BTEC

Edexcel Level 5 BTEC Higher Nationals in Hospitality Management
July 2005

Guidance and units

Edexcel Level 5 BTEC Higher Nationals in

Hospitality Management

Edexcel Limited is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brands. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800 (calls may be recorded for training purposes) or visit our website at www.edexcel.org.uk

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Authorised by Jim Dobson Prepared by Hayley Dalton Publications Code BH016271 All the material in this publication is copyright © Edexcel Limited 2005

EDEXCEL LEVEL 5 BTEC HIGHER NATIONALS IN HOSPITALITY MANAGEMENT

BTEC Higher National Certificate and Diploma in Hospitality Management BTEC Higher National Certificate and Diploma in Hospitality Management (Licensed Retail) BTEC Higher National Certificate and Diploma in Hospitality Management (Culinary Arts) BTEC Higher National Certificate and Diploma in Hospitality Management (Leisure and Tourism)
The Qualifications Curriculum Authority (QCA) has introduced changes to the National Qualifications Framework (NQF) in the way it sets out the levels at which qualifications are recognised. Its revised levels broadly compare with the Framework for Higher Education Qualifications (FHEQ). The academic level of BTEC Higher National Certificates and Diplomas has not changed and they will remain as Intermediate level qualifications on the FHEQ. However, the QCA changes will allow the NQF to recognise more precisely the true academic level of BTEC Higher Nationals and they will now be designated at the revised NQF Level 5. As the academic level has not changed, progression to BTEC Higher Nationals will still be from Level 3 qualifications and progression from BTEC Higher Nationals will be to qualifications at the revised Level 6. Learners’ progression routes do not necessarily involve qualifications at every level. Specifications for all new accreditations after September 2004 will show both the original and revised NQF levels and the QCA Openquals database (www.qca.org.uk/openquals) will show both the original level and the revised level for each of these qualifications. Certification will be at the original levels up until December 2005. All certifications after that date will be at the revised levels. Further information on these changes can be obtained from QCA at www.qca.org.uk/qualifications/types/7918.html

BTEC Higher Nationals within the National Qualifications Framework (NQF)
NQF Original levels
5 Level 5 BTEC Advanced Professional Diplomas, Certificates and Awards 4

Revised levels #
8 No current BTEC qualifications 7 Level 7 BTEC Advanced Professional Diplomas, Certificates and Awards 6 No current BTEC qualifications 5

Framework for Higher Education Qualifications (FHEQ)
D (doctoral) doctorates M (masters) masters degrees, postgraduate certificates and diplomas H (honours) bachelors degrees, graduate certificates and diplomas I (intermediate) diplomas of higher education and further education, foundation degrees, higher national diplomas C (certificate) certificates of higher education

Level 4 BTEC Higher National Diplomas and Certificates
Level 4 BTEC Professional Diplomas, Certificates and Awards

Level 5 BTEC Higher National Diplomas and Certificates

Level 5 BTEC Professional Diplomas, Certificates and Awards 4 Level 4 BTEC Professional Diplomas, Certificates and Awards 3 There is no change to Level 3 in the revised NQF

Level 3 BTEC National Diplomas, Certificates and Awards Level 3 BTEC Diplomas, Certificates and Awards Advanced GCE 2 There is no change to Level 2 in the revised NQF Level 2 BTEC First Diplomas and Certificates Level 2 BTEC Diplomas, Certificates and Awards GCSEs grades A*–C 1 There is no change to Level 1 in the revised NQF Level 1 BTEC Introductory Diplomas and Certificates Level 1 BTEC Diplomas, Certificates and Awards GCSEs grades D–G Entry There is no change to Entry Level in the revised NQF Entry Level BTEC Certificates in Skills for Working Life and Life Skills # The revised NQF applies from 1 September 2004 and will be fully implemented from 1 January 2006. The revision is designed to recognise more precisely the academic levels at the higher levels of the framework: the actual content and other attributes of the respective qualifications are not altered or diminished. The revision also provides better alignment with the FHEQ used in universities and higher education institutions.

Contents

Qualification titles covered by this specification Introduction Structure of the qualification
BTEC Higher National Certificates BTEC Higher National Diplomas

1 2 2
2 2

Key features
National Occupational Standards Qualification Requirements Higher-level skills BTEC Higher National Certificate BTEC Higher National Diploma

11
12 12 12 13 13

Teaching, learning and assessment
Unit format Learning and assessment Grading Higher National units Grade descriptors Accreditation of Prior Learning (APL)

14
14 15 16 18 19

Quality assurance of BTEC Higher Nationals
Centre and programme approval Monitoring centres’ internal quality systems Independent assessment: the role of the external examiner

20
20 20 21

Programme design and delivery
Mode of delivery Resources Delivery approach Meeting local needs Locally-devised specialist units Limitations on variations from standard specifications

22
22 23 23 23 24 24

Access and recruitment
Restrictions on learner entry Access arrangements and special considerations

24
25 25

The wider curriculum
Spiritual, moral, ethical, social and cultural issues Environmental issues European developments Health and safety issues Equal opportunities issues

25
25 26 26 26 26

Useful publications
Professional body contact details How to obtain National Occupational Standards

27
27 28

Professional development and training Further information Core units
Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience

28 29 31
33 43 51 59 67 75 81

Specialist units
Unit 8: Unit 9: Procurement Hospitality Operations Management

87
89 95 105 111 117 125 133 141 149 155

Unit 10: Food and Society Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing Unit 16: Sales Development and Merchandising Unit 17: Quality Management

Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise Unit 23: Financial Management Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business Unit 26: Research Project Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy Unit 34: World Cuisine Unit 35: Creative Patisserie Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet Unit 39: The Sport and Leisure Industry Unit 40: Heritage and Cultural Management Unit 41: Entertainment and Venue Management Unit 42: Sport and Leisure Tourism Unit 43: The Travel and Tourism Environment Unit 44: Tourism Development Planning Unit 45: Tourism Destinations Unit 46: Tour Operations Management

163 169 175 181 189 197 203 209 217 223 229 235 241 249 257 265 275 283 291 297 305 313 319 327 333 339 345 351 357

Annex A QCA codes 363 363 Annex B Qualification Requirement 365 365 Annex C Wider curriculum mapping 369 369 Annex D National Occupational Standards 371 371 .

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 1 . Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. These qualification titles are as they will appear on the learner’s certificate. Providing this happens.Qualification titles covered by this specification Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management (Licensed Retail) Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management (Licensed Retail) Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management (Culinary Arts) Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management (Culinary Arts) Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management (Leisure and Tourism) Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management (Leisure and Tourism) These qualifications have been accredited to the National Qualifications Framework (NQF). centres are able to describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience. The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

Structure of the qualification BTEC Higher National Certificates The BTEC Higher National Certificates in Hospitality Management are 10-unit qualifications of which seven are core units. It includes advice about Edexcel’s policy regarding access to its qualifications. the design of programmes of study and delivery modes.Introduction This document contains the units and associated guidance for the National Qualifications Framework (NQF) Edexcel Level 5 BTEC Higher Nationals in Hospitality Management. BTEC Higher National Diploma programmes must contain a minimum of eight units designated at H2 level. 2 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . The guidance contains further details of the teaching. assessment and quality assurance of these qualifications. BTEC Higher National Diplomas The BTEC Higher National Diplomas in Hospitality Management are 16-unit qualifications of which seven are core units. BTEC Higher National Certificate programmes must contain a minimum of five units designated at H2 level. learning. Each unit sets out the required outcomes and content and includes advice regarding appropriate delivery and assessment strategies.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 3 .Structure of the Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — choose three units 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Procurement Hospitality Operations Management Food and Society Conference and Banqueting Management Contract and Event Management On-Licensed Trade Management People Management Marketing Sales Development and Merchandising Quality Management Facilities Operations Facilities Management External Business Environment Business Health Check Small Business Enterprise Financial Management Information Management and Technology Introduction to Internet and E-Business Research Project H1 H2 H1 H2 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H2 H2 H1 H1 H2 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Certificate programme must contain 10 units with a minimum of five units designated at H2 level.

Structure of Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — choose nine units 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Procurement Hospitality Operations Management Food and Society Conference and Banqueting Management Contract and Event Management On-Licensed Trade Management People Management Marketing Sales Development and Merchandising Quality Management Facilities Operations Facilities Management External Business Environment Business Health Check Small Business Enterprise Financial Management Information Management and Technology Introduction to Internet and E-Business Research Project H1 H2 H1 H2 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H2 H2 H1 H1 H2 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Diploma programme must contain 16 units with a minimum of eight units designated at H2 level. 4 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Structure of the Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management (Licensed Retail) Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — Group A — choose a minimum of two units 13 16 27 28 29 On-Licensed Trade Management Sales Development and Merchandising Cellar and Bar Operations Law for Licensed Premises Introduction to Brewing Science Specialist units — Group B 9 11 14 15 18 21 25 36 37 Hospitality Operations Management Conference and Banqueting Management People Management Marketing Facilities Operations Business Health Check Introduction to Internet and E-Business Catering Technology Food Hygiene and the Environment H2 H2 H2 H2 H1 H2 H1 H2 H2 H2 H2 H2 H2 H2 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Certificate programme must contain 10 units with a minimum of five units designated at H2 level. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 5 .

6 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Structure of the Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management (Licensed Retail) Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — Group A — choose a minimum of four units 13 16 27 28 29 On-Licensed Trade Management Sales Development and Merchandising Cellar and Bar Operations Law for Licensed Premises Introduction to Brewing Science Specialist units — Group B 9 11 14 15 18 21 25 36 37 Hospitality Operations Management Conference and Banqueting Management People Management Marketing Facilities Operations Business Health Check Introduction to Internet and E-Business Catering Technology Food Hygiene and the Environment H2 H2 H2 H2 H1 H2 H1 H2 H2 H2 H2 H2 H2 H2 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Diploma programme must contain 16 units with a minimum of eight units designated at H2 level.

Structure of the Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management (Culinary Arts) Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — Group A — choose a minimum of two units 10 30 31 32 33 34 35 Food and Society Menu Planning and Product Development Planning and Managing Food Production Planning and Managing Food and Beverage Service Contemporary Gastronomy (double unit — counts as two units) World Cuisine Creative Patisserie (double unit — counts as two units) Specialist units — Group B 9 11 13 21 22 36 37 38 Hospitality Operations Management Conference and Banqueting Management On-Licensed Trade Management Business Health Check Small Business Enterprise Catering Technology Food Hygiene and the Environment Nutrition and Diet H2 H2 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H2 H1 H2 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Certificate programme must contain 10 units with a minimum of five units designated at H2 level. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 7 .

