunity for individuals to gain exposure to a qualification in the hospitality industry.
ENTRY REQUIREMENTS
There are no educational requirements for the trade, however it is assumed that participants have basic literacy and numeracy skills to Year 10 or
equivalent.
Concurrent employment and complimentary on the job training (as per the New Apprenticeship System) is a pre-requisite for enrollment in TAFE
NSW courses. Competencies will not be achieved to the level specified in the competency standards without on-the-job reinforcement of skills
learned in the formal off-the-job training component.
TO THE TRAINEE
YOUR EMPLOYER/WORKPLACE TRAINER WILL NEED TO ACCESS THIS BOOK BUT IT IS YOUR RESPONSIBILITY TO
KEEP THE TRAINING RECORD UP TO DATE.
YOU MAY NEED TO REMIND YOUR TRAINER AND SUPERVISORS TO RECORD YOUR PROGRESS REGULARLY
THROUGHOUT THE TRAINEESHIP.
HOW TO GET THE MOST OUT OF YOUR APPRENTICESHIP

Preparing
Prepare yourself. Find out from your trainer or employer what will be taught next. Do some reading about it.
Listening
Listening carefully when things are being explained. If you don’t understand something, ask questions. If you miss some of the
explanation, ask for it to be repeated.
Watching
Watch when a job or task is being shown to you. Take note of the stages in the job. Take note of how it is being done. Is there any
information needed to complete the job like work manuals or instructions?
Doing
Have a go yourself. Ask your trainer/supervisor to watch you doing it and tell you when you make a mistake. Ask them to show you or
instruct you in how to do it correctly. Use the checklists in this book to guide your practice. Don’t be discouraged if you make mistakes.
Keep trying.
Recording
When you have a competency assessment and your employer, registered training provider assessor or workplace assessor is satisfied that
you are competent, ask them to record it in this book.
REMEMBER THAT MOST TRAINEES REQUIRE TWO OR MORE ATTEMPTS TO ACHIEVE AND PROVE COMPETENCE.
Apprentice Responsibilities
Your responsibility as an apprenticeship:
• To perform tasks in a safe and proper manner, in accordance with the OH&S Act
• To follow the necessary and appropriate codes, standards and policies
• To perform work to instruction and within prescribed specifications
• To co-operate with your supervisor and fellow workers
• To seek advice whenever instructions are unclear
• To work within acceptable standards of cleanliness
• To carry out tasks with a minimum of waste or rework.
If you have queries or want further information about your apprenticeship you should ring the National Training Board, c/o NSW Department
of Education and Training and ask for the Recognition Unit.
ASSESSMENT
You will have your workplace activities monitored using the competency record book.
Assessment to complete the training record is related directly to the National Competence Standards for Commercial Cookery – Western and will
usually be assessed by an accredited workplace assessor. This may be your employer/supervisor, your registered training provider assessor or an
independent accredited workplace assessor.
You will be assessed both on and off-the-job. Some things may not be assessed on-the-job (e.g. the use of unusual electrical equipment) and will need to
be assessed off-the-job in a simulated environment. Shading/or a blank box in the on-the-job column in the training record indicates that all training and
assessment for that job or task will be conducted off-the-job.
During assessment you will need to demonstrate how you have met the course outcomes, including the knowledge, skills and attitudes that support your
workplace competence.
Forms of Assessment
Evidence may be drawn from a variety of assessment methods/sources:

• Observation of performance
• Evaluation of a product
• Demonstration of procedures in real and/or simulated environments
Assessment methods may cover more than one outcome and may include:
• Written or oral tests
• Practical tests
• Portfolio presentation
• Practical assignments
• Individual and/or group research assignments
If you do not demonstrate competence then your employer or supervisor will be able to tell you where you are going wrong. They will be able to give
you extra instruction and more opportunities to practice before being assessed again.
TO THE EMPLOYER/SUPERVISOR
To assess the trainee’s progress, we suggest you use the following procedure.
1 Read the relevant suggested training activities and performance criteria check list in this book and suggested assessment activities.
2 Discuss the assessment with the apprentice to ensure that they understand the requirements.
3 Observe the apprentice doing the job/task or suggested activity and ask questions to ensure they understand the reasons for what they do.
4 If they complete the job/task to the required standards then you may be able to complete the checklist if you are an accredited assessor or arrange a
workplace assessment if this is required.
If they do not meet the required standards then discuss the performance with apprentice, tell them where they went right and where they went wrong.
Arrange times for more instruction and practice if necessary. Discuss when another assessment event can be arranged.
Employer Responsibility
Your responsibility as an employer to an apprentice is twofold:
• To provide on-job training and practice for the competencies that the apprentice must demonstrate.
• To assess the apprentice’s competence in the various jobs and tasks that they are required to demonstrate and give feedback on progress.
In most cases the training provider will give the apprentice initial training in the various learning modules. However, there is only so much that can be
learned off-the-job because there are so many workplace variables. Competency comes with practice and guidance in the workplace. It is up to you to
provide opportunities for practice and to guide and instruct the apprentice in the work that you require.
There may be occasions when a competency cannot be taught or assessed in your kitchen, e.g. because the work it relates to may not occur often or not at
all. If this is the case, you should indicate this on the training record to ensure that your apprentice is not penalised and try to arrange an opportunity for
the apprentice to learn and be assessed in this unit in another situation, e.g. through training in a simulated environment or in a real workplace where the
competency is regularly practiced.
The Vocational Training Order and Workplace Training Plan gives guidance for the on-the-job and off-the-job training required to achieve units of
competence.
The on-the-job training guide is designed to help employers provide quality on-job training at level 1, 2 and 3 with suggested training activities.
The off-the-job training guide shows the modules which relate to these competencies. Successful completion of these modules indicates that the learner
has the underpinning knowledge and can satisfactorily perform this competency in a simulated workplace situation. It may be sufficient for you to
endorse this unit to indicate your satisfaction with the trainee’s performance in the local work environment.
Suggested Assessment suggests how you can collect evidence to provide trainee competence in this unit. It is important to ensure the apprentice has the
relevant knowledge underpinning each Unit of Competence.
Unit THHCOR01.B Work with Colleagues and Customers
Unit of Competence Assessment completed (please tick)
The workplace trainer and/or provider should sign off the unit when the trainee
has demonstrated competency against all the elements shown for that unit in the Name of trainer/workplace assessor ............................................................
context of the element/performance criteria listed. An integrated approach to
assessment should be adopted when determining ability in a unit of competency Signature ................................................................ Date ..............................
ie; the assessment observations should consist of the following attributes:
knowledge, understanding, problem solving, technical skills, attitudes and ethics. Name of trainer/workplace assessor ............................................................
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all tourism and hospitality sectors. The following explanations identify how this unit may be applied in different workplaces,
sectors and circumstances.
Depending upon the enterprise or specific situations, customers and colleagues may be:
• workmates/colleagues
• external customers and clients
• members of other tourism and hospitality industry sectors
• individuals or groups such as consultants and committees
• government or organisations
• local residents
• visitors
• media.
Situations and contexts in which this unit may be applied might include:
• in an office
• back of house
• front of house
• reception area
• on tour
• on site
• using a phone or mobile phone.
Non-verbal communication may include:
• body language
• dress and accessories
• gestures and mannerisms
• voice tonality and volume
• use of space
• culturally specific communication customs and practices.
Customers with specific needs may include:
• those with a disability
• those with special cultural or language needs
• unaccompanied children
• parents with young children
• pregnant women
• single women.
Cultural and social differences may include:
• modes of greeting, farewelling and conversation
• body language use of body gestures
• formality of language.
Personal presentation may include:
• dress
• hair and grooming
• hands and nails
• jewellery.
Media for communication may include:
• fax
• email or other electronic communication
• simple written messages, e.g. restaurant bookings or phone messages
• face-to-face
• telephone
• two-way communication systems
• standard forms and proformas.
Factors which affect selection of the appropriate medium may include:
• technical and operational features
• access of the sender and receiver to necessary equipment
• technical skills required to use the medium
• required format
• degree of formality required
• urgency and timeframes.
Protocol and enterprise procedures may include:
• modes of greeting and farewelling
• addressing the person by name
• time-lapse before a response
• style manual requirements
• standard letters and proformas.
Elements/Performance Criteria On-Job Off-Job Date

1 Communicate in the workplace
• Conduct communication with customers and colleagues in a polite, professional and friendly
manner.
• Use language and tone appropriate to a given situation in both written and spoken
communication.
• Use appropriate non-verbal communication in all situations.
• Observe and take into consideration non-verbal communication of colleagues and customers.
• Show sensitivity to cultural and social differences.
• Use active listening and questioning to facilitate effective two-way communication.
• Identify potential and existing conflicts and seek solutions in conjunction with parties involved.
• Select an appropriate medium of communication for the particular audience, purpose and
situation, taking into consideration the characteristics of each medium and the relevant factors
involved.
• Use the medium correctly and according to standard protocol and enterprise procedures.
2 Maintain personal presentation standards
• Practise high standards of personal presentation in accordance with:
• enterprise requirements
• work location
• occupational health and safety issues
• impacts on different types of customers
• specific requirements for particular work functions.
3 Provide service to colleagues and customers
• Identify customer needs and expectations correctly, including those with special needs, and
provide appropriate products, services or information.
• Meet all reasonable needs and requests of customers within acceptable enterprise time frames.
• Identify and take all opportunities to enhance the quality of service.
• Recognise customer dissatisfaction promptly and take action to resolve the situation according
to individual level of responsibility and enterprise procedures.
• Handle customer complaints positively, sensitively and politely and in consultation with the
customer.
• Refer difficult complaints to the appropriateperson in accordance with individual level of
responsibility and enterprise policy and procedures.
• Maintain a positive and co-operative manner at all times.
4 Work in a team
• Demonstrate trust, support and respect towards team members in day-to-day work activities.
• Recognise and accommodate cultural differences within the team.
• Identify work-team goals jointly with colleagues and relevant others.
• Identify, prioritise and complete individual tasks within designated time frames.
• Seek assistance from other team members, supervisors and managers when required.
• Offer assistance to colleagues when required, to ensure designated work goals are met.
• Acknowledge and respond to feedback and information from other team members.
• Negotiate changes to individual responsibilities to meet reviewed work goals.
Trainee’s Comments: (example of important points learnt for this unit)
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Trainer/Workplace Assessor’s Comments:

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Context of Assessment
This unit may be assessed on/or off-the-job, through practical demonstration on the job or in a simulated work place environment. This should be
supported by a range of methods to assess underpinning knowledge.
Unit THHCOR02.B Work in a Socially Diverse Environment
Signature ................................................................ Date ..............................

Range of Variables
Cultural differences may arise from:
• race
• language
• special needs
• disabilities
• family structure
• gender
• age
• sexual preference.
Possible cultural differences may include those arising from:
• language spoken
• forms of address
• levels of formality/informality
• non-verbal behaviour, understandings and interpretations
• work ethics
• personal grooming
• dress
• family and social obligations and status
• observance of special religious, feast or other celebratory days
• customs, beliefs and values
• special needs
• product preferences.
Attempts to overcome language barriers may be made in order to:
• meet and greet/farewell customers
• give simple directions
• give simple instructions
• answer simple enquiries
• prepare for, serve and assist customers
• describe goods and services.
Outside organisations may include:
• interpreter services
• diplomatic services
• local cultural organisations
• appropriate government agencies
• educational institutions.

1 Communicate with customers and colleagues from diverse backgrounds
• Value customers and colleagues from different cultural groups and treat them with respect and
sensitivity.
• Take into consideration cultural differences in all verbal and non-verbal communication.
• Communicate through the use of gestures or simple words in the other person’s language, where
language barriers exist.
• Obtain assistance from colleagues, reference books or outside organisations when required.
2 Deal with cross cultural misunderstandings
• Identify issues which may cause conflict or misunderstanding in the workplace.
• Address difficulties with the appropriate people and seek assistance from team leaders or others
where required.
• Consider possible cultural differences when difficulties or misunderstandings occur.
• Make efforts to resolve misunderstandings, taking account of cultural considerations.
• Refer issues and problems to the appropriate team leader/supervisor for follow up
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Unit THHCOR03.B Follow Health, Safety and Security Procedures
Signature ................................................................ Date ..............................

Range of Variables
Health, safety and security procedures may include those related to:
• use of personal protective clothing and equipment
• safe posture including sitting, standing, bending
• manual handling including lifting, transferring
• safe work techniques including using knives and equipment, handling hot surfaces, computers and electronic equipment
• safe handling of chemicals, poisons and dangerous materials
• ergonomically sound furniture and work stations
• emergency, fire and accident
• hazard identification and control
• security of documents, cash, equipment, people
• key control systems.
Emergency situations may include:
• bomb threats
• deranged customers
• accidents
• robbery or armed hold up
• fire
• floods
• earthquakes
• power failure.
Breaches of procedures and issues requiring attention may include:
• loss of keys
• strange or suspicious persons
• broken or malfunctioning equipment
• loss of property, goods or materials
• damaged property or fittings
• lack of suitable signage when required
• lack of training on health and safety issues
• unsafe work practices.

1 Follow workplace procedures for health, safety and security
• Follow correct health, safety and security procedures in accordance with enterprise policy,
relevant legislation and insurance requirements.
• Identify and promptly report breaches of health, safety and security procedures.
• Report any suspicious behaviour or unusual occurrences promptly to the designated person.
2 Deal with emergency situations
• Recognise emergency and potential emergency situations promptly and determine and/or take
required actions within the scope of individual responsibility.
• Follow emergency procedures correctly in accordance with enterprise procedures.
• Seek assistance promptly from colleagues and/or other authorities where appropriate.
• Report details of emergency situations accurately in accordance with enterprise policy.
3 Maintain safe personal presentation standards
• Ensure that personal presentation takes account of the workplace environment and health and
safety issues including:
- appropriate personal grooming and hygiene
- appropriate clothing and footwear.
4 Provide feedback on health, safety and security
• Identify issues requiring attention.
• Raise issues with the designated person(s) in accordance with enterprise and legislative
requirements.
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Unit THHHCO01.B Develop and Update Hospitality Industry Knowledge
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all sectors of the hospitality industry.
Information sources may include:
• media
• reference books
• libraries
• unions
• industry associations
• industry journals
• Internet
• information services
• personal observation and experience
• colleagues, supervisors and managers
• industry contacts, mentors and advisors.
Other industries may include:
• entertainment
• food production
• wine production
• recreation
• meetings and events
• retail.
Legal issues which impact on the industry include:
• consumer protection
• duty of care
• equal employment opportunity
• anti-discrimination
• workplace relations.
• child sex tourism.
Ethical issues impacting on the industry may relate to:
• confidentiality
• commission procedures
• overbooking
• pricing
• tipping
• familiarisations
• gifts and services free of charge
• product recommendations.
Issues of concern to the industry may be related to:
• government initiatives
• emerging markets
• environmental and social issues
• labour issues
• industry expansion or retraction.
1 Seek information on the hospitality industry
• Identify and access sources of information on the hospitality industry, appropriately and
correctly.
• Obtain information to assist effective work performance within the industry, including:
- different sectors of the hospitality industry, their inter-relationships and the services
available in each sector
- relationships between tourism and hospitality
- relationships between the hospitality industry and other industries
- industry working conditions
- environmental issues and requirements
- industrial relations issues and major organisations
- career opportunities within the industry
- the work ethic required to work in the industry
- industry expectations of staff
- quality assurance.
• Access and update specific information on relevant sector(s) of work.
• Use knowledge of the hospitality industry in the correct context to enhance quality of work
performance.
2 Source and apply information on legal ethical issues for the hospitality industry
• Obtain information on legal and ethical issues to assist effective work performance.
• Conduct day-to-day hospitality industry activities in accordance with legal obligations and ethical
industry practices.
3 Update hospitality industry knowledge
• Identify and use a range of opportunities to update general knowledge of the hospitality industry.
• Monitor current issues of concern to the industry.
• Share updated knowledge with customers and colleagues as appropriate and incorporate this
knowledge into day-to-day work activities.

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Unit THHGHS01.B Follow Workplace Hygiene Procedures
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and tourism sectors. The following explanations identify how this unit may be applied in different workplaces,
Hygiene procedures may be related to:
• kitchen operations and cookery
• housekeeping
• laundry
• food and beverage service.
Hygiene procedures may include:
• safe and hygienic handling of food and beverage
• regular hand washing
• correct food storage
• appropriate and clean clothing
• avoidance of cross-contamination
• safe handling disposal of linen and laundry
• appropriate handling and disposal of garbage
• cleaning and sanitising procedures
• personal hygiene.
Potential hygiene risks may include:
• bacterial and other contamination arising from poor handling of food
• inappropriate storage of foods, including:
• storage at incorrect temperatures
• foods left uncovered
• poor personal hygiene practices
• poor work practices, relating to:
• cleaning
• housekeeping
• food handling
• vermin
• airborne dust
• cross-contamination through cleaning inappropriate cleaning practices
• inappropriate handling of potentially infectious linen
• contaminated wastes such as blood and body secretions
• disposal of garbage and contaminated or potentially contaminated wastes.
Minimising or removing risks may include:
• auditing staff skills and providing training
• ensuring policies and procedures are followed strictly
• audits of incidents, with follow-up actions.
1 Follow hygiene procedures
• Follow workplace hygiene procedures in accordance with enterprise standards and legal
requirements.
• Handle and store all items according to enterprise requirements and legal obligations.
2 Identify and prevent hygiene risks
• Identify potential hygiene risks promptly.
• Take action to minimise or remove the risk within the scope of individual responsibility and in
accordance with enterprise and legal requirements.
• Report hygiene risks beyond the control of individual staff members immediately to the
appropriate person for follow up.

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Unit THHBKA01.B Organise and Prepare Food
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to hospitality and catering operations where food is prepared and served, and may include the preparation of food for Asian
cuisines. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
The term ‘organising and preparing food’ is also referred to as ‘mise-en-place’ and includes basic preparation prior to serving food, which may
involve cooking components of a dish but does not include the actual presentation.
A wide variety of foods and food types must be prepared. The focus of this general range of foods will vary, however, it must include
commonly-used items, as follows:
• dairy products, for example, milk, yoghurt, cheeses and alternatives, e.g. soy products.
• dry goods such as flours, sugars, pastas and rice
• standard fruits and vegetables
• general food items such as sauces, condiments and flavourings, garnishes, coatings and batters
• meat, seafood and poultry which may be fresh, frozen, preserved or pre-prepared, and may also include meat products such as standard cuts,
sausages, hams, salamis and other meat products.
Equipment and technology may be mechanical or power driven and may include:
• knives, cleavers and utensils
• food processors, blenders and mixers
• slicers
• grills and salamanders
• fryers
• large (fixed) equipment such as bains marie and fridges.