Structure of the Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management (Culinary Arts) Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — Group A — choose a minimum of four units 10 30 31 32 33 34 35 Food and Society Menu Planning and Product Development Planning and Managing Food Production Planning and Managing Food and Beverage Service Contemporary Gastronomy (double unit — counts as two units) World Cuisine Creative Patisserie (double unit — counts as two units) Specialist units — Group B 9 11 13 21 22 36 37 38 Hospitality Operations Management Conference and Banqueting Management On-Licensed Trade Management Business Health Check Small Business Enterprise Catering Technology Food Hygiene and the Environment Nutrition and Diet H2 H2 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H2 H1 H2 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Diploma programme must contain 16 units with a minimum of eight units designated at H2 level. 8 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Structure of the Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management (Leisure and Tourism) Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — Group A — choose a minimum of two units 39 40 41 42 43 44 45 46 The Sport and Leisure Industry Heritage and Cultural Management Entertainment and Venue Management Sport and Leisure Tourism The Travel and Tourism Environment Tourism Development Planning Tourism Destinations Tour Operations Management Specialist units — Group B 9 11 13 14 15 16 19 21 25 Hospitality Operations Management Conference and Banqueting Management On-Licensed Trade Management People Management Marketing Sales Development and Merchandising Facilities Management Business Health Check Introduction to Internet and E-Business H2 H2 H2 H2 H2 H2 H2 H2 H1 H1 H1 H2 H2 H1 H2 H1 H1 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Certificate programme must contain 10 units with a minimum of five units designated at H2 level. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 9 .

Structure of the Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management (Leisure and Tourism) Unit number 1 2 3 4 5 6 7 Core units — all seven units must be taken The Contemporary Hospitality Industry The Developing Manager Customer Service Food and Beverage Operations Rooms Division Operations Management Accounting for Hospitality Industry Experience Specialist units — Group A — choose a minimum of four units 39 40 41 42 43 44 45 46 The Sport and Leisure Industry Heritage and Cultural Management Entertainment and Venue Management Sport and Leisure Tourism The Travel and Tourism Environment Tourism Development Planning Tourism Destinations Tour Operations Management Specialist units — Group B 9 11 13 14 15 16 19 21 25 Hospitality Operations Management Conference and Banqueting Management On-Licensed Trade Management People Management Marketing Sales Development and Merchandising Facilities Management Business Health Check Introduction to Internet and E-Business H2 H2 H2 H2 H2 H2 H2 H2 H1 H1 H1 H2 H2 H1 H2 H1 H1 Unit level H1 or H2 H2 H2 H1 H1 H1 H1 H2 The BTEC Higher National Diploma programme must contain 16 units with a minimum of eight units designated at H2 level. 10 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

including investigatory and research skills focusing on management issues within the context of hospitality. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 11 . skills and motivation as a basis for future studies and career development in hospitality management. personal qualities and attributes essential for successful performance in working life developing the individual’s ability to make an immediate contribution to employment in the hospitality management industry. depending on the match of the BTEC Higher National units to the degree programme in question. with a strong work-related emphasis.Key features BTEC Higher Nationals are designed to provide specialist vocational programmes. leading to a nationally-recognised Level 5 vocationally-specific qualification providing opportunities for full-time learners to gain a nationally-recognised vocationally specific qualification to enter employment in hospitality management or progress to highereducation. licensed retail. knowledge. • • • • • This qualification meets the needs of the above rationale by: • • developing a range of knowledge and understanding. leisure or tourism providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life within the hospitality industry. front of house manager or events manager providing opportunities for hospitality managers to follow specialised areas of study directly relevant to individual vocations and professions within the hospitality industry. or specialist culinary arts. skills and techniques. understanding and skills of learners in the field of hospitality management in a range of fields. including those suggested above providing opportunities for learners to focus on the development of higher-level skills in a hospitality management context. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows progression direct into employment. including study within the licensed trade. leisure and/or tourism sectors. linked to professional body requirements and National Occupational Standards where appropriate. vocational qualifications such as a full-time degree in hospitality management or related areas such as business management or leisure and tourism management developing the knowledge. BTEC Higher Nationals offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in their sector. Learners are attracted to this strong vocational programme of study that meets their individual progression needs whether this is into employment or to further study on degree or professional courses. through effective use and combination of the knowledge and skills gained in different parts of the programme providing opportunities for specialist study relevant to individual vocations and contexts enabling progression to an undergraduate degree or further professional qualification in hospitality management or a related area providing flexibility. food and beverage or leisure and tourism sectors. for example food and beverage manager. A key progression path for BTEC Higher National Certificate and Diploma learners is to the second or third year of a degree or honours degree programme. BTEC Higher Nationals in Hospitality Management have been developed to focus on: • providing education and training for a range of management careers in hospitality.

the Hospitality and Catering International Management Association (HCIMA) publishes their Corpus of Management Excellence. Edexcel standard specification titles are developed from the Qualification Requirements. These relationships are identified in the Links section of the units. synthesising and summarising information about research and investigations into hospitality management issues critically. It encompasses 48 blocks. which summarises the topics that the hospitality professional can make use of during their working career. Qualification Requirements Edexcel has published Qualification Requirements as part of the revision of BTEC Higher Nationals. The Qualification Requirement for BTEC Higher Nationals in Hospitality Management is given in Annex B. the qualifications provide underpinning knowledge for the National Occupational Standards.National Occupational Standards BTEC Higher Nationals in Hospitality Management are designed to relate to the National Occupational Standards in the management sector. as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. employers and professional bodies to confidently provide progression opportunities to successful learners. Qualification Requirements provide consistent standards within the same vocational area and clearly identify the skills and knowledge that can be expected of any holder of an identical BTEC Higher National. Higher-level skills Learners studying for BTEC Higher Nationals in Hospitality Management will be expected to develop the following skills during the programme of study: • analysing. The Corpus is divided into three levels: supervisory. They also identify the higher-level skills associated with the qualifications and any recognition by relevant professional bodies. However. such as the findings of Unit 7: Industry Experience 12 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Qualification Requirements set out the aims and rationale of the qualifications and provide the framework of curriculum content. which should be demonstrated in a work context. which are sub-divided into four clusters: • • • • core hospitality topics key management themes sector topics supporting hospitality topics. This will allow higher education institutions. Links to Management National Occupational Standards are indicated in each unit and mapped in Annex D. BTEC Higher Nationals do not purport to deliver occupational competence in the sector. There are currently no National Occupational Standards for hospitality at Level 5. Licensed centres comply with the Qualification Requirements when developing BTEC Higher Nationals under these standard titles. In addition to the National Occupational Standards. operational and senior management. Units from the Edexcel Level 5 BTEC Higher Nationals in Hospitality Management have been mapped to the Corpus where appropriate. However. some units in the Higher Nationals in Hospitality Management relate to Management NVQ units. which in turn form the basis of the Management National Vocational Qualifications (NVQs).

• the ability to read and use appropriate literature. Full-time learners have the opportunity to do this through formal work placements or their part-time employment experience. The qualifications are mode free but they are primarily undertaken by part-time learners studying over two years. This specification provides centres with a framework to develop engaging programmes for higher-education learners who are clear about the area of employment that they wish to enter. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 13 . They allow progression into or within employment in the hospitality sector. with critical understanding the ability to think independently and solve problems. The BTEC Higher National Certificate in Hospitality Management mainly offers a progression route for learners who are employed in the hospitality industry. BTEC Higher National Diploma The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than the BTEC Higher National Certificate. either directly on achieving the award or following further study to degree level. Unit 2: The Developing Manager and Unit 26: Research Report designing. particularly in Unit 1: The Contemporary Hospitality Industry. understanding and practical skills required in the hospitality sector and also offers particular specialist emphasis through the choice of specialist units. such as reports on the human resource challenges facing the hospitality industry or executive summaries from the annual ‘Chefs’ Conference’. Higher National Diplomas are mode free but are followed predominately by full-time learners. for example about issues such as the contemporary hospitality industry the ability to take responsibility for their own learning and recognise their own learning style. for example the outcomes of Unit 7: Industry Experience or Unit 26: Research Project. • • • • • • BTEC Higher National Certificate The 10-unit BTEC Higher National Certificate in Hospitality Management provides a specialist work-related programme of study that covers the key knowledge. planning. reflected in Unit 2: The Developing Manager obtaining and integrating several lines of subject-specific evidence to formulate and test hypotheses. conducting and reporting on investigations. The BTEC Higher National Diploma in Hospitality Management provides opportunities for learners to apply their knowledge and practical skills in the workplace. In some sectors there are opportunities for those wishing to complete an intensive programme of study in a shorter period of time. through research into the problems and issues facing commercial hospitality organisations or the wider aspects of the contemporary hospitality industry recognising the moral and ethical issues of enquiry into hospitality management and appreciating the need for ethical standards and professional codes of conduct. for example through Unit 7: Industry Experience or Unit 26: Research Project applying subject knowledge and understanding to address familiar and unfamiliar problems. BTEC Higher National Certificates provide a nationally-recognised qualification offering career progression and professional development for those already in employment and opportunities to progress into higher education.

At H2 level the emphasis is on application and evaluation of contrasting ideas. Teaching. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. 14 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .The qualification prepares learners for employment in the hospitality sector and will be suitable for learners who have already decided that they wish to enter this area of work. theories and practices. learning hours and NQF level The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance. Each unit is assigned a notional level indicator of H1 or H2. Other learners may want to extend the specialism that they followed on the BTEC Higher National Certificate programme. and an increasing independence in systematic enquiry and analysis. Learners must achieve all the outcomes in order to pass the unit. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification. The units in BTEC Higher National qualifications all have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners. Unit format Each unit is set out in the following way. All units will be individually graded as ‘pass’. greater specialisation in the field of study. At H1 level the emphasis is on the application of knowledge. Unit title. learners may progress to degree or other higher-education studies in the hospitality sector or a related industry. Summary of learning outcomes The outcomes of the unit identify what each learner must do in order to pass it. Progression from this qualification may well be into or within employment in the hospitality sector. use of analytical skills and selection and organisation of information. indicating the relative intellectual demand. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in hospitality or progress into higher education. learning and assessment Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher National Certificate and all 16 units to be awarded a BTEC Higher National Diploma. The assessment of BTEC Higher National qualifications is criterion-referenced and centres are required to assess learners’ evidence against published learning outcomes and assessment criteria. assessors and those responsible for monitoring national standards. Alternatively. Description of unit A brief description of the overall purpose of the unit is given. and learner autonomy. together with the key areas of study associated with the unit. principles. skills and understanding. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. use of conventions in the field of study. complexity and depth of study. ‘merit’ or ‘distinction’.