1 Prepare equipment for use
• Ensure that equipment is clean before use, is the correct type and size and is safely assembled
and ready for use.
• Select, assemble and use equipment correctly, safely and hygienically.
2 Assemble and prepare ingredients for menu items
• Identify ingredients correctly, according to standard recipes, recipe cards or enterprise
requirements.
• Assemble ingredients according to the correct quantity, type and quality required.
• Prepare ingredients in the required form and time frame.
3 Prepare dairy, dry goods, fruits and vegetables
• Prepare food according to correct weight, amount and/or number of portions.
• Clean, peel and/or prepare vegetables and fruit as required for menu items.
• Prepare dairy products as required for menu items, ensuring they are correctly handled.
• Measure, sift where appropriate, and use dry goods as required for menu items.
• Prepare general food items correctly as required for menus.
4 Prepare meat, seafood and poultry
• Prepare and portion food accurately, according to size and/or weight and required menu items.
• Trim, mince or slice and prepare meat correctly.
• Clean, prepare and/or fillet fish and seafood correctly.
• Trim and prepare poultry correctly.
• Store meat, seafood and poultry hygienically.
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Unit THHBKA02.B Present Food
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all establishments where food is prepared and served. The following explanations identify how this unit may be applied in
different workplaces, sectors and circumstances.
A variety of foods must be plated, presented and served. Food service items to be served may include:
• entrees
• main courses
• desserts
• soups
• sandwiches
• canapé and appetisers
• buffet and smorgasbord display items
• food and beverage trays.

1 Prepare food for service
• Identify foods correctly for menu items.
• Arrange sauces and garnishes to enterprise requirements for specific dishes.
2 Portion and plate food
• Ensure that sufficient supplies of clean, undamaged crockery are available at temperatures
appropriate to food being served.
• Portion food correctly according to enterprise policies and/or standard recipes.
• Plate food and present neatly and attractively, without drips or spills, to the enterprise
requirements for the specified dish, taking into consideration:
- eye appeal
- colour and contrast
- temperature of food and service equipment
- classical and innovative arrangement styles.
• Serve food to be displayed in public areas at the correct temperature, in an attractive manner,
without drips or spills and giving attention to colour.
3 Work in a team
• Demonstrate good teamwork with all kitchen and food service staff to ensure timely, quality
service of food.
• Organise and follow a kitchen routine for food service to maximise food quality and minimise
delays.
• Maintain a high standard of personal and work-related hygiene practices.

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supported by a range of methods to assess underpinning knowledge
Unit THHBKA03.B Receive and Store Kitchen Supplies
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering enterprises where kitchen supplies are received and stored, such as restaurants, hotels, clubs,
cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and
circumstances.
Supplies refers to all perishable and non-perishable goods received from both internal and external suppliers and maintained within a stock control
system.
Supplies must include:
• food including dry goods, dairy products, meat and seafood, poultry, fruit and vegetables and frozen goods.
Supplies may also include:
• beverages
• utensils and equipment for food preparation
• cleaning materials and equipment
• linen such as tea towels, serviettes, tablecloths, aprons
• stationery, vouchers and tickets.
Supply (stock) control systems may be:
• manual
• computerised.
Storage includes:
• refrigeration
• freezers
• cool rooms
• dry stores.

1 Take delivery of supplis
• Check accurately all incoming supplies against specifications, orders and delivery
documentation taking into account quantity, size, weight, quality and freshness, in accordance
with enterprise procedures.
• Identify and record accurately any variations and discrepancies and report them to the
appropriate person.
• Inspect supplied items for damage, quality, use-by dates, breakages or discrepancies and
record details in accordance with enterprise policy.
• Manage excess stock appropriately, according to enterprise policy.
2 Store supplies
• Transport supplies to the appropriate storage area promptly, safely and without damage.
• Store supplies in the appropriate area, taking into account requirements for temperature,
ventilation and sanitation.
• Record supply levels accurately and promptly in accordance with enterprise procedures.
• Label supplies in accordance with enterprise procedures.
3 Rotate and maintain supplies
• Rotate supplies in accordance with enterprise policy.
• Move supplies in accordance with safety and hygiene requirements.
• Check the quality of supplies and complete reports as required.
• Dispose of damaged or spoiled supplies in accordance with enterprise and/or government
requirements.
• Identify and report any problems promptly.
• Maintain storage areas in optimum condition ensuring that they are clean, well lit, at required
temperature, free from vermin or infestation and free from defects.
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Unit THHBKA04.B Clean and Maintain Kitchen Premises
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all enterprises with kitchen premises and equipment, such as restaurants, hotels, clubs, cafeterias and other catering operations.
The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Equipment to be cleaned and/or sanitised may include:
• crockery
• glassware
• cutlery
• utensils
• pots, pans, dishes
• containers
• chopping boards
• garbage bins.
Surfaces to be cleaned may include:
• walls
• floors
• shelves
• benches and working surfaces
• ovens, stoves, cooking equipment and appliances
• fridges, freezers and cool rooms
• store rooms and cupboards
• extraction fans.
Linen may include:
• napkins
• tablecloths
• serving cloths
• tea towels
• clothing
• cleaning cloths.
Cleaning equipment may include:
• dishwashers
• floor scrubbers/polishers
• pressurised steam/water cleaners.

1 Clean, sanitise and store equipment
• Select and use chemicals correctly for cleaning and/or sanitising kitchen equipment and
utensils.
• Clean and/or sanitise equipment and/or utensils according to manufacturer’s instructions and
without causing damage.
• Store or stack cleaned equipment and utensils safely and in the designated place.
• Use cleaning equipment safely and according to manufacturer’s instructions.
• Assemble and disassemble cleaning equipment in a safe manner.
• Store cleaning equipment safely and correctly in the designated position and area.
2 Clean and sanitise premises
• Follow cleaning schedules correctly.
• Use chemicals and equipment correctly and safely to clean and/or sanitise walls, floors,
shelves and other surfaces.
• Clean and/or sanitise walls, floors, shelves and working surfaces without causing damage to
health or property.
• Follow first aid procedures in the event of any chemical accident.
3 Handle waste and linen
• Sort waste and dispose of it according to hygiene regulations, enterprise practices and
procedures and environmental considerations.
• Dispose of cleaning chemicals safely and according to environmental considerations.
• Sort linen and safely remove it according to enterprise procedures.
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Unit THHBCC01.B Use Basic Methods of Cookery
ie; the assessment observations should consists of the following attributes:
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, clubs, cafeterias and other
catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Methods of cookery may include any used within an enterprise but must include the following:
• boiling
• poaching
• steaming
• stewing
• braising
• roasting
• baking
• grilling
• shallow frying
• deep frying.
Dishes to be prepared must use a range of commonly-found commodities including:
• dairy products such as milk, butter, yoghurt, cheeses and alternatives
• dry goods such as flours, sugars, pastas and rice
• standard fruits and vegetables
• meat, seafood and poultry which may be fresh, frozen, preserved or pre-prepared., and may also include meat products such as standard cuts,
sausages, hams, salamis and other meat products
• general food items such as oils, sauces, condiments and flavourings, garnishes, coatings and batters.
Equipment and technology may include:
• electric, gas or induction ranges
• ovens, including combi ovens
• microwaves
• grills and griddles
• deep fryers
• salamanders
• food processors
• blenders
• mixers
• slicers
• tilting frypan, brat pan
• steamers.

1 Select and use cooking equipment and technology
• Select appropriate equipment or technology for particular cooking methods.
• Use equipment hygienically, safely and in accordance with manufacturer’s instructions.
2 Use methods of cookery
• Use various cookery methods correctly to prepare dishes to enterprise standard including:
- boiling
- poaching
- steaming
- stewing
- braising
- roasting
- baking
- grilling
- shallow frying
- deep frying.
• Calculate correct quantities and ratios of commodities for specific cookery methods.
• Complete the cooking process in a logical and safe manner.
• Identify problems with the cooking process promptly and take corrective action.
• Prepare dishes using a range of methods and current technology within acceptable enterprise
and customer timeframes.
• Work co-operatively with kitchen and front-of-house colleagues to ensure timely preparation
of dishes.
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Unit THHCCH01.A Prepare, Cook and Serve Food (Holistic Unit)
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to hospitality and catering operations where food is prepared and served. The following explanations identify how this unit may be
applied in different workplaces and circumstances.
Food must be produced and served to meet the requirements of a complete food service period. A range of menu items must be produced from a
variety of food commodities, using suitable cookery methods according to the enterprise and menu requirements. Methods of cookery used will
depend on the enterprise, menu, style of cuisine and particular items to be produced. However, a range of methods must be demonstrated.
Food service periods may be breakfast, lunch, dinner, supper or special functions/events.
Cookery methods may include:
• boiling
• poaching
• steaming
• stewing
• braising
• roasting
• baking
• grilling
• shallow frying
• deep frying
• microwaving.
Styles of menus may be classical, contemporary or ethnic and may be formal or informal according to enterprise requirements. Types of
menus will vary according to the enterprise and occasion and may include:
• à la carte
• set (table d’hôte)
• function or buffet.
Appropriate commercial equipment may include:
• microwaves
• deep fryers
• salamanders
• food processors
• blenders
• mixers
• slicers
• steamers
• bains marie.
Meeting special requests or dietary requirements under direction may include:
• cultural needs and restrictions
• specific dietary requirements related to medical requirements, such as food exclusions for allergies and medications, and diabetic/other diets
• preferences for particular ingredients and cooking methods such as vegetarian.
Organising and preparing food items (mise en place) may include, as required:
• cleaning and preparing vegetables and other commodities
• preparing and portioning meat, poultry and fish
• preparing stocks, sauces and dressings
• preparing garnishes
• cooking soups and other pre-cooked items
• preparing/cooking desserts
• serviceware and equipment.
End of service procedures may include:
• safe storage of food items
• cleaning procedures related to kitchen and equipment
• de-briefing sessions
• quality reviews
• re-stocking
• preparations for the next food service period.
1 Organise and prepare for food service
• Calculate commodity quantities accurately for a dish and determine requirements for quality
and style according to recipes and specifications.
• Prepare a jobs checklist for food which is clear, complete and appropriate to the situation.
• Liaise with other team members about menu requirements and job roles.
• Follow a work schedule to maximise efficiency, taking into consideration roles and
responsibilities of other team members.
• Organise and prepare food items in correct quantities, according to requirements.
• Store food items appropriately in readiness for service.
2 Cook and serve menu items for food service
• Identify and use appropriate commercial equipment to produce menu items.
• Cook and serve menu items according to menu and service style, using appropriate methods of
cookery.
• Meet special requests or dietary requirements of customers under direction.
• Work co-operatively as part of kitchen team.
• Follow workplace safety and hygiene procedures according to enterprise and legislative
requirements.
3 Complete end of service requirements
• Carry out end of service procedures according to enterprise practices.
• Store food items appropriately to minimise food spoilage and wastage.
• Participate in post-service de-brief.

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Unit THHBCC02.B Prepare Appetisers and Salads
Signature ................................................................ Date ..............................

Range of Variables
Appetisers are foods which normally precede a meal, or may be served as an accompaniment to drinks. They include a range of hot and cold dishes
which can be either classical or modern, and varying in ethnic and cultural origins.
Appetisers may also be referred to as, and may include:
• hors d’oeuvres
• canapé
• savouries
• antipasto
• tapas
• finger foods
• sandwiches.
Salads may be classical or contemporary, varying in ethnic and cultural origins, served either cold, warm or hot, and may contain a variety of cooked
and uncooked ingredients.
Dressings and sauces to be prepared may be classical or contemporary, and varying in ethnic and cultural origins.

1 Prepare and present a variety of salads and dressings
• Choose suitable ingredients, which meet enterprise quality standard, for salads and dressings.
• Prepare salads using fresh seasonal ingredients to an acceptable enterprise standard and to
maximise nutritional value, eating qualities and characteristics and taste.
• Prepare suitable sauces and dressings to either incorporate into, or accompany salads.
• Present salads attractively according to enterprise standards.
2 Prepare and present a range of hot and cold appetisers
• Produce appetisers (to an acceptable enterprise standard) using the correct ingredients
ensuring:
- symmetry and neatness of presentation
- appropriate ingredient combinations
- precise and uniform cut ingredients
- attractive serviceware and garnishes.
• Select and prepare glazes correctly, where required.
• Select and use the correct equipment to assist in the production of appetisers.
• Utilise quality trimmings or other leftovers where and when appropriate.
• Prepare and present appetisers in a hygienic, logical and sequential manner within the
required timeframe.
• Present appetisers attractively according to classical, cultural or enterprise standards.
3 Store appetisers and salads
• Store appetisers and salads in appropriate conditions and containers and at the correct
temperature to maintain freshness, taste and quality.

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Unit THHBCC00.B Prepare Sandwiches
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering enterprises where sandwiches are prepared and served such as restaurants, cafes, cafeterias and other
Sandwiches may be classical or modern, hot or cold, of varying cultural and ethnical origins and use a variety of fillings and types of bread.
Sandwiches may be pre-prepared or made on demand according to customer requests.
Preparation, presentation and storage potential of sandwiches will depend on bread types and fillings.
Types of sandwiches to be prepared may include:
• pullman
• open sandwiches
• club sandwiches
• pinwheel, domino or chequerboard sandwiches
• filled rolls, foccacia or pita bread
• those using specialised or ethnic breads such as dark rye, gluten-free, Turkish.
Techniques for making sandwiches may include:
• spreading
• layering
• piping
• portioning
• moulding
• cutting
• garnishing.
Preparation and storage of sandwiches may include consideration of:
• bread type
• ingredients, nature and consistency of fillings
• need for chilling
• use of plastic wrap or foil
• use of bulk-storage containers
• use of customised containers for display/presentation/sale.

1 Prepare and present a variety of sandwiches
• Prepare a variety of sandwich types including classical and contemporary.
• Select suitable bases from a range of bread types.
• Produce sandwiches using the correct ingredients to an acceptable enterprise standard,
ensuring:
- neatness of presentation
- appropriate ingredient combinations
- precise and uniform cut ingredients
- uniform size and shape
- attractive serviceware and garnishes.
• Prepare sandwiches using a range of appropriate techniques.
• Select appropriate equipment for toasting and heating and use it correctly and safely.
• Prepare and present sandwiches in a logical and sequential manner within the required time
frame.
• Prepare sandwiches according to enterprise standards and/or customer requests.
• Present sandwiches in an attractive manner, using suitable garnishes and serviceware.
2 Store sandwiches
• Store sandwiches hygienically at the correct temperature and in appropriate conditions to
maintain freshness and quality.
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Unit THHBCC03.B Prepare Stocks, Sauces and Soups
Signature ................................................................ Date ..............................

Range of Variables
Stocks and sauces can be classical or contemporary and be from varying ethnic and cultural origins, but must include a selection from each
of the following:
• reduced sauces
• thickened sauces
• hot, warm and cold emulsion.
Soups may be classical or contemporary, may be served hot or cold, and may be from varying ethnic and cultural origins, but must include
a selection from each of the following:
• clear
• broth
• puree
• cream
• bisque.
Stocks and sauces may include:
• demi-glace
• béchamel
• chicken and fish veloute
• hollandaise and béarnaise
• mayonnaise
• jus and coulis.
Thickening agents may include:
• white, blond and brown roux
• beurre manie
• cornflour, arrowroot and potato flour
• bread
• modified starch
• liaison
• sabayon.
Convenience products may include:
• stocks
• boosters
• bouillons
• flavour enhancers.

1 Prepare stocks, glazes and essences required for menu items
• Use ingredients and flavouring agents according to standard recipes and to enterprise
standards.
• Produce a variety of stocks, glazes and essences to enterprise standards.
• Use clarifying agents appropriately.
2 Prepare sauces required for menu items
• Produce a variety of hot and cold sauces from classical and contemporary recipes.
• Make appropriate derivations from basic sauces.
• Use a variety of thickening agents and convenience products appropriately.
• Evaluate sauces for flavour, colour and consistency and rectify any problems.
3 Prepare soups required for menu items
• Select and assemble the correct ingredients to produce soups, including stocks, and prepared
garnishes.
• Produce a variety of soups to enterprise standards.
• Use clarifying, thickening agents and convenience products where appropriate.
• Evaluate soups for flavour, colour, consistency and temperature and rectify any problems.
• Present soups at the right temperature, in clean service ware without drips and spills, using
suitable garnishes and accompaniments.
4 Store and reconstitute stocks, sauces and soups
• Store stocks, sauces and soups correctly to maintain optimum freshness and quality.
• Reconstitute stocks, sauces and soups to appropriate standards of consistency.
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Unit THHBCC04.B Prepare Vegetables, Eggs and Farinaceous Dishes
Signature ................................................................ Date ..............................

Range of Variables
Vegetables and fruits may be fresh, preserved or frozen, and selected according to seasonal availability, menu and enterprise requirements. A variety
of vegetables and fruit, and vegetable and fruit dishes must be prepared and cooked. These may be classical or contemporary, from various ethnic or
cultural origins, and may be offered as main dishes, appetisers or salads, or accompaniments.
Potato accompaniments must include both classical and contemporary dishes.
Egg dishes should use hen eggs unless otherwise required, and may be fresh, dried, frozen or preserved.
A variety of egg dishes, both classical and contemporary of varying cultural origins, must be prepared, using methods described in the
Performance Criteria. These may include:
• omelettes
• soufflé
• frittatas.
Egg dishes may also include those based upon hard and soft boiled eggs and poached eggs such as:
• eggs benedict
• egg salads
• egg dips.
Farinaceous foods include foods from varying cultural origins that are made from flour or meal, contain or yield starch. They may include:
• pasta
• rice
• polenta
• noodles
• cous cous
• semolina
• pulses
• cracked wheat.
• A variety of farinaceous dishes must be made and presented with suitable accompanying sauces.

1 Prepare vegetable and fruit dishes
• Select vegetables and fruits in season according to season availability, quantity, quality and
price.
• Select vegetables, fruits and potato accompaniments to complement and enhance menu items.
• Prepare and, where appropriate, cook a variety of vegetables and fruit dishes using suitable
cookery methods and preserving optimum quality and nutrition.
• Where appropriate, select suitable sauces and accompaniments to be served with vegetables.
• Present vegetable and fruits attractively using suitable garnishes, where appropriate.
2 Prepare farinaceous dishes
• Select and prepare a variety of farinaceous foods according to standard and enterprise recipes.
• Prepare farinaceous foods using appropriate methods to ensure optimum quality.
• Select sauces and accompaniments which are appropriate to farinaceous foods.
3 Prepare and cook egg-based dishes
• Prepare and cook a variety of egg dishes according to standard recipes, using a range of
methods including:
- boiling
- poaching
- frying
- scrambling.
• Prepare and cook egg dishes correctly to ensure optimum and desired quality, consistency and
appearance.
• Select sauces and accompaniments which are appropriate to eggs.
• Use eggs for a variety of culinary uses, including:
- aerating
- binding
- setting
- coating
- enriching
- emulsifying
- glazing
- clarifying
- garnishing
- thickening.
4 Store vegetables, egg and farinaceous foodstuffs
• Store fresh and processed eggs, vegetables and fruits, and farinaceous foodstuffs at correct
temperatures and under correct conditions to maintain optimum freshness and quality.