The guidance is based on the more usual delivery modes and is not intended to rule out alternative approaches. or the application of the learning etc. Please note all aspects of the listed topics should be covered. This subsection should be read in conjunction with the assessment criteria and the generic grade descriptors. Support materials — identifies. Guidance This section is not prescriptive but provides additional guidance and amplification related to the unit to support teachers/deliverers and assessors. where items listed are merely indicative. with clear and constructive comments about weaknesses and how these might be addressed. • • Delivery — offers guidance about possible approaches to delivery. Resources — identifies the specialist resources likely to be needed to allow learners to generate the evidence required by each unit. learners need constructive feedback and guidance about how to improve. Evidence of this learning. magazines. Therefore. except those that begin with ‘eg’. Links — sets out the links between units. supported by the generic grade descriptors. Its subsections are given below. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 15 . publications and websites that may support the delivery of the unit. videos. Assessment — provides advice about the nature and type of evidence that learners are likely to need to produce. Therefore. The assessor and learner must be actively engaged in promoting a common understanding of the assessment criteria and the grade descriptors (what it is they are trying to achieve and how well they achieve it) for further learning to take place. journals. Any links to the National Occupational Standards will be highlighted here. where appropriate. delivery and assessment. the process of assessment should be part of the effective planning of teaching and learning by providing opportunities for both the learner and assessor to obtain information about progress towards learning goals. textbooks. The centre will be asked to ensure that this resource requirement is in place when it seeks approval from Edexcel to offer the qualification.Content This section picks up highlighted words from the outcomes and amplifies the content coverage required when addressing the outcomes. • • • Learning and assessment The purpose of assessment is to ensure that effective learning of the content of each unit has taken place. Only those subsections which apply to the unit will appear. capitalising on strengths. The content section will often provide lists of topics. is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit. Outcomes and assessment criteria Each unit contains statements of the evidence that each learner should produce in order to receive a pass. The process of assessment can aid effective learning by seeking and interpreting evidence to decide the stage that learners have reached in their learning. Provides opportunities for integration of learning. what further learning needs to take place and how best to do this.

It is advised that assessment criteria and contextualised grade descriptors are clearly indicated on each assessment instrument to provide a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and to assist with internal standardisation processes. Summary of grades In order to achieve a pass In order to achieve a merit • • • In order to achieve a distinction • • all outcomes and associated assessment criteria have been met. reliable and fit for purpose. Consequently. building on the application of the assessment criteria.Assessment instruments are constructed by centres. they need to ensure that the instruments are valid. Each of the generic merit and distinction grade descriptors can be amplified by use of indicative characteristics. Tasks/activities should enable learners to produce evidence that relates directly to the assessment criteria and grade descriptors. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. Grading Higher National units The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. centres should select from the list or may construct other appropriate indicative characteristics for their sector programme which may be drawn from the appropriate higher-level skills. pass and merit requirements achieved all distinction grade descriptors achieved. to reflect the nature of the sector concerned. When centres are designing assessment instruments. The merit and distinction grade descriptors can be achieved in a flexible way. 16 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . merit or distinction. This means that learners are able to access the qualification through a unitised approach. and support the generic grade descriptors. Centres are encouraged to place emphasis on practical application of the assessment criteria. These give a guide to the expected learner performance. Merit and distinction grades are awarded for higher-level achievement. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Assessment instruments should collectively ensure coverage of all assessment criteria within each unit and should provide opportunities for the evidencing of all the grade descriptors. The generic merit and distinction grade descriptors listed on pages 18–19 are for grading the total evidence produced for each unit and describe the learner’s performance over and above that for a pass grade. providing a realistic scenario for learners to adopt. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. pass requirements achieved all merit grade descriptors achieved. The creation of assessment instruments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised. Each unit will be graded as a pass. making maximum use of work-related practical experience and reflecting typical practice in the sector concerned. eg in a sequential or holistic mode. The indicative characteristics shown in the table for each of the generic grade descriptors are not exhaustive.

The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 17 .Contextualising the generic grade descriptors The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit.

Grade descriptors Pass grade A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit grade Merit descriptors In order to achieve a merit the learner must: • identify and apply strategies to find appropriate solutions Indicative characteristics The learner’s evidence shows: • • • • select/design and apply appropriate methods/ techniques • • • • • • • • present and communicate appropriate findings • • • • • effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied relevant theories and techniques have been applied a range of methods and techniques have been applied a range of sources of information has been used the selection of methods and techniques/sources has been justified the design of methods/techniques has been justified complex information/data has been synthesised and processed appropriate learning methods/techniques have been applied the appropriate structure and approach has been used coherent. logical development of principles/concepts for the intended audience a range of methods of presentation have been used and technical language has been accurately used communication has taken place in familiar and unfamiliar contexts the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used 18 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

uk). assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met. Full guidance about Edexcel’s policy on APL is provided on our website (www. managed and organised activities have been managed the unforeseen has been accommodated the importance of interdependence has been recognised and achieved ideas have been generated and decisions taken self-evaluation has taken place convergent and lateral thinking have been applied problems have been solved innovation and creative thought have been applied receptiveness to new ideas is evident effective thinking has taken place in unfamiliar contexts Accreditation of Prior Learning (APL) Edexcel encourages centres to recognise learners’ previous achievements and experience through APL. As with all evidence.org.edexcel. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 19 . Assessors should assess this evidence against the Higher National standards in the specifications in the normal way. Learners may have evidence that has been generated during previous study.Distinction grade Distinction descriptors In order to achieve a distinction the learner must: • use critical reflection to evaluate own work and justify valid conclusions Indicative characteristics The learner’s evidence shows: • • • • • take responsibility for • managing and organising • activities • • • • demonstrate convergent/lateral/ creative thinking • • • • • • • conclusions have been arrived at through synthesis of ideas and have been justified the validity of results has been evaluated using defined criteria self-criticism of approach has taken place realistic improvements have been proposed against defined characteristics for success autonomy/independence has been demonstrated substantial activities. projects or investigations have been planned. in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification.

as higher-level vocational qualifications at Level 5 on the NQF. etc). Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements. The approval letter will also contain a programme definition for each qualification approved. chief executive. centres may present evidence of their operation within a recognised code of practice. and should not create unnecessary barriers. where appropriate. Centres that have a recent history of delivering BTEC Higher National qualifications and have an acceptable quality profile in relation to their delivery will be able to gain approval through an accelerated process. Alternatively. which already apply to all further education centres. Such applications have to be supported by the head of the centre (principal. such as that of the Quality Assurance Agency for Higher Education. The programme definition clearly states to the centre all units that comprise the qualification for which the centre is approved. together with the effectiveness of internal examination and standardisation processes. will comprise three main components: • approval process — a control measure to confirm that individual centres (and programme teams) are appropriately resourced and competent to deliver a BTEC Level 5 programme of study monitoring of centres — a method of monitoring centres’ internal quality systems to ensure ongoing fulfilment of initial requirements and. • • Centre and programme approval Approval to offer BTEC Higher National qualifications will vary depending on the status of the centre.Quality assurance of BTEC Higher Nationals The quality assurance system for BTEC Higher National qualifications. This should include the consistent application of policies affecting learner registrations and appeals. Edexcel reserves the right to confirm independently that these arrangements are operating to our satisfaction. This measure should be consistent and reliable over time. Centres that are new to the delivery of BTEC Higher National qualifications will be required to submit evidence to demonstrate that they: • • • • have the human and physical resources required for effective delivery and assessment understand the implications for independent assessment and agree to abide by these have a robust internal assessment system supported by ‘fit for purpose’ assessment documentation have a system to internally verify assessment decisions to ensure standardised assessment decisions are made across all assessors and sites. 20 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Monitoring centres’ internal quality systems Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all programme areas. We communicate all approvals in writing to the head of centre in the form of a qualification approval letter. so that the certificated outcomes for each learner are not reliant on determinations by individuals or groups with a vested interest in the outcome. enhancement of those requirements to accommodate new qualifications independent assessment — a measure that provides independence within the assessment process.

Independent assessment: the role of the external examiner Supporting consistency and appropriateness of centre assessor decisions For all BTEC Higher Nationals accredited at Level 5 on the NQF. together with the roles and responsibilities of the external examiners and will communicate the details to centres in a centre handbook. that present the most appropriate evidence for this exercise. selected by the external examiner. a sample of learner work (including the centre-designed assignments on which the samples are based) selected by the external examiner. this will be reported to the centre and to Edexcel by the external examiner. The centre will be required to agree appropriate corrective action as a result of this report. The work of all learners not already sampled in the first year of the programme will be reviewed. from across the programme. including evidence of learner performance on placement. external examiners must be afforded reasonable access to the assessed parts of the programme. They are required to: • • verify that standards are appropriate for the qualification and its elements assist institutions in the comparison of academic standards across similar awards nationally. The function of the external examiner will be to review and evaluate objectively the assessment process and standards of learner attainment by independently reviewing. (The senior subject examiner may become involved in such instances. Should the external examiner be unable to provide such endorsement. appointment and training process. certification will be withheld until appropriate corrective action has taken place.) The external examiner will be required to prepare a written report after each visit. Independence in confirmation of certificated outcomes In the final year of the programme. in the first year of the programme. When they visit centres. This process of evaluation may focus upon work in units. Should any disparity occur between the judgement of centre assessors and that of the external examiner. Edexcel will define the selection. the external examiner will revisit the centre in order to independently assess learner work and to evaluate centre assessor decisions on final outcomes. The external examiner will be expected to endorse the outcomes of assessment before certification can be authorised. Edexcel will appoint appropriately qualified subject-specific external examiners to the programme in each centre. The report will include comments from the external examiner on: • • • • • • • • • • academic standards and programme specification academic standards and learner performance academic standards and assessment the assessment process assessment meetings physical resources comments of learners meetings with staff external examiner practice issues arising from previous reports BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 21 . Resolution of assessments will normally be handled at the centre’s final programme review board.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ are provided on our website. where appropriate. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. It provides the centre with feedback on the external examining process and on the judgements that determine the external examiner’s decisions on endorsement. open learning. distance learning or a combination of these. endorses the validity of the assessment process and releases certification for a cohort. Programme design and delivery The qualifications consist of core units (which are mandatory) and specialist units. the appointed external examiner. Those planning the programme should aim to enhance the vocational nature of the BTEC Higher National qualification by: • • • liaising with employers to ensure that the course is relevant to the specific needs of the learners accessing and using non-confidential data and documents from learners’ workplaces including sponsoring employers in the delivery of the programme and. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Required combinations of specialist units are clearly set out in relation to each qualification in the defined qualification structures provided in this document. or otherwise. together with other structured learning time such as directed assignments or supported individual study. It includes an estimate of time that might be allocated to direct teaching. of learner outcomes. Centres are advised to consider this definition when planning the programme of study associated with this specification. The report is a confidential document between Edexcel. areas of good practice and major issues action points. The external examiner report provides the mechanism by which the external examiner independently verifies learner ability. It excludes learner-initiated private study. These specialist units will be mostly optional and are designed to provide a specific focus to the qualification. Assessment instruments based on learners’ work environments should be encouraged. instruction and assessment. in the assessment 22 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Whatever mode of delivery is used. This is particularly important for learners studying for the qualification through open or distance learning. and the centre to use for internal/external quality assurance processes. The definition of guided learning hours is ‘a notional measure of the substance of a qualification’. This may be through traditional classroom teaching. Mode of delivery Edexcel does not define the mode of study for BTEC Higher National qualifications.• • • details of sampling general points.