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Unit THHBCC05.B Prepare and Cook Poultry and Game
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering
operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
A variety of poultry and game must be prepared and cooked. This may include any poultry or game such as:
• chicken, turkey, duck, goose
• pheasant, quail, pigeon, guinea fowl, wild duck
• venison, boar, rabbit, hare
• buffalo, crocodile, kangaroo, emu.
• Poultry and game dishes may be classical and contemporary, and from a variety of ethnic and cultural origins, and should include a variety of
culinary methods appropriate for different types of game and poultry.
Cookery methods for poultry and game must include:
• roasting and pot-roasting
• sautéand braising
• deep-frying
• poaching and stewing
• grilling.
Poultry preparation techniques must include:
• de-boning
• stuffing
• filleting
• rolling and trussing
• larding
• marinating.

1 Select and purchase poultry and game
• Select and purchase poultry and game according to quantity and quality required.
2 Handle and store poultry and game
• Handle poultry and game efficiently and hygienically to minimise risk of food spoilage or
cross-contamination.
• Thaw frozen poultry and game correctly and safely.
• Store poultry and game ensuring storage conditions and optimal temperature for poultry and
game are maintained.
3 Prepare, cook and present poultry and game
• Use poultry preparation techniques correctly.
• Use preparation techniques for game correctly (where different to poultry) including hanging.
• Prepare and cook poultry and game according to standard recipes and to enterprise standard,
using appropriate cookery methods.
• Prepare a variety of poultry and game dishes according to standard and enterprise recipes.
• Serve poultry and game in accordance with enterprise standards, including carving, slicing or
leaving whole.
• Present poultry and game using suitable sauces, garnishes and accompaniments.

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Unit THHBCC06.B Prepare and Cook Seafood
Signature ................................................................ Date ..............................

Range of Variables
A variety of fish and seafood must be prepared and cooked, or served raw as appropriate.
Fish may be fresh, frozen or preserved, from ocean or freshwater, and may include:
• flat fish
• round fish
• fillets
• whitefish
• oily fish.
Seafood may include the following:
• shellfish
• molluscs
• crustaceans
• octopus and squid.
Menu items to be produced from fish and seafood should include a variety of classical and contemporary dishes, of varying cultural and ethnic
origins, and may involve raw or cooked fish, seafood or fish and seafood by-products.

1 Select and store seafood
• Select seafood according to quality, seasonal availability, price and the requirements for
specific menu items.
• Estimate yields accurately for various types of seafood.
• Maintain and kill live seafood, where used, in a non-cruel and humane manner and according
to government regulations.
• Handle and store seafood hygienically and correctly.
• Thaw frozen seafood correctly to ensure maximum quality, hygiene and nutrition.
• Where applicable, check date stamps and codes to ensure quality control.
2 Prepare and cook fish and shellfish
• Clean, gut and fillet fish correctly and efficiently according to enterprise standards.
• Clean and prepare shellfish and other types of seafood correctly and in accordance with
enterprise standards.
• Cook seafood to enterprise standards using a variety of cookery methods, taking into
consideration:
• variety of fish and shellfish
• cut and size or portion
• whole fish or fillets
• texture and types of flesh
• bone in or boneless portions.
• Use fish and shellfish by-products appropriately for a variety of dishes and menu items.
3 Present fish and seafood
• Prepare and present for service, taking into consideration:
• palatability
• visual appearance
• harmony of ingredients
• comparative size between dish and garnish
• quality and taste.
• Prepare suitable sauces and dips according to standard recipes and as required to accompany
menu items.
• Select plate presentations and garnishing techniques and use according to recipes and
enterprise standards.
• Carry out service according to enterprise methods and standards.
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Unit THHBCC07.B Select, Prepare and Cook Meat
Signature ................................................................ Date ..............................

Range of Variables
Meat may be fresh, frozen, cryovac or preserved. They include primal, secondary and portioned cuts, offal and ‘fancy meats’.
A variety of preparation techniques must be used for meat and offal, as appropriate. Preparation techniques must include:
• boning, cutting, trimming, mincing
• weighing, portioning
• larding, tenderising, rolling, trussing
• stuffing, tying and skewering.
A variety of meat and meat dishes must be prepared and cooked, using suitable cooking techniques. Cooking techniques suitable for meat
must include:
• roasting
• grilling
• frying
• braising
• stewing.
Knives and equipment may include:
• butcher and boning knives
• saws, meat cleaver
• meat bat
• meat hooks
• larding needles
• knife sharpening equipment
• mincers
• bowl choppers
• slicing machine
• food processors
• meat thermometer
• weighing scales.

1 Select meats
• Select primary, secondary and portioned cuts of pork, lamb, beef and veal as required for
menu items.
• Select offal and fancy meats as required for menu items.
• Apply and use leftovers to minimise waste and maintain quality.
• Select low cost cuts and meat products when and where appropriate.
• Select the best supplier for quality and price according to enterprise requirements.
• Minimise wastage through appropriate purchase and storage techniques.
2 Prepare and portion meats
• Select and use suitable knives and equipment for meat preparation and cooking.
• Prepare and portion meat cuts and offal according to the menu requirements.
• Prepare and use suitable marinades where appropriate for a variety of meat cuts.
3 Cook and present meat cuts for service
• Select and use a variety of appropriate cooking methods for meat cuts.
• Cook and present a variety of primary, secondary and portioned meat cuts to standard recipe
specifications.
• Cook and present a variety of offal according to standard recipes.
• Portion and serve meat cuts according to menu requirements.
• Carve meats using the appropriate tools and techniques taking into consideration:
- meat structure
- bone structure
- minimal waste.
4 Store meat
• Store fresh and cryovac meat correctly and according to health regulations.
• Age fresh meat correctly, where required, to maximise and maintain quality.
• Thaw frozen meats correctly.
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Unit THHBCC08.B Prepare Hot and Cold Desserts
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all establishments where desserts are prepared and served including restaurants, coffee shops and catering operations. The
following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
A variety of desserts and sweets of various types must be made. They may include foods from varying cultural origins, and may be derived from
classical or contemporary recipes.
Desserts and sweets may include:
• puddings, pies, tarts, flans, fritters
• custards, creams
• prepared fruit
• charlotte, bavarois, mousse, soufflésabayon
• meringues, crepes, omelettes
• sorbet, ice cream, bombe, parfait.
Sweet sauces may include:
• sugar syrups
• fruit syrups
• fruit purees, sauces and coulis
• chocolate-based sauces
• sabayon and zabaglione
• custards and cremes
• flavoured butters and creams.
Suitable thickening agents for sweet sauces may include:
• roux
• flour
• cornflour, arrowroot, potato starch
• modified starch
• breadcrumbs
• eggs and egg yolks.
Equipment for making desserts and sweets may include:
• blenders
• ice-cream machines
• ice makers
• juicers and vitamisers.

1 Prepare and produce desserts
• Select, measure and weigh ingredients according to recipe requirements.
• Select and use appropriate equipment.
• Use standard or enterprise recipes to produce a variety of hot, cold and frozen desserts,
appropriate for a variety of menus and catering establishments.
• Produce creative and innovative desserts using a range of appropriate ingredients.
2 Decorate, portion and present desserts
• Decorate desserts appropriately to enhance presentation.
• Portion desserts according to enterprise standards.
3 Prepare sweet sauces
• Produce a range of hot and cold sauces to a desired consistency and flavour.
• Use thickening agents suitable for sweet sauces where appropriate.
• Store sauces to retain desired quality and characteristics.
4 Prepare accompaniments, garnishes and decorations
• Use accompaniments, garnishes and decorations to enhance taste, texture and balance.
• Ensure that flavours and textures of garnishes complement desserts.
5 Store desserts
• Store desserts at the appropriate temperature and under the correct conditions to maintain
quality, freshness and customer appeal.
• Select and use suitable packaging to preserve taste, appearance and eating characteristics.
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Unit THHBCC09.B Prepare Pastry, Cakes and Yeast Goods
ie; the assessment observations should consists of the following attributes:
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, cafes and other catering
A variety of pastries, cakes and yeast-based foods must be produced. Pastries, cakes and yeast-based foods may include foods from varying cultural
origins and may be derived from classical or contemporary recipes.
Pastry or pastry products to be produced must include a selection which includes at least one from each of the following categories of pastes:
• short and sweet paste, e.g. flans, tarts, pies
• choux paste, eg profiteroles, éclair
• puff paste, e.g. millefeuille
• filo or strudel.
Yeast-based doughs to be produced must include the following:
• basic bread dough
• savarin dough
• croissant or danish dough
• yeast bun dough.
Yeast-based products may include:
• danish pastries
• sweet buns, hot cross buns
• croissants
• coffee scrolls
• brioches
• savarins, rum babas.
Cakes, both large and small, may include:
• sponge cakes
• genoise sponge
• fruit cake
• madeira
• Swiss roll
• meringues
• petit fours.
Equipment for making pastry, cakes and yeast goods may include:
• mixers
• blenders
• bowl cutters
• scales and measures
• mixing and baking utensils.

1 Prepare, decorate and present pastries
• Produce a variety of pastries and pastry products according to enterprise standard, including
short, puff and choux based pastries and products.
• Prepare basic pastes according to standard recipes/industry standards, using appropriate
techniques, methods and equipment.
2 Prepare and produce cakes and yeast good
• Prepare a variety of cakes and yeast-based products according to standard recipes and
enterprise practice.
• Prepare a range of yeast doughs to standard recipes.
• Select and use suitable equipment safely and efficiently.
3 Decorate pastry, pastry products, cakes and yeast goods
• Decorate pastry and pastry products, cakes and yeast goods to enhance appearance, using
suitable fillings, icings and decorations, to standards recipes and/or enterprise standards.
4 Portion and store pastry, cakes and yeast goods
• Apply portion control to minimise wastage.
• Store cakes and pastry products correctly to minimise spoilage and wastage.
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Unit THHBCC10.B Plan and Prepare Food for Buffets
Unit of Competence: The workplace trainer and/or provider should sign off the Assessment completed (please tick)
unit when the trainee has demonstrated competency against all the elements
shown for that unit in the context of the element/performance criteria listed. An Name of trainer/workplace assessor ............................................................
integrated approach to assessment should be adopted when determining ability in
a unit of competency ie; the assessment observations should consist of the Signature ................................................................ Date ..............................
following attributes: knowledge, understanding, problem solving, technical skills,
attitudes and ethics. Name of trainer/workplace assessor ............................................................
Signature ................................................................ Date ..............................

Range of Variables
Buffets may be associated with functions, special occasions and celebrations, breakfast, lunch or dinner service.
Food items for buffets may be derived from classical or contemporary recipes and from varying ethnic origins. Buffet items may be selected to meet
the requirements of particular cultural groups, or a particular cultural theme.
Some examples of buffet foods include the following:
• selection of hot and cold dishes
• glazed foods, galantines, forcemeats
• meats, poultry, fish, smallgoods, salads, cheeses
• dessert and pastry (hot and cold) items.
Centrepieces and decorations may be made or arranged, and include:
• floral arrangements
• fruit and vegetable displays
• special theme items
• candles
• special occasion cakes
• glassware and serviceware
• ice, fruit or vegetable, chocolate, salt or margarine carvings.

1 Plan the buffet
• Plan the buffet, including food items and display, according to enterprise and/or customer
requirements, in consultation with relevant others.
• Select appropriate food items according to season, budget, occasion and customer
requirements.
• Calculate the buffet cost in accordance with budget and reporting requirements.
• Plan the layout and display of the buffet, taking into consideration the type of food, occasion
and desired theme.
• Where required, design, and organise or produce a variety of appropriate buffet centrepieces
and decorations.
2 Prepare, produce and present foods for buffets
• Use appropriate methods of cookery to prepare meats, poultry, seafood and other foods for
buffets.
• Where required, glaze buffet items with aspic or gelatine preparations to acceptable enterprise
standards.
• Produce sauces and garnishes suitable for buffet food items.
• Carve and serve meats according to enterprise standards.
• Serve and present hot and cold foods according to health and hygiene regulations.
• Apply portion control to minimise wastage and maximise profit.
• Arrange and present food items attractively and tastefully to maximise appeal.
3 Prepare and produce desserts for buffets
• Prepare and produce desserts suitable for buffet presentation using standard and/or enterprise
recipes.
4 Store buffet items
• Store buffet items hygienically and correctly before and after the buffet service time, at a safe
temperature.
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Unit THHBCC11.B Implement Food Safety Procedures
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering enterprises where food is prepared and served, including hotels and restaurants,
cafeterias/kiosks/canteens/cafes/gourmet food shops, educational institutions, health establishments, defence forces, corrective services, in-flight
catering, other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different
workplaces, sectors and circumstances.
Hazard and Critical Control Points (HACCP) is a food safety program which is commonly used in the food and hospitality industry to ensure food
production methods are safe, hygienic and comply with food regulations and legislation. The system identifies particular high-risk points which need
to be covered by clear policies, procedures and quality checks. It is a requirement in most States and Territories that all enterprises where food is
either produced or served, have in place a food safety plan, which is usually based on HACCP but may also be based on another system.
A food safety plan or program identifies where and how each hazard can be controlled, describes how these controls are to be monitored, the
corrective action required if control conditions are not met and information to be recorded.
This unit is based around the HACCP system but may also be customised to other systems.
Critical control points are those where there is high risk of contamination or food spoilage, and include:
• purchasing, delivery and storage
• preparation and cooking
• cooling and storage
• holding or display
• re-thermalisation
• service.
Hazards may be chemical, microbiological and physical. Food safety hazards or any particular issues or risk situations may include:
• foods highly susceptible to microbiological contamination
• working in temperatures that promote rapid growth of micro-organisms
• displays of food, buffets
• processes where food is required to be touched by hand
• requirements for re-thermalisation or defrosting.
Operational policies and procedures support the workplace food safety plan or program, and must reflect the tasks and responsibilities of
the particular job. They include:
• food production procedures
• food handling procedures
• record keeping
• dealing with problems
• pest control
• cleaning and sanitation
• equipment cleaning and maintenance
• maintenance of personal hygiene
• appropriate clothing and footwear
• hand-washing regimes
• cleaning and sanitising practices.
Biological, physical and chemical hazards include:
• bacteria, moulds and yeast
• broken glass or metal, foreign objects
• food additives
• chemicals and natural poisons
• insects and vermin.
Documentation may include:
• reports
• audit summaries
• temperature charts.
Monitoring may include internal or external audits on commodities and products, plant, equipment, policies, procedures, practices.
1 Identify food safety critical control points and hazards
• Identify critical control points for food safety in the food production system and to reflect
specific job role and workplace conditions.
• Correctly identify the biological, physical and chemical hazards for food handling,
production, storage and service which apply to the workplace.
2 Implement procedures for food safety
• Identify food safety policies and procedures correctly in relation to critical control points and
hazards.
• Follow all food safety policies and procedures correctly and consistently in accordance with
enterprise and legislative requirements.

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Unit THHBCAT01.B Prepare Foods According to Dietary and Cultural Needs
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and catering operations where food and related services are provided such as hotels and restaurants, cafeterias,
kiosks, canteens, cafes, educational institutions, health establishments, defence forces, corrective services, residential catering, in-flight and other
transport catering, events catering and private catering. The following explanations identify how this unit may be applied in different workplaces,
Basic nutritional requirements generally refers to recommendations made in the Dietary Guidelines for Australians endorsed by the Australian
Government and by other recognised health authorities. It includes recommendations made for the general public including older Australians,
children and adolescents, in order to maintain a healthy and balanced diet.
Special dietary and cultural requirements include therapeutic and contemporary eating regimes as well as customer requests and preferences, and
specific cultural and religious needs.
Relevant persons who may give instructions or requests for special dietary requirements, may include:
• customers or family members
• supervisors and managers
• dieticians
• diet technicians
• health and medical personnel
• religious personnel.
Special dietary requirements may include:
• vegetarian
• vegan
• modified sodium/potassium
• low fat/cholesterol
• lacto-ovo
• high fibre
• gluten-free
• high/low energy
• diabetic
• modified texture
• high/low protein
• fluids
• food exclusions for allergies and food intolerance
• food exclusions related to specific medications.
Contemporary eating regimes may include current trends and fashions such as:
• vegetarian
• low-fat or low carbohydrate
• high protein
• macrobiotic
• liver cleansing
• elimination.
Special cultural groups may include any ethnic, cultural or religious groups with special dietary requirements or sanctions, including:
• kosher
• halal
• vegetarian
• Hindu.
1 Prepare and present foods to meet basic nutritional needs
• Prepare and present foods to meet basic nutritional needs.
• Select appropriate ingredients to ensure optimum quality of end products, including:
- raw foods
- convenience food products.
• Employ suitable preparation and cooking techniques to retain optimum nutritional values.
• Present a variety of nutritionally-balanced food in an appetising and attractive manner.
2 Prepare and present foods to meet special dietary requirements
• Identify the requirements for special diets, according to instructions from relevant persons.
• Select ingredients essential for special dietary requirements.
• Modify food texture where appropriate to suit specific requirements.
• Present food in an appetising and attractive manner.
3 Prepare foods to satisfy specific cultural or religious needs
• Identify and meet requirements for specific cultural groups or special customer requests,
according to instructions from relevant persons.
• Employ appropriate equipment and cooking techniques for specific diets.
• Prepare and serve food taking into account specified or requested cultural and religious
considerations.
• Present an adequate range of nutritionally balanced food in an appetising and attractive
manner.

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Unit THHBCC13.B Plan and Control Menu-Based Catering
Signature ................................................................ Date ..............................

Range of Variables
Menus may be classical, modern or ethnic. Types of menus may include:
• table d’hôte
• à la carte
• set
• function
• buffet
• cyclical.
Catering control systems can be manual or computerised, and may include the use of the following:
• production planning sheets
• sales analysis forms
• daily kitchen reports
• wastage sheets.
Costing restraints may include:
• enterprise policy on menu pricing and gross margins
• budgets
• labour requirements.

1 Plan and prepare menus
• Identify enterprise and/or customer requirements for menus.
• Prepare menus ensuring that menu items to take into account:
- balance in the variety of cooking methods, colours, tastes and food textures
- nutritional values
- seasonal availability
- results of sales analysis and customer feedback.
• Cost menus and ensure compliance with enterprise costing constraints.
• Prepare menus as required by the enterprise, type of cuisine or particular situation.
• Write menus using:
- terminology appropriate to the market and style of menu
- item descriptions which promote menu items.
2 Control menu-based catering
• Select and use appropriate catering control systems according to enterprise requirements.
• Plan production schedules giving consideration to menu constraints, available equipment,
expertise of labour and available time.
• Control labour costs giving consideration to rosters, scheduling, award conditions and rates.
• Optimise product utilisation and quality through the application of portion control and
effective yield testing.
• Apply stock control measures by following correct receiving and storing procedures.
• Apply procedures to maintain security in food production and storage areas to minimise risks
of theft, damage or loss.

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Unit THHBCC14.B Organise Bulk Cooking Operations
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations.
The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
The selection of food production systems refers to the selection of systems already installed in an enterprise.
Food production systems may include the following:
• fresh cook
• cook-chill to five day shelf life
• cook-chill - extended life
• cook-freeze.
Appropriate equipment to assist cooking operations includes equipment for:
• receiving
• storage
• preparation
• cooking
• post cooking storing
• re-thermalisation where applicable
• serving.
Factors affecting selection of food production systems include:
• type of food to be prepared
• quantity of food
• timeframe
• customer requirements
• menu type
• enterprise practices.