Please refer to the resource section in individual units for specialist resource requirements.• • linking with company-based/workplace training programmes making full use of the variety of experiences of work and life that learners bring to the programme. centres may seek approval from Edexcel to make use of units from other standard NQF BTEC Higher National specifications. Centres should make maximum use of the choice available to them within the specialist units in these specifications to meet the needs of their learners. as well as the local skills and training needs identified by organisations such as Regional Development Agencies and Local Learning and Skills Councils. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel. Maximum use should be made of the learner’s experience. some of which can be theoretical in nature. Delivery approach It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of the BTEC Higher National qualifications. videos and documented examples of current practice eg reports from the hospitality industry. real resources acquired from commercial operations. Requirements for specialist resources are detailed in each unit. Specialist resources should include case study materials. Centres may not always be able to meet local needs using the units in this specification. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 23 . In this situation. Centres will need to justify the need for importing units from other specifications and Edexcel will ensure that the vocational focus of the qualification has not been diluted. therefore. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. together with support from the Sector Skills Council for the hospitality sector. Meeting local needs Centres should note the qualifications set out in these specifications have been developed in consultation with centres and employers in the hospitality sector. The specifications contain a balance of practical skill development and knowledge requirements. The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment. Some units will require access to specialist facilities such as kitchens or laboratories. Resources BTEC Higher National qualifications are designed to prepare learners for employment in specific sectors. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and. should normally be of industry standard.

This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres are required to recruit learners to BTEC qualifications with integrity. Centres will need to review the profile of qualifications and/or experience held by applicants. Leisure and Recreation or Business a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. The cases where this will be allowable will be very limited. Travel and Tourism. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements.Locally-devised specialist units There may be exceptional circumstances where even the flexibility of importing units from other specifications does not meet a particular local need. the entry profile is likely to include one of the following: • • • a BTEC National Certificate or Diploma in Hospitality Supervision. Limitations on variations from standard specifications The flexibility to import standard units from other BTEC Higher National specifications and/or to develop unique locally-devised specialist units is limited to a maximum of four units in a BTEC Higher National Diploma qualification and a maximum of two units only in any BTEC Higher National Certificate qualification. This profile is likely to be supported by GCSE grades at A* to C other related Level 3 qualifications • 24 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . centres can seek permission from Edexcel to develop a unit with us to meet this need. Access and recruitment Edexcel’s policy regarding access to its qualifications is that: • • • the qualifications should be available to everyone who is capable of reaching the required standards the qualifications should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications. considering whether this profile shows an ability to progress to a Level 5 qualification. Centres will need strong evidence of the local need and the reasons why the existing standard units are inappropriate. For learners who have recently been in education. Business or a similar discipline an AVCE/Advanced GNVQ in an appropriate vocational area eg Hospitality and Catering. Edexcel will need to validate these units. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. Travel and Tourism. The use of these units cannot be at the expense of the core units in any qualification. Edexcel will ensure that the integrity of the qualification is not reduced and that there is a minimum of overlap and duplication of content of existing units. In this case.

The development of management skills through Unit 2: The Developing Manager and the responsibility that accompanies such a role may extend the learner’s own awareness of his/her future role in life. social and cultural issues and an awareness of environmental issues. Unit 7: Industry Experience or Unit 26: Research Project. ethical.edexcel. Learners aged 15 and under cannot be registered for a BTEC Higher National qualification. Mapping of wider curriculum opportunities is provided in Annex C. Learners may also consider the potential for job satisfaction gained from meeting the roles and responsibilities of the job BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 25 . moral. Mature learners may present a more varied profile of achievement that is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in their work sector.org. The wider curriculum The study of the BTEC Higher Nationals in Hospitality Management provides opportunities for learners to develop an understanding of spiritual.• • an Access to Higher Education Certificate awarded by an approved further education institution related work experience. Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications. moral. learners will gain an increased awareness of their own value and role in life if they adopt the responsibility for finding a suitable commercial organisation and managing the arrangements for Unit 7: Industry Experience or Unit 26: Research Project. which is on the Edexcel website (www. social and cultural issues The specification contributes to an understanding of: • spiritual issues through development of the self through units such as Unit 2: The Developing Manager. For example. and European developments. ethical. Access arrangements and special considerations Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the Act) without compromising the assessment of skills. understanding or competence. knowledge.uk). Spiritual. health and safety considerations. 2002) concerning learners with particular requirements. This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualifications: Regulations and Guidance Relating to Learners with Special Requirements. Restrictions on learner entry The majority of BTEC Higher National qualifications are accredited on the NQF for learners aged 16 years and over.

and health and safety issues are encountered throughout. Discussions can also arise from managing customer service and the global implications of dealing with and responding to foreign cultures. the impact that changes in technology bring about regarding the disposable nature of almost all ICT equipment. Specific applications involving health and safety may not always occur. even though the context of delivery is within the UK. 26 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . The European dimensions of hospitality are reflected in a number of units. • Environmental issues Learners are led to appreciate the importance of environmental issues as they engage in hospitality study as well as through experience of the industry.• moral and ethical issues are encountered throughout the BTEC Higher Nationals in Hospitality Management as dealing with people will always involve the learner engaging in moral and ethical issues. Learners will develop a keen awareness of the need to balance a wide range of environmental issues with the operational requirement of a hospitality organisation. particularly those relating to the management of human resources. in all practical activities and consider the responsibilities of the hospitality manager for overarching health and safety issues. Learners should be aware of. and discuss. including the need to consider trends and changes in European models. European developments Much of the content of the BTEC Higher Nationals in Hospitality Management can be applied throughout Europe owing to its service-oriented nature. For example. Unit 8: Procurement is particularly useful from an environmental perspective. Discussions can be developed on issues such as organic and genetically modified foods and disposal of waste. Equal opportunities issues Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Hospitality Management. together with other units that involve the use and disposal of a wide range of equipment and products. but learners need to develop their knowledge and skills in the management of these issues. for example cooking oils. Learners will develop awareness of the safety of others. Health and safety issues BTEC Higher Nationals in Hospitality Management are practically based. Understanding the relationship between a manager and their staff or clients can lead to discussions on a wide range of social/cultural issues. Discussions can be led about the changing nature of customer demand and the effect this has on both the type of service offered by the hospitality industry and the personnel required to provide such a service. a developing understanding of the costings function in the hospitality industry will increase the learner’s awareness of the importance of accurate and fair charging for products and services. as well as themselves. particularly in consideration of the impact of various units on the lives of an organisation’s staff or clients and the substantial contribution the hospitality industry can make to the local community. Discussions could consider issues relating to compliance with the Data Protection Act 1998 and the potential for misuse of data social and cultural issues are encountered throughout the BTEC Higher Nationals in Hospitality Management.

uk British Hospitality Association Queens House 55–56 Lincoln’s Inn Fields London WC2A 3BH Telephone: Fax: Email: Website: 020 7404 7744 020 7404 7799 info@bha.uk www.org BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 27 .Useful publications Further copies of this document and related publications can be obtained from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Telephone: Fax: Email: • • 01623 467 467 01623 450 481 publications@linneydirect.org.uk British Institute of Innkeeping Wessex House 80 Park Street Camberley Surrey GU15 3PT Telephone: Fax: Email: Website: 01276 684 449 01276 230 45 reception@bii.org.hcima.bha-online. Please check the cost when you order.com Related publications include: the current Edexcel publications catalogue and update catalogue Edexcel publications concerning the quality assurance system and the internal and external verification of vocationally-related programmes may be found on the Edexcel website and in the Edexcel publications catalogue.org www.org.org. There is also a charge for postage and packing. Professional body contact details Hospitality and Catering International Management Association HCIMA Trinity Court 34 West Street Sutton Surrey SM1 1SH Telephone: Fax: Email: Website: 020 8661 4900 020 8661 4901 commdept@hcima. NB: Most of our publications are priced.uk www.bii.

managers. The national programme of training we offer can be viewed on the Edexcel website (www.uk www.uk/msu2001 Professional development and training Edexcel supports UK and international customers with training related to BTEC qualifications.com How to obtain National Occupational Standards The National Occupational Standards for Management can be obtained from: The Management Standards Centre 3rd Floor 2 Savoy Court The Strand London WC2R 0EZ Telephone: Fax: Email: Website: 020 7240 2826 020 7240 2853 management. You can request customised training through the website or by contacting one of our advisers in the Professional Development and Training Team on telephone number 0870 240 9800 to discuss your training needs.edexcel.co.instituteofcustomerservice. 28 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .org.Institute of Customer Service 2 Castle Court St Peter’s Street Colchester CO1 1EW Telephone: Fax: Email: Website: 01206 571 716 01206 546 688 enquiries@icsmail. The support we offer focuses on a range of issues including: • • • • • • • planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing student-centred learning and teaching approaches building key skills into your programme building in effective and efficient quality assurance systems.uk www.standards@managers. The training we provide: • • • is active — ideas are developed and applied is designed to be supportive and thought provoking builds on best practice.org.org. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.uk).

uk. Further information For further information please call Customer Services on 0870 240 9800 (calls may be recorded for training purposes) or visit our website at www.org.Our training will also underpin many areas of the Higher Education Staff Development Agency (HESDA)/FENTO standards for teachers and lecturers working towards them. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 29 .edexcel.

30 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Core units BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 31 .

32 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

This is designed to be responsive to contemporary issues and will enable learners to react to issues affecting the industry during their period of study. It establishes the framework of the industry using criteria defined by the centre and the learner cohort in a way that reflects their needs. Learners then have the opportunity to research recent developments in the industry. They will develop their approach and thinking processes to enable them to predict potential trends and developments in hospitality provision and management.Unit 1: Learning hours: NQF Level 5: The Contemporary Hospitality Industry 60 BTEC Higher National — H2 Description of unit This unit introduces learners to the hospitality industry. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 33 . Learners will also investigate the changing role of hospitality staff in a range of contexts. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Review the current structure of the hospitality industry Analyse recent developments in the hospitality industry Explore the changing role of hospitality staff in different contexts Predict potential trends and developments in hospitality provision and management. Learners then review the current structure using the centre definition.

conference and banqueting. contract. craft/operative. characteristics. supervisory. career and employment opportunities 2 Recent developments Operational issues: eg standard operating procedures. socio-cultural issues. national. accommodation. finance. formal and practical food safety training Customer issues: customer focus and culture. responding to niche markets. employees. kitemarking 3 Changing role Roles: craft. international aspects. management. by age/gender. future trends Organisational structure: operational areas eg food preparation. policy development. supervisor. service requirements/needs. operational. organisational change 34 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . conference and banqueting. impact of changes on stakeholders eg organisation. responsibilities eg for junior staff. security. the impact of market forces. effective implementation of food safety management systems. branding/re-branding. number of employees. performance management. customer base. workforce competency. front of house services. owner manager. customers Contexts: eg international. transferable competencies. food safety.Content 1 Current structure Scale and scope: size of outlet. flexible working. learning and development. levels of service. services. security). outsourcing services (eg human resources. levels of productivity. e-commerce Managerial issues: eg key players in the hospitality industry. drink. media issues Legislation and regulation: influence and impact of national and European legislation. turnover. leisure facilities. franchised. quality improvement. project management. type of ownership. accommodation services. benchmarking. sectors eg commercial. environmental issues. food and beverage services. roles eg management. professional attitude Structures: hierarchy. relationships with education/training providers. team leaders. to senior managers. employee expectations. compliance with legislation eg food hygiene/safety. purchasing power Diversity: products and services eg food. recruitment and retention. specific procedures/practices. management functions. supervisors.

market saturation. use of foreign language. application of forecasting techniques. political stability. employee needs. entrepreneurial opportunities. responding to external events/influences. the learning culture. work patterns and work-life balance. assessment centres. pub ownership. measuring success BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 35 . hospitality portfolio management. technology and technology applications. globalisation. reversal of existing trends. food and fashion trends.4 Potential trends and developments Trends: eg boutique hotels. the learning culture Developments: eg competitors and competing sectors. public/private partnerships. succession planning.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Review the current structure of the hospitality industry • • • • • analyse the current scale. 36 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . scope and diversity of the hospitality industry explain the organisational structure of different hospitality organisations justify the contemporary focus of the issue analyse operational and managerial issues reflecting recent developments in the hospitality industry compare and contrast the issues at operational and management levels evaluate the changes in the role of hospitality staff in different contexts assess the impact these changes have had on different stakeholders openly reciprocate ideas and viewpoints to underpin potential projections of trends or developments explain predictions of trends and developments provide a rationale and justification to support predictions of trends and developments. 2 Analyse recent developments in the hospitality industry 3 Explore the changing role of hospitality staff in different contexts • • • • • 4 Predict potential trends and developments in hospitality provision and management.

Contract catering forms a specialist sub-group. affecting a wider range of operations. guest houses. It is also particularly important to involve industry in the delivery of the unit to ensure currency and vocational relevance. (eg tied. which can reach a peak towards the end of the second year of the programme. national or multinational. However. this should consider external influences such as the implications of international operations and foreign ownership. This enables them to develop the more advanced thinking required at H2 level focusing on contemporary issues. This should be developed to consider the two major sectors of the hospitality industry. total supply) and the terms and conditions attached to different types of contracts. Learners must be clear in their thoughts and in their evidence about why a particular issue is contemporary. restaurants. Learners will need to understand the differing types of ownership. some centres may choose to define an international perspective to reflect the needs of their learners. Tutors must also be conscious that the flexible nature of this unit may lead to a narrow perspective and should take steps to ensure that learners keep an open and broad approach to their investigations. motels. local. Learners can be divided into two groups and asked to research the commercial sector eg hotels. fast-food outlets. They will need to agree with learners a working definition of the hospitality industry. It is the responsibility of the tutor to decide the focus of study. pubs. The central focus is on the hospitality industry. The unit should develop their thinking processes. takeaways. Centres may also opt for a definition that encompasses some cross-over into other sectors. if defined at national level. for example owner-manager. and the services sector eg education. partnership.Guidance Delivery Because of the infinitely changing nature of the subject. school meals. hospitals. This can be achieved through presentations by visiting speakers and visits to a range of hospitality operations. hostels. such as leisure and tourism. This decision should be reached in collaboration with the learner group and may only establish itself after some initial exploration by the learners of the industry and the issues it faces. which may be worthy of further research into the purpose of contract catering. institutional. Narrow thinking. where issues only affect a small number of providers. content is largely indicative and broadly based. clubs. managed contract. types of contract. Careful curriculum planning will be needed to support this stage of the unit. pricing. However. Contemporary ideas should address issues at industry level. which will vary in different areas of the country and in different years. inns. contract catering. tutors must first establish a platform upon which to build an assessment of the contemporary hospitality industry. time. which should be to at least national level. It is possible to deliver Outcome 1 as an introduction to the hospitality industry part of the learners’ induction. private or public limited company. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 37 . Common agreement is also important about what constitutes a contemporary issue. When introducing this unit. Case study materials will be especially helpful throughout this unit as examples of changing practice. would not be acceptable. halls of residence. budget. its characteristics. supported by handouts and case study materials. enabling them to consider such issues effectively during their future career.

such as the effect of the foot and mouth outbreak on rural hospitality. However. reflect the trend in changes of ownership for sizeable groups of hotels. Tutors should recognise that development of these techniques properly belongs in Unit 24: Information Management and Technology and these should then be applied in this unit. For example. or the type of hotel. When projecting trends and developments. as British clientele developed wider use of the domestic market. Other chefs are beginning to establish franchise operations within hotel premises. such as global issues.The remainder of the unit explores the contemporary hospitality industry. privately-owned country hotel. Learners will need to use forecasting techniques to justify their projections. circumstances enhanced trade for rural operations. or a large multinational contract catering provider. Alternative forms of evidence include a structured debate with different groups or teams of learners arguing the case for or against a particular development or trend. Other issues for consideration include the changing roles of hospitality staff. or a professional discussion. which should be well-reasoned future insights for the hospitality industry. Tutors and learners must consider positive as well as negative aspects of such events. such as the increasing importance of a customer-centred culture. such as pressures on city-centre hotel accommodation from international incidents (the 9/11 attack on the Twin Towers in New York or the 2003 Iraq war). Wider operational issues include the recent development of outsourcing and purchasing by specification to relieve pressure on the core operation of a commercial organisation. giving tutors and learners the opportunity to investigate a changing range of issues and enabling them to focus on those most pressing at the time of study. These may include a presentation to a group. Examples include the increasing focus on the customer-centred culture of hospitality and the trend for highlyskilled chefs setting up operations as owner-managers. using the development of the second and third learning outcomes as a basis. This may be through a number of contrasting areas of study. 38 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Developments in portfolio management. which in turn may lead to further evidence in different formats. for example the geographical nature of the locality. international trade and city-based operations suffered as a result of customers’ unwillingness to travel abroad. for example. Learners should also investigate wider issues affecting the hospitality industry. This interview can be set in the context of a small. study may emphasise localised issues that may affect a particular focus. leading to discussion focusing on large-scale mergers and acquisitions and the potential for the development of global brands. The future is unpredictable but learners need to develop creative and proactive thinking to enable them to anticipate future trends and developments. Assessment It is important for tutors to ensure that the area of study reflects all learning outcomes and provides learners with suitable opportunities to develop their evidence. Alternatively. a display or exhibition of information. These can result in longitudinal issues that affect the whole or major parts of the industry over a period of time. One possibility for assessment evidence could be in the form of a mock interview. following the Twin Towers attack. where the question posed by the interviewer could be: ‘What are the challenges facing the hospitality industry over the next 5–10 years?’. or through an integrated approach linking all four learning outcomes in a single piece of work. It would be the choice of the tutor to define the context and to decide at what stage learners would be told the focus of this aspect of their evidence. or for example as a role play of a shareholders’ meeting. it is most important for learners to be able to justify and rationalise their recommendations. The platform of knowledge reflecting the current structure of the UK hospitality industry underpins the remainder of the unit and learners can provide a suitable formal report.

However. which may not be explored thoroughly in mainstream units. Learners must justify and rationalise their projections of potential trends and developments. It is strongly recommended that when learners are delivering presentations. 39 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . It is not acceptable. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP17: Self Development and Personal Skills OP18: Management Studies OP20: Managing Change OP22: Managing Quality OP26: Managing Hotel Operations OP37: The Hospitality Industry. Tutors should seek to integrate this unit with others to underpin the relevance of the issues being studied. Many issues may occur naturally as part of other units. When considering recent developments. Programme teams must be careful to consider overlap with other units. However. Links This unit addresses a wide range of contemporary issues and can be linked with any other units within the programme. for example. Tutors should also consider the advantages of group work and the diversity offered from presentations by different learners. tutors should be conscious of the capabilities of individual learners and should encourage them to develop an appropriate range of skills. Resources Links with industry are critical for successful delivery. to project that a recent development (such as branding) will continue in the future. both to support the presentation of evidence for this unit and to build their capabilities as future managers of the hospitality industry. but the nature of this unit is to consider the contemporary aspects of different issues. summarising recent developments and changes in roles. Visits to hospitality operations and presentations by visiting speakers will provide extensive opportunities for debate and may offer suitable opportunities for local study. presentation of a single issue would require a much greater level of depth than a wider range of contemporary issues. before progressing to the assessment of projections. Tutors may choose to implement a staged assessment.All of these types of evidence reflect the role of the manager in the hospitality industry. dependent on the nature of their investigations. Tutors and learners should agree on a suitable blend of types of evidence to suit the nature of the evidence and individual needs. learners may focus on one issue or a range. Learners must be encouraged to read publications such as the Caterer and Hotelkeeper at every opportunity to develop their awareness of contemporary issues. LCD projectors. They must also be creative in their thinking. A bank of current case study materials (which may be drawn from the trade press) is also an essential resource. Their work should be challenging and reflect their developed ability to assess the future of the hospitality industry. presentation software. This unit links to the following Management NVQ units: • • • • • • • • • B2: Map the environment in which your organisation operates B9: Develop the culture of your organisation F9: Build your organisation’s understanding of its market and customers. they have access to the latest technological equipment eg laptop computers.