1 Plan kitchen operations for bulk cooking
• Determine quantities and calculate them accurately according to recipes and specifications.
• Order food items in correct quantities for requirements.
• Prepare a mise en place list for food and equipment which is:
- appropriate to the situation
- clear and complete.
• Design a work schedule and workflow plan for the relevant section of kitchen to maximise
teamwork and efficiency.
2 Organise production of bulk cooking menus
• Organise preparation and service of orders for the relevant section of the kitchen to enable
smooth workflow and to minimise delays.
• Control the sequence of dishes to enable smooth workflow and minimise delays.
• Exercise quality control at all stages of preparation and cooking to ensure that presentation,
design, eye appeal and portion size of menu items are to the required standards.
• Put in place appropriate procedures to ensure that receiving and storing as well as cleaning
procedures are correctly followed.
3 Select systems for bulk cooking
• Select appropriate food production systems for bulk cooking according to relevant factors.
• Identify appropriate equipment to assist production and cooking operations.
4 Use preparation and cooking techniques appropriate to the bulk cooking system
• Select menu items which are compatible with the type of system chosen.
• Prepare and serve specialist recipes taking into account the type of food service system.
• Prepare food using methods which take into account the effects of different methods of
preparation on nutrition quality and structure.
• Use systems and equipment safely and hygienically.
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Unit THHCCH02.A Prepare, Cook and Serve Food for Menus
Signature ................................................................ Date ..............................

Range of Variables
Contexts for this unit may vary depending on the nature of the enterprise. For example, menus may be classical, contemporary or ethnic and service
may be formal or informal.
Food must be prepared, cooked and served for all of the following food service periods:
• breakfast
• lunch
• dinner
• special function.
Food items to be prepared, cooked and served must include:
• appetisers and salads
• stocks, sauces and soups
• vegetables, eggs and farinaceous
• poultry and game
• fish and seafood
• meat
• hot and cold desserts
• pastries, cakes and yeast goods.
Types of menus will vary according to the enterprise and occasion but must include:
• à la carte
• buffet.
Cookery methods will vary according to the menu and food items to be prepared, but must include:
• boiling
• poaching
• steaming
• stewing
• braising
• roasting
• baking
• grilling
• shallow frying
• deep frying.
• microwaves
• deep fryers
• salamanders
• food processors
• blenders
• mixers
• slicers
• pans
• utensils
• steamers
• bains marie.
Meeting special requests or dietary requirements may include:
• quality reviews
• re-stocking

1 Co-ordinate, organise and prepare for food service
• Determine and accurately calculate commodity quantities for a menu and determine
requirements for quality and style according to recipes and specifications.
• Develop and follow a work schedule to maximise efficiency, taking into consideration roles
and responsibilities of other team members.
• Cook and serve menu items according to menu and service style, using appropriate methods
of cookery.
• Adjust menu items and ingredients to meet special requests or dietary requirements of
customers.
• Cook and serve menu items to meet customer expectations of quality, appeal of presentation
and timeliness of delivery.
• Work co-operatively as part of kitchen team and delegate tasks appropriately.
requirements.
3 Co-ordinate and complete end of service requirements
• Co-ordinate end of service procedures according to enterprise practices.
• Participate in post service de-brief.

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Unit THHGCS02.B Promote Product and Services to Customers
Signature ................................................................ Date ..............................

Range of Variables
This unit applies tourism and hospitality operations where employees have contact with customers and are expected to promote products and
services. It may apply to all situations where the opportunity to sell or promote products and services is available and may include selling and
promoting through face-to-face contact or through the contribution to the development of marketing activities such as menus and special offers. The
following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Informal and formal research may include:
• discussions with colleagues
• reading enterprise information
• research of product and service information brochures
• general media.
• surveying, distributing questionnaires.
Products, services and promotional initiatives may include:
• tours and transport
• conferences and conventions
• function facilities
• entertainment
• shopping services
• restaurant facilities
• food and beverage
• ‘add-on’ services
• special offers or packages.
Product/service knowledge may relate to:
• general features
• special features
• benefits
• disadvantages
• price
• special offers
• availability
• how to purchase or order.
Customer preferences, needs and expectations may be determined by:
• active listening
• questioning
• observation
• recognition of non-verbal signs.
Customer preferences, needs and expectations may be related to:
• age
• gender
• prior knowledge
• special needs.
Customer preferences, needs and expectations may include:
• friendliness
• courtesy
• value for money
• prompt service
• assistance
• empathy and support
• comfort
• new experience
• basic needs for food, comfort, shelter or other services.
Selling techniques include up-selling and suggestive selling and may involve:
• serving
• helping
• advising
• building rapport with customers
• arousing interest.
Promoting products and services may include:
• displays
• promotions
• special offers and deals
• menus and ‘specials’
• word of mouth
• up-selling.

1 Develop and maintain product/service and market knowledge
• Identify opportunities to develop product/service knowledge.
• Use informal and formal research to update knowledge.
• Use customer feedback and workplace observation to evaluate products, services and
promotional initiatives.
• Share knowledge obtained with colleagues to enhance the sales-effectiveness of the team.
• Pass information gained from workplace experience and direct customer contact to the
appropriate person for consideration in future planning.
• Identify changes in customer preferences, needs and expectations.
• Suggest ideas for product and service adjustments to meet customer needs to the appropriate
person in accordance with enterprise policy.
2 Encourage customers to use and buy products and services
• Determine customer preferences, needs and expectations.
• Offer accurate information about products and services to customers.
• Employ selling techniques appropriately to encourage usage and purchase.
• Make customers aware of possible ‘extras’ and ‘add-ons’.
• Pro-actively promote products and services at appropriate opportunities in accordance with
current enterprise goals and promotional focus.
Evidence Guide
Essential Knowledge and Skills to be Assessed
The following skills and knowledge must be assessed as part of this unit:
• any legal issues which impact on the sale of products and services
• in-depth knowledge of enterprise products and services
• general knowledge of the market for different types of products and services
• knowledge of different customer preferences and needs, and ways of meeting requirements, both stated and unstated
• the role of frontline staff in maximising business performance through effective up-selling and promotion
• the ways in which different hospitality and tourism businesses present and promote products
• up-selling and suggestive selling techniques.
Linkages to Other Units
This unit has strong linkages to the following units and combined training and assessment is recommended:
• THHGGA01B Communicate on the telephone
• THHCOR01B Work with colleagues and customers
• operational or service skills units which apply to particular industry sectors.
Critical Aspects of Assessment
Evidence of the following is critical:
• ability to use selling techniques to promote products and services within a specific tourism or hospitality context
• knowledge of different customer preferences and ways to meet both stated and unstated requirements.
Context of Assessment and Resource Implications
Assessment must ensure:
• demonstration of skills whilst undertaking normal job tasks, e.g. up-selling whilst providing food and beverage service, promoting the hotel or
park restaurant whilst at reception, advising guests of special features or events whilst issuing tickets to a theme park or other attraction, or
promoting through the development of menus or ‘specials’ or other special products or service
• interaction with different customers to allow the candidate to respond to a range of requirements.
For generic pre-employment training and assessment, a range of industry contexts must be addressed. Where the focus is sector or workplace
specific, training and assessment must be tailored to meet particular needs.
Assessment Methods
Assessment methods must be chosen to ensure that promoting products and services can be practically demonstrated. Methods must include
assessment of knowledge as well as assessment of practical skills.
The following examples are appropriate for this unit:
• direct observation of the candidate promoting products and services to customers
• oral or written questions to determine product knowledge
• case studies to test knowledge of appropriate products and services for different contexts, customers and situations
• role plays in which the candidate demonstrates up-selling techniques
• projects to develop menus, promotional ideas or suggestions for a particular product or service
• project to research customer preferences for a particular enterprise or context
• review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Key Competencies Level
Collecting, Organising and Analysing Information 1
Communicating Ideas and Information 2
Planning and Organising Activities 1
Working with Others and in Teams 1
Solving Problems 2
Using Technology 1

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Unit THHGCS03.B Deal with Conflict Situations
The workplace trainer and/or provider should sign off the unit when the Name of trainer/workplace assessor ............................................................
trainee has demonstrated competency against all the elements shown for
that unit in the context of the element/performance criteria listed. An Signature ................................................................ Date ..............................
integrated approach to assessment should be adopted when determining
ability in a unit of competency ie; the assessment observations should Name of trainer/workplace assessor ............................................................
consist of the following attributes: knowledge, understanding, problem
solving, technical skills, attitudes and ethics. Signature ................................................................ Date ..............................
Range of Variables
This unit applies to tourism and hospitality and catering operations where food is prepared and served. The following explanations identify how this
unit may be applied in different workplaces, sectors and circumstances.
Conflict situations may relate to:
• customer complaints
• conflicts among work colleagues
• refused entry
• drug or alcohol affected persons
• ejection from premises
• delayed customers.
Situations where personal safety of customers or colleagues may be threatened and assistance is required may include those where there
are:
• drug or alcohol affected persons who cannot be reasoned with
• people with guns or arms
• situations where someone has been or may be hurt
• people who appear to be violent or are threatening
• situations where customers refuse to leave or be pacified.