Videos and websites which focus on different outlets within the hospitality industry. jobs and employment opportunities are a further necessary resource. Tutors and learners must be aware of the speed with which information contained in textbooks and professional journals will date. 2005) ISBN 0471706388 Walker J R — Introduction to Hospitality Management (Prentice Hall. journals and local and national guides for the hospitality industry. Learners will need access to a library with a variety of texts and journals as well as access to the internet.com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) 40 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2002) ISBN 0826460771 Lattin G W — The Lodging and Food Service Industry (Amer Hotel and Motel Association. this unit should be supported by directories. 1998) ISBN 0787258571 Jones P — An Introduction to Hospitality (Thomson Learning. In addition to links with industry.Local and national statistics such as those published annually by the Hospitality Training Foundation will also add useful support to the learners’ knowledge and understanding of the size and scope of the industry. 2002) ISBN 0866122354 Powers T and Barrows C W — Introduction to Management in the Hospitality Industry (John Wiley & Sons. More details are listed on the following pages. Learners should take this into consideration and not fall into the trap of believing published information to be up to date. newspapers. 1999) ISBN 0787248649 Brotherton B — An Introduction to the UK Hospitality Industry: A Comparative Approach (Butterworth-Heinemann. Electronic databases of journal materials will provide details of extended publications.greenhotelier. 2003) ISBN 0131112937 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www. 2000) ISBN 0750647116 Brymer R A — Hospitality and Tourism: An Introduction to the Industry (Kendall Hunt. Support materials Books Borchgrevink C — Perspectives on the Hospitality Industry: An Introduction to Hospitality Management (Kendall Hunt.getfreemag.

bha-online.ih-ra. Websites often make reference to other internet information sources. These resources should be used with caution.ac.people1st.uk www.com www.uk Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.Video/DVD Broadcasts of commercial programmes relating to the hospitality industry BBC Learning Zone — hospitality programmes Websites www.caterer.org.uk British Hospitality Association a business and economics service for learners and tutors Caterer and Hotelkeeper website Hotel and Catering International Management Association (provides links to commercial websites) International Hotel and Restaurant Association People1st (formerly Hospitality Training Foundation) www.hcima.bized.org. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 41 .uk www.com www.co.

42 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

examining their own potential as a prospective manager. The unit sets the scene by exploring a range of principles and practices of management behaviour. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate principles and practices of management behaviour Analyse own potential as a prospective manager Demonstrate the roles and responsibilities of the manager in the context of a service industry Explore opportunities for career development. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 43 . learners then have the opportunity to demonstrate the roles and responsibilities of a manager in an appropriate context.Unit 2: Learning hours: NQF Level 5: The Developing Manager 60 BTEC Higher National — H2 Description of unit This unit focuses on learners’ development and their future in management. Learners must ensure that their evidence relates to the sector they are studying. a work placement or simulation. Their experience will enable them to consider how the unit and the qualification can contribute to their future career development. Learners can then apply this knowledge to self-appraisal. Using the knowledge developed throughout the programme. This may be through part-time work. This unit is common to more than one Higher National qualification.

travel. conflict management. lateral. learning programme/activities. role of partnerships and stakeholders in the organisation Communication: communications process. types of change eg demographic. value awareness. effectiveness. leisure. main contributors. objectives. change drivers 2 Prospective manager Self-knowledge and appraisal: skills audit eg management skills. leadership skills. communicating. action-orientated. legislative. authority. tourism. team building and membership. mentoring. giving and receiving feedback. coaching. self-confidence. written. communication. work scheduling. leading authorities Leadership characteristics: styles eg autocratic. decisionmaking. effective working relationships with subordinates. processes and stages in team development. customer care. positive thinking. economic.Content 1 Principles and practices Management theory and styles: assumptions and drawbacks. action planning. linear. learning cycle. learning styles. motivation theories. recreational industries 44 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . effective/ineffective teams. personal development plans Own potential: aims. qualifications (current/planned). peers. organising and planning skills. contingency approach. motivation techniques. formal/informal. time management. managerial/operational control. counselling. conflict resolution. planning. review dates. classical theories. democratic. factors influencing changes in culture. problem solving. systems approach. personal skills (eg interpersonal/motivational/communication skills). learning log. facilitation. managing and measuring the effectiveness of change. hierarchy of needs. planned change theory. SMART objectives. managers and other stakeholders Context: eg hospitality. problem solving. management learning contracts. action learning sets. personal learning logs. verbal. goals/objectives Responsibilities: product and service knowledge and development. decisionmaking eg strategic. factors affecting motivation and performance. influence of informal groups. lines of communication. delegation. sports. targets. practical/technical skills. team building. group dynamics. non-verbal. laissez faire. cognitive and creative skills. achievement dates 3 Roles and responsibilities Roles: leading and motivating staff. delegation and empowerment. management/leadership styles. influencing skills. sources and types of power. action plan. presentation. barriers to effective communication Organisational culture and change: types of organisational structure and culture. strengths and weaknesses analysis.

thinking. openings/opportunities Development plan: career development. learning. personal skills eg attitude. adaptability.4 Career development Career: relevant managerial skills eg communication. responsibility. aspirations. future needs BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 45 . personal development. behaviour. current performance.

• • 46 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2 Analyse own potential as a prospective manager 3 Demonstrate the roles and responsibilities of the manager in the context of a service industry • • • 4 Explore opportunities for career development. current performance and future needs. review and assess own performance against management skills carry out an analysis of personal strengths. weaknesses. opportunities and threats set. prioritise and agree with supervisor objectives and targets to develop own potential lead and motivate a team to achieve an agreed goal or objective in the context of a service industry demonstrate appropriate product and/or service knowledge and customer care explain and rationalise decisions made to support achievement of agreed goal or objective explain how own managerial and personal skills will support career development in a service industry devise a development plan to reflect career and personal development aspirations.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate principles and practices of management behaviour • • • • • • • differentiate between management styles examine leadership characteristics evaluate communication processes investigate organisational culture and change undertake a skills audit to identify.

These should be witnessed and accounted for by the tutor. travel. or contingency approaches that explore the effects of political. or hard and soft techniques. and spans and levels of control. It is important for learners to understand the theories involved. This unit also links to the following Management NVQ units: • • • • • • • • A1: Manage your own resources A2: Manage your own resources and professional development A3: Develop your personal networks B5: Provide leadership for your team B6: Provide leadership in your area of responsibility B7: Provide leadership for your organisation C1: Encourage innovation in your team C4: Lead change BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 47 . social. Tutors should also seek opportunities for professional discussions as a form of evidence. including hospitality. The unit should be delivered in a manner that promotes critical self-appraisal and selfdevelopment. economic. Learners should be encouraged to contribute their own experiences. Assessment This unit’s focus on the development of managerial skills should be clear in assessment evidence. product. maximising opportunities for presentations with audiences that include representatives from industry. Learners will benefit from an understanding of different types of organisational structures. interacting with the external environment. demonstrating report writing skills which may be necessary in the learner’s future career. Tutors should be aware of the context in which they are delivering the unit and ensure that examples and support materials (eg case studies and product information) are relevant. Further evidence should reflect the personable nature of the manager. technological factors. tourism. such as functional. location. Tutors should seek to integrate this unit with others to underpin the relevance of the issues being studied. systems approaches that introduce the development of socio-technical systems. sports. Management theory can be assessed through a short report. leisure and recreational industries. There should be an emphasis on learner-centred experiential learning and small-group work. for example. thereby relating theory to practice. Case studies will support delivery of the principles and practices of management. Links This unit addresses a wide range of issues relating to management and can be linked with any other units within the qualification. line and matrix.Guidance Delivery This unit can be delivered in a wide variety of contexts.

1989) ISBN 0135558220 Maund L — An Introduction to Human Resource Management: Theory and Practice (Palgrave Macmillan. 2002) ISBN 0333968077 48 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Groups and Organisation (FT Prentice Hall. Third Edition (Palgrave Macmillan. (Irwin. It is important for learners to relate theory to observable practice in an appropriate service industry sector. 2002) ISBN 0273655183 Brooks I — Organisational Behaviour: Individuals. 2001) ISBN 0333912438 Mullins L J — Management and Organisational Behaviour (FT Prentice Hall. Learners should be encouraged to ‘adopt’ an appropriate service organisation and use that organisation as a context within which to assess current practice. These individual experiences can then be fed back into the group. Second Edition (FT Prentice Hall. Resources A range of appropriate case study materials will help support the range of theories covered in this unit. 1996) ISBN 0333660951 Dresler G — Management: Principles and Practices for Tomorrow’s Leaders (Prentice Hall. Texts and journals will further add to this resource bank. 2002) ISBN 0273657984 Dawson S — Analysing Organisations.• • • • • • • • • • • D1: Develop productive working relationships with colleagues D2: Develop productive working relationships with colleagues and stakeholders F5: Resolve customer service problems F6: Monitor and solve customer service problems. Third Edition (Palgrave Macmillan. 2003) ISBN 0131044427 Hattersley M E and McJanet L — Management Communication: Principles and Practice. 2004) ISBN 0072883561 Holt D H — Management: Principles and Practices (Prentice Hall. 2004) ISBN 0273688766 Pettinger R — Introduction to Management. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP17: Self Development and Personal Skills OP18: Management Studies OP20: Managing Change OP22: Managing Quality OP26: Managing Hotel Operations OP37: The Hospitality Industry OP47: Organisational Behaviour. Support materials Books Boddy D — Management: An Introduction. apply theory and observe in a reflective way.

com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.caterer.org. 1995) ISBN 1851842063 Wood J and Wallace J — Organisational Behaviour: A Global Perspective (John Wiley & Sons.hcima. 2003) ISBN 0749439653 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www.Stredwick J — An Introduction to Human Resource Management (Heinemann Educational. Websites often make reference to other internet information sources.uk www.getfreemag.uk www.ih-ra.com www.ac.bized.uk www.org.uk British Hospitality Association a business and economics service for learners and tutors Caterer and Hotelkeeper website Hotel and Catering International Management Association International Hotel and Restaurant Association People 1st (formerly Hospitality Training Foundation) Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. 2000) ISBN 0750645806 Tamkin P.co.people1st. 2003) ISBN 0470802626 Young T — The Handbook of Project Management: A Practical Guide to Effective Policies and Procedures (Kogan Page. Barber L and Hirsch W — Personal Development Plans: Case Studies of Practice (Institute for Employment Studies. These resources should be used with caution.greenhotelier. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 49 .com www.bha-online.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Video/DVD Broadcasts of commercial programmes relating to the hospitality industry BBC Learning Zone — hospitality programmes Websites www.

50 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 51 . The unit will develop an understanding of the nature of a customer service culture and quality service in the business and services management environment. Learners must ensure that their evidence relates to the sector they are studying. It will provide an appreciation of the importance of information gathered from customers and its relevance to improved delivery of services. This unit is common to more than one Higher National qualification.Unit 3: Learning hours: NQF Level 5: Customer Service 60 BTEC Higher National — H1 Description of unit The aim of this unit is to introduce learners to the principles and objectives of customer service with a focus on business and services operations. such as sports and leisure and hospitality and catering. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Analyse a customer service policy within a business and services context Explain the purpose of promoting a customer-focused culture Investigate customer requirements and satisfaction levels Provide customer care and service for business and services operations.

improvements 52 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . influences of service provision on customer perceptions 3 Customer requirements and satisfaction levels Requirements: sources of information eg customers. use. codes of practice. qualitative. periodicals. influences affecting implementation. validity. personal Secondary research: internal eg sales records. professional associations. sources of feedback. consultation. group. quantitative. financial information. standardised procedures. external eg government publications. product and service knowledge. accuracy. effective communication Quality of service: methods of assessment. identifying and analysing customer requirements and expectations. customer expectations. customer requirements/expectations. types of response. reliability and responsiveness Evaluation: purpose. focus. observation. client databases. staff competency. customer service culture. staffing levels. hospitality and catering. management. assessment of options using researched information. non-verbal body language. motivating staff. staff. travel and tourism 2 Customer-focused culture Communication: types eg verbal. confidentiality. interview — individual. monitor customer service and satisfaction. telephone. improvements. flexibility. role of the business and services manager. survey. written. strategy. customer perceptions and satisfaction. staff training and development Context: eg sports and leisure.Content 1 Customer service policy Policies: structure. effect Customer: central role. relevance. trade journals. commercial data Satisfaction levels: planning. reliability. yield data. hairdressing and beauty therapy. use. national organisations. staffing levels. past information Primary research: sampling. methods of data collection. contact methods — mail. customer records.

different cultural backgrounds. complaints procedure. mental quality of service. state of customer — physical. under influence eg drugs. products and services. advice. children. special needs eg physically disabled. equipment. training. value for money. trends eg fashion. repeat business. ergonomic. medication Needs: products and services. urgent/non-urgent. consumer protection legislation Care: consultation. alcohol. dissatisfied. special requirements. confidentiality Benefits of improved service: customer satisfaction. personal selling. cultural and social influences. improved reputation. satisfied. reception skills.4 Customer care and service Types of customers: different age groups eg the elderly. increased profit BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 53 .

• 2 Explain the purpose of promoting a customerfocused culture • • • 3 Investigate customer requirements and satisfaction levels • • 4 Provide customer care and service for business and services operations.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Analyse a customer service policy within a business and services context • • identify the reasons for using customer service policies summarise methods of assessing the quality of customer service provision in a business and services context explain the purpose of evaluating the performance of a customer service policy and how this can assist future staff training and development events describe different communication types and how these are used to best effect explain the central role of the customer in a business and services environment assess a range of sources which provide information concerning customer requirements and satisfaction levels undertake research to investigate customer requirements and satisfaction levels explain how research can be applied to a business and services environment to improve customer satisfaction levels describe the differing and specific needs of a range of business and services customers provide customer care and service in a business and services environment explain the benefits of improved customer service to a given business and services operation. • • • 54 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Total Quality Management (TQM). visits to commercial outlets and real case studies will add vocational relevance and currency to the delivery and will provide learners with a greater appreciation of a customer focused culture. such as customers. much of the evidence may be accumulated by learners building a portfolio through work experience. It is important for tutors to develop appropriate links with commercial organisations willing to support the delivery of the unit. for example sports and leisure.Guidance Delivery Customer service is increasingly becoming the lynchpin of successful business operations. Learners should be exposed to external methods of assessing the quality of service. case studies or projects set during periods of work experience in a sport. particularly in the investigation of the process leading to specified customer service criteria. it will benefit from an integrated approach. A practical. Although this unit can be delivered as a stand-alone unit. Investors in People (IiP). colleagues. business and services-related approach is essential. Work experience may provide an ideal opportunity to investigate the development of customer service policies in specific organisations. A period of work experience in a business and services environment prior to the delivery and assessment of this unit will greatly help learners with no prior experience of the industry to which the delivery of this unit relates. For learners to gain the most benefit from this unit. As a result. Learners should examine a range of sources of feedback. such as the development of customer service policies and the customer focused culture. Assessment Evidence of outcomes may be in the form of assignments. It is important for tutors and learners to recognise the management element of the unit. management and how these impact on the formulation of customer service policy. such as International Standards Organisation (ISO). travel and tourism. hairdressing and beauty therapy. presentations. Effective management of customer service is key to successful business operations. The unit is not intended to focus on the delivery of customer service. leisure or recreational management environment. with links to the units listed below. Support materials should reflect the focus of the context in which the unit is being delivered. staff. This unit develops previous study of customer service by considering management issues and decision-making (operational and strategic) within a business and services management context. Organisations that have achieved external quality standards such as ISO 9000. tutors should ensure that it is delivered in the context of study appropriate to the learners’ needs. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 55 . as well as internal methods including standard operating procedures and other industry-devised methods. Visiting speakers. hospitality and catering. All evidence must be relevant and sufficient to justify the grade awarded. Investors in People and Total Quality Management will provide ideal case study examples for the development of evidence. Useful materials to support the development of the unit would include examples of customer service policy from commercial organisations within the relevant industry.

Case studies will usefully support this approach. 1998) ISBN 0566080052 56 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 1995) ISBN 0312124317 Dawson S — Analysing Organisations (Palgrave Macmillan. Support materials Books Crouch G et al — Consumer Psychology of Tourism. Holders of external quality standards provide an ideal focus. both local and national. Hospitality and Leisure — Volume 3 (Cabi Publishing. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP1: Managing Customer Service in Hospitality. Measuring and Managing Customer Service (Jossey Bass Wiley. 2004) ISBN 085199749X Cole G — Management Theory and Practice (Thomson Learning. Resources The use of real examples will focus the relevance of the unit and show how different organisations. Work experience will provide an invaluable source of information for the unit. 2003) ISBN 1844800881 Chattell A — Managing for the Future (Saint Martin’s Press. 2000) ISBN 0787951390 Hayes J and Dredge F — Managing Customer Service (Gower Publishing. have developed their customer care policies. 1996) ISBN 0333660951 Goodman G S — Monitoring.Links This unit can be linked with the following units in this qualification: • • • • • • • • • • • • • • • Unit 2: The Developing Manager Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 15: Marketing Unit 22: Small Business Enterprise. This unit links to the following Management NVQ units: F5: Resolve customer service problems F6: Monitor and solve customer service problems F7: Support customer service improvements F8: Work with others to improve customer service F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction.

Company data. These resources should be used with caution. These publications are available from: The Institute of Customer Service 2 Castle Court St Peter’s Street Colchester CO1 1EW Telephone: Fax: Email: Website: Websites www.Kandampully J.instituteofcustomerservice. Websites often make reference to other internet information sources.bbc. publications and promotional literature There is a wide range of printed material available from organisations at little or no cost. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 57 . Video/DVD The BBC’s Learning Zone frequently features programmes on customer service.uk www.uk/education/lzone Institute of Customer Service The Institute of Customer Service offers a range of publications including quarterly editions of Customer First and Customer Service newsletters. Tutors should use an appropriate selection to support the context of the unit and the approach they take to delivery.uk www. Information and programme timings can be found on www.informationcommissioner.com Department for Education and Skills Information Commissioner’s Office Institute of Customer Service 01206 571 716 01206 546 688 enquiries@icsmail.com Many organisations also provide a specific section on customer service on their website. Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.co. There are also books on customer service issues.instituteofcustomerservice. there is a wide range of magazines and journals available to support the management of customer service across a broad range of sectors.uk www. 1991) ISBN 0749403527 Williams A — Understanding the Hospitality Customer (Butterworth Heinemann. regional newsletters and publications associated with the National Occupational Standards in Customer Service at N/SVQ Levels 2. together with detailed material based on their research programme.co. 2000) ISBN 0789011417 Olsen M (editor) et al — Service Quality in Hospitality Organizations (Thomson Learning.dfes.gov. 3 and 4.gov. Mok C and Sparks B A — Service Quality Management in Hospitality. Tourism and Management (Haworth Press. Learners will find such materials useful in explaining customer service management in different organisations. 1995) ISBN 0304327867 Martin W B — Managing Quality Customer Service (Kogan Page. 2002) ISBN 0750652497 Further reading In addition to publications with a hospitality focus (listed in other units). Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.

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implement and evaluate a hospitality event. implementation and evaluation of a hospitality event. Learners will also develop their understanding of the processes involved in planning and developing recipes. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 59 . This unit is common to more than one Higher National qualification. together with aspects of menu design. The focus of this unit is the development and application of practical activities within a food preparation and service environment. Learners will review and evaluate different food and beverage production and service systems. The learning for the whole unit is drawn together through the planning.Unit 4: Learning hours: NQF Level 5: Food and Beverage Operations 60 BTEC Higher National — H1 Description of unit This unit introduces the learner to the practical aspects of food and beverage production and service. and a range of factors that affect menu compilation. They will investigate the importance of financial controls. financial and staffing implications for different outlets. the methods that can be used. including costs and selling prices and aspects of the purchasing programme. hospitality managers need to have the basic practical skills to enable them to operate effectively within a kitchen and restaurant operation. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Review and evaluate various food and beverage systems Investigate the importance of financial controls within food and beverage operations Plan and develop recipes and menus Plan. Learners must ensure that their evidence relates to the sector they are studying. Due to the nature of the job.