1 Identify conflict situations
• Identify potential for conflict quickly and take swift and tactful action to prevent escalation.
• Identify quickly situations where personal safety of customers or colleagues may be
threatened and organise appropriate assistance.
2 Resolve conflict situations
• Take responsibility for finding a solution to the conflict within the scope of individual
responsibility.
• Encourage all points of view and accept them and treat them with respect.
• Use effective communication skills to assist in the management of the conflict.
• Use accepted conflict resolution techniques to manage the conflict situation and develop
solutions.
3 Respond to customer complaints
• Handle complaints sensitively, courteously and discreetly.
• Take responsibility for resolving the complaint.
• Establish and agree on the nature and details of the complaint with the customer.
• Taken appropriate action to resolve the complaint to the customer’s satisfaction wherever
possible.
• Where appropriate, use techniques to turn complaints into opportunities to demonstrate high
quality customer service.
• Complete any necessary documentation accurately and legibly within time constraints.
Evidence Guide
• types of conflict in the workplace and typical causes
• conflict theory including signs, stages, levels, factors involved, results
• group processes and roles people play
• organisational structures, workplace culture and policies
• conflict resolution skills and strategies incorporating communication skills of:
• assertiveness
• listening
• non-verbal communication
• language style
• problem solving
• negotiation
• procedures for customer complaints.
Evidence Guide
This unit must be assessed with or after the following unit. This unit describes the skills and knowledge essential to the achievement of competence.
• This unit has linkages to the following units and combined training and assessment may be appropriate:
• THHGCS08B Establish and conduct business relationships
• THHGLE01B Monitor work operations
• THHGLE08B Lead and manage people
• THHGLE09B Manage workplace diversity.
Note that problem solving is included in both this unit and unit THHGLE01B Monitor work operations. Care should be taken to avoid duplication in
training and assessment.
• knowledge of conflict resolution techniques
• ability to apply conflict resolution techniques to resolve a range of different conflict situations in contexts appropriate to the sector and
workplace.
• activities that allow the candidate to address a range of commonly-occurring conflict situations that may be found in the workplace. These
should be related to the usual work roles of the candidate, such as handling customer complaints in a restaurant, resolving disputes with
colleagues over work aspects, dealing with contractors or suppliers who fail to meet obligations
• interaction with others to demonstrate appropriate interpersonal skills for resolving conflicts.
Assessment Methods
Assessment methods must be chosen to ensure that dealing with conflict can be practically demonstrated. Methods must include assessment of
knowledge as well as assessment of practical skills.
• direct observation of the candidate demonstrating complaint handling or negotiation skills, either in the workplace or through role plays
• case studies to analyse and resolve conflict situations arising in various work contexts
• written or oral questions to assess underpinning theories related to conflict resolution

Solving Problems 2

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Unit THHGGA01.B Communicate on the Telephone
Signature ................................................................ Date ..............................

Range of Variables
This unit applies to all hospitality and tourism operations. The following explanations identify how this unit may be applied in different workplaces,
Telephone communication may take place in a range of different contexts including:
• office
• reception area
• on tour
• in a restaurant or kitchen
• on site
• using a mobile phone
• with customers
• with colleagues.
Telephone systems have single or multiple lines.

1 Respond to incoming telephone calls
• Answer calls promptly, clearly and politely in accordance with enterprise standards.
• Offer friendly assistance to the caller, and accurately establish the purpose of the call.
• Repeat call details to the caller to confirm understanding.
• Answer caller enquiries promptly, or transfer caller to the appropriate location/person.
• Record caller requests accurately and pass on to the appropriate department/person for
follow-up.
• Relay messages accurately to the nominated person within designated timelines.
• Report threatening or suspicious phone calls promptly to the appropriate person, in
accordance with enterprise procedures.
• Use language and tone and volume appropriate to phone calls.
2 Make telephone calls
• Obtain correct telephone numbers.
• Establish clearly the purpose of the call prior to calling.
• Use telephone equipment correctly in order to establish contact.
• Communicate clearly your name, company and reason for calling.
• Be polite and courteous at all times.
Evidence Guide
• the enterprise’s policies and procedures in regard to telephone communication
• principles of effective communication in relation to listening, questioning and non-verbal communication
• ability to use the technical features of a specific telephone system correctly
• oral communication skills to convey meaning clearly and concisely
• interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds
• writing skills for taking basic messages.
This is a core unit that underpins effective performance in many other units. It is strongly recommended that this unit be delivered and assessed in
conjunction with other relevant operational and service units, for example:
• THHGGA02B Perform office procedures
• correct use of telephone equipment
• courteous and friendly telephone service
• clear and concise verbal and written communication.
Context of Assessment and Resource Implications
• demonstration of skills using current telephone equipment to address multiple and different communication contexts
• interaction with others to demonstrate the interpersonal communication aspects of this unit
Evidence Guide
Assessment Methods
Assessment methods must be chosen to ensure that answering the phone and making phone calls can be practically demonstrated. Methods must
include assessment of knowledge as well as assessment of practical skills.
• direct observation of candidate answering and making a variety of phone calls
• review of messages taken on behalf of customers and colleagues
• role-plays to observe candidate dealing with difficult customer or situations

Solving Problems 1
Using Technology 1

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Unit THHGTR01.B Coach Others in Job Skills
Signature ................................................................ Date ..............................

Range of Variables
Factors which could influence the decision whether or not to conduct coaching may include:
• request for coaching from colleague to be coached
• own observation and workplace experience
• direction from other colleagues.
Coaching sessions could be conducted in a range of contexts including:
• on-the-job during work hours
• before or after work
• in a simulated location away from the actual workplace.
Skills to be coached are generally those which do not require formal or extended training sessions but which are short, commonly-used tasks
such as:
• customer service skills
• technical or practical skills such as operating equipment, making something or completing documentation
• selling or promoting products and servicing.
Underpinning knowledge refers to the essential knowledge required to carry out tasks or undertake skills effectively such as:
• ingredients or components of items
• knowledge of products or services
• principles underpinning skills such as communication, selling
• reasons for undertaking various tasks
• legislative, occupational health and safety or hygiene requirements.
Performance problems or difficulties may be due to:
• shyness or lack of confidence
• breakdown in communication
• language or cultural barriers
• insufficient opportunity to practise
• inappropriate circumstances for coaching.

1 Prepare for on job coaching
• Identify the need for coaching based on a range of factors.
• Identify specific coaching needs through discussion with the colleague to be coached.
• Where appropriate, organise with the colleague a specific time and place for coaching in
accordance with enterprise policy.
2 Coach colleagues on the job
• Explain to the colleague the overall purpose of coaching.
• Explain and demonstrate the specific skills to be coached.
• Communicate clearly any underpinning knowledge required.
• Check the colleague’s understanding.
• Provide the colleague the opportunity to practise the skill and ask questions.
• Provide feedback in a constructive and supportive manner.
3 Follow up coaching
• Monitor progress with new skills in the workplace and provide supportive assistance as
required.
• Report progress to the appropriate person as required.
• Identify performance problems or difficulties with the coaching and rectify them or refer them to
the appropriate person for follow-up.
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Unit THHCCH02.A Prepare, Cook, and Serve for Menus (Holistic Unit)
Signature ................................................................ Date ..............................

Range of Variables
Contexts for this unit may vary depending on the nature of the enterprise. For example, menus may be classical, contemporary or ethnic and service
may be formal or informal.
Food must be prepared, cooked and served for all of the following food service periods:
• breakfast
• lunch
• dinner
• special function.
Food items to be prepared, cooked and served must include:
• appetisers and salads
• stocks, sauces and soups
• vegetables, eggs and farinaceous
• poultry and game
• fish and seafood
• meat
• hot and cold desserts
• pastries, cakes and yeast goods.
Types of menus will vary according to the enterprise and occasion but must include:
• àla carte
• buffet.
Cookery methods will vary according to the menu and food items to be prepared, but must include:
• boiling
• poaching
• steaming
• stewing
• braising
• roasting
• baking
• grilling
• shallow frying
• deep frying.
• microwaves
• deep fryers
• salamanders
• food processors
• blenders
• mixers
• slicers
• pans
• utensils
• steamers
• bains marie.
Meeting special requests or dietary requirements may include:
• quality reviews
• re-stocking

1 Co-ordinate, organise and prepare for food service
• Determine and accurately calculate commodity quantities for a menu and determine
requirements for quality and style according to recipes and specifications.
• Develop and follow a work schedule to maximise efficiency, taking into consideration roles
and responsibilities of other team members.
• Cook and serve menu items according to menu and service style, using appropriate methods
of cookery.
• Adjust menu items and ingredients to meet special requests or dietary requirements of
customers.
• Cook and serve menu items to meet customer expectations of quality, appeal of presentation
and timeliness of delivery.
• Work co-operatively as part of kitchen team and delegate tasks appropriately.
requirements.
3 Co-ordinate and complete end of service requirements
• Co-ordinate end of service procedures according to enterprise practices.
• Participate in post service de-brief.

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Cookwest Competency RCDBK

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Cookwest Competency RCDBK

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COMPETENCY RECORD BOOK

FOR COMMERCIAL COOKERY

ABOUT THIS BOOK.................................................................................................................................................................................................. 3

How to use this Book

ADDRESS: ......................................................................................... ADDRESS: .......................................................................................

....................................................... POSTCODE: ........................... PHONE: ...............................................

PHONE: ....................................................... PERIOD OF WORK FROM: ........................ TO:........................

TRADE NAME, QUALIFICATION AND AQF LEVEL

Trade Name: Cookery

HOW TO GET THE MOST OUT OF YOUR APPRENTICESHIP

Your responsibility as an apprenticeship:

Evidence may be drawn from a variety of assessment methods/sources:

Your responsibility as an employer to an apprentice is twofold:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Trainee’s Comments: (example of important points learnt for this unit)

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Trainee’s Comments: (example of important points learnt for this unit)

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainee’s Comments: (example of important points learnt for this unit)

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Trainee’s Comments: (example of important points learnt for this unit)

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainee’s Comments: (example of important points learnt for this unit)

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................

Elements/Performance Criteria On-Job Off-Job Date

Trainee’s Comments: (example of important points learnt for this unit)

Trainer/Workplace Assessor’s Comments:

Signature ................................................................ Date ..............................