à la carte. levels of output Food and beverage outlets: eg hotels. table d’hôte. storage of equipment and supplies 3 Recipes and menus Menu and recipe development: cookery styles. food and drink which complement each other Alcoholic beverages: sources. food and beverage preparation.Content 1 Food and beverage systems Production systems: eg traditional. using a combination of prepared and fresh foods. temperature. direct. wine lists. product costs Staffing implications: skills and de-skilling. colour. dietary needs. wages. storage. centralised. variance analysis Cost and selling price: dishes. cost elements. in-flight. receipt. invoicing. cost effectiveness 60 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . outside catering. family service. nutritional considerations Methods: using fresh foods. specialist food service systems Menu design: type of food and beverage operation. cook-freeze. cooking and presentation. banqueting. customer satisfaction. cook-freeze Service systems: eg table service. batch cooking Factors affecting menu compilation: taste. achieving target profits. nutritional value Financial implications: equipment costs. plate service. timescale. foods which complement each other. restaurants. VAT Purchasing process: requisition of equipment and supplies. setting and maintaining hygiene practices Evaluation: planning. sous vide. style of service. availability. management objectives. guéridon service. net and gross profit. choice of products. balanced menus. using prepared foods. texture. fixed. selection. cook-chill. cook-chill. menus. types of menus. cost statements. staff training. ethnic and social influences. type of customer Cost control: labour materials. industrial. customer perceptions. legislation 4 Hospitality event Customer requirements: type of menu. institutional (public and private) 2 Financial controls Financial statements: dish costing sheets. flavour and appearance of dishes. job specifications. cook to order. safety and security of the working environment: procedures. overhead costs. variable. operating statements. counter service. appearance. budget restrictions Quality standards: setting and maintaining standards. food and beverage service skills Health. purchase specifications. silver service. indirect cost.

materials and commodities/products explain the factors which affect menu and recipe development describe various methods of food preparation evaluate the factors affecting menu compilation analyse the factors affecting the compilation of a wine list and the purchasing of alcoholic beverages plan and develop a menu and wine list for a hospitality event plan and implement a hospitality event. ensuring that customer requirements and satisfaction. implement and evaluate a hospitality event. 2 Investigate the importance of financial controls within food and beverage operations • • • 3 Plan and develop recipes and menus • • • • • 4 Plan.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Review and evaluate various food and beverage systems • • • • identify and review different types of food production and service systems investigate the factors affecting menu design evaluate the financial and staffing implications of a range of food and beverage systems analyse food and beverage systems within a range of food and beverage outlets explain and use financial statements used in food and beverage operations calculate the cost and selling price of food and beverage items to reflect a suitable sales mix and differential profit margins describe the purchasing process for the receipt. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 61 . safety and security of the working environment evaluate the success of the event and identify issues to be addressed for future events. maintaining and monitoring the health. storage and issue of equipment. cost control and financial targets are met implement quality standards.

Where possible. The tutor can also develop other food and beverage systems here if necessary. such as outside or travel catering. subject to appropriate confidentiality agreements. for example in-flight catering. The learning in this unit is drawn together through the planning and implementation of a special event. financial controls and menu planning developed during the unit. 62 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . either on the internet or through visits to local food and beverage outlets. Learners can present their findings to the rest of the group to share the knowledge they have gathered.Guidance Delivery This unit focuses initially on the examination of a range of food and beverage systems. This also presents an excellent opportunity for learners to undertake some research. Tutors could also capitalise on alternative areas of food and beverage provision and menu development for the travel sector. tutors should ensure that delivery and discussion is focused on the wider hospitality industry and addresses the longer-term implications of recipe development for commercial organisations. This investigation should be supported by tutor input to cover areas that learners are unlikely to encounter. in which learners can assess and make potential decisions on selling prices. Decision making about recipe development will ultimately lead to the structure of the event for which learners will be responsible. realistic data should be developed through case studies. However. implementing and evaluating a hospitality event. This area of content can be supported by a range of visiting speakers. although the focus of this learning outcome is the planning and implementation of a hospitality event. but a range of case studies can underpin content to highlight specific aspects. This approach can also be adopted to address financial controls. Assessment Evidence of outcomes should be mainly in the form of continuous assessment related to the learner’s practical and managerial skills within operational food production and food and beverage service outlets. they have access to the latest technological equipment eg laptop computers. Tutors then need to address issues relating to menu design. One major assignment should be completed where the learner demonstrates a range of food and beverage applications including planning. Again. co-ordinated by the tutor to ensure an appropriate range of systems is covered. Such statements can be provided to discussion groups. together with financial and staffing implications. case studies and examinations as appropriate. LCD projectors and presentation software. Learners should also be exposed to a variety of purchasing processes and consider the advantages and disadvantages of each. Local businesses may be willing to share real financial statements. rail catering or cross-channel ferry catering. Discussion groups. are a useful way of introducing a range of topics and assessing the level of knowledge learners already have of this aspect of the hospitality industry. including chefs and development specialists. followed by feedback. Learners should take into consideration customer requirements for the occasion and put into practice an appropriate food and beverage system. It is strongly recommended that when learners are delivering presentations. Such continuous assessment should be supported by assignments. tutors should ensure learners also focus on wider issues that may affect their future in the hospitality industry. but where this is not possible. this should be drawn out of the findings of learners’ investigations.

It also provides a basis for Unit 9: Hospitality Operations Management. and the use of relevant software applications. This can be a realistic working environment within the centre or a suitable commercial outlet that learners can use to implement their plans. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP04: Food and Beverage Skills and Knowledge OP07: Managing Food Production Operations OP08: Managing Food and Beverage Service. It can also be linked effectively with: • • • • Unit 5: Rooms Division Operations Unit 6: Management Accounting for Hospitality Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management. This unit links to the following Management NVQ units: • • • • • • • • • • • • • • • • A1: Manage your own resources A2: Manage your own resources and professional development B8: Ensure compliance with legal. It would also be useful if a number of operations areas utilised appropriate food and beverage computer systems. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 63 .Links This unit has significant links with the units in the Culinary Arts endorsed title. This should include an industrial food and beverage production and service area. ethical and social requirements E1: Manage a budget E2: Manage finance for your area of responsibility E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F1: Manage projects F5: Resolve customer service problems F6: Monitor and solve customer service problems F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. Learners will need access to a library with a variety of texts and journals associated with food and beverage systems as well as access to the internet. regulatory. Access to a suitable outlet for the hospitality event is essential. Resources Centres should have access to a variety of food and beverage production and service systems. which should be available through contacts with local industry.

co. 1996) ISBN 075062812X Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www. 1994) ISBN 0340595124 Lillicrap D — Food and Beverage Service (Hodder Arnold.uk www.getfreemag.com www. 1998) ISBN 0750632860 Kinton R. 1999) ISBN 0340738103 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www.uk British Association of Conference Destinations BACD) — provides event organisers with an impartial venue finding service throughout the British Isles British Hospitality Association Caterer and Hotelkeeper website Catering Net Destinations Unlimited — representation company which promotes selected destination management companies www.org.uk www. Third Edition (Butterworth-Heinemann.Support materials Books Cousins J. 2002) ISBN 0582452716 Davis B. Stone S and Lockwood A — Food and Beverage Management.org.com 64 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .greenhotelier. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold.bha-online. Foskett D and Gillespie C — Food and Beverage Management (Longman.bacd. 2002) ISBN 0340847034 Waller K — Customer-Centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.cateringnet.dudmc.caterer.

uk www.co.people1st. corporate events.venuefind.hospitalitynet. hospitality programmes First Conferences — London-based conference organisation working throughout the world Hotel and Catering International Management Association Hospitality Net Mattina — a professional events management service People 1st (formerly Hospitality Training Foundation) provides hospitality services. These resources should be used with caution.co.co.wset. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 65 .evolutionevent. team-building.co. for company entertainment and event management Wines and Spirit Education Trust C&B Exclusive — provides conference and banqueting planning services www. including exhibitions.org.firstconf.uk www.com Evolution Event Management — supports clients across the full live events spectrum.mattina.takeoneproductions.www.uk Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.hcima.com www. from managed events to bespoke activity days.co. conferences.uk www.org www.uk www.uk www. Websites often make reference to other internet information sources.

66 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 67 . This unit examines the operational elements that comprise the front office and how these are deployed by management to maximise both occupancy and rooms revenue. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Evaluate the services provided by the rooms division Investigate the factors that contribute to effective management and business performance in the front of house area Investigate the factors that contribute to effective management and business performance in the accommodation service function Apply techniques to maximise and measure occupancy and rooms revenue.Unit 5: Learning hours: NQF Level 5: Rooms Division Operations 60 BTEC Higher National — H1 Description of unit The aim is to investigate the role of the front office within the management of a hospitality operation. The unit provides the learner with an appreciation of the role of the front office as the ‘nerve centre’ of customer activity with network communication links with other departments.

accommodation environment and occupancy. heating. cleaning. ratings. customer 3 Accommodation service function Planning and managing: business/departmental plans. evaluating. staff. heating. first impressions. functions. operations. first impressions. safety and security. occupancy rates and monitoring. hazardous substances. POS management. lighting. meeting. design. public). selling and promotion. cleaning and maintenance. cleaning services. controlling and updating front of house services. marketing. refurbishment. suitability of fabrics/furnishings/fittings. tariffs and discounting. data protection. access to and mobility within interior. leisure areas. customer 68 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . colour. airflow. documentation and records Reception services: roles and responsibilities: reception. function. security Services: eg rooms related. evaluating. health and safety. procedures. smell. operational constraints. concierge. flowers. diplomatic privileges 2 Front of house area Planning and managing: business/departmental plans. advanced reservations. design and layout. concierge. ambience. guest services and supplies.Content 1 Services Accommodation services: roles and responsibilities: housekeeping. control mechanisms. health and safety. portering. control mechanisms. operational constraints. plants Services: eg rooms (bedrooms. airflow. visual impact. use of technology. guest records. the guest cycle. billing. working procedures. night audit. decoration and furnishings. quality. operations. procedures Property interiors and design: use. porter. cash control and reconciliation. security Legal and statutory requirements: health and safety. human resources. interior design. information. ambience. use of technology. consumer and building regulations. environmental services. consumer and data protection. lighting. maintenance. linen services and laundry. payment procedures. price tariff and display. POS. linen and laundry. durability. maintenance and self catering equipment. sales. consumer law. zoning. controlling and updating rooms services Operational issues: financial. administration. ecology and environmental issues. sales. working procedures. quality. health. security. human resources. effect of colour. marketing. waste management. immigration (hotel records). efficient use of space. cost. pricing Front of house area: visual impact. protective clothing. administration Operational issues: financial. flowers/plants.

negotiated rates (delegate. the use of overbooking (policy on no-shows. customer loyalty schemes. sleeper occupancy %. repeat business. agents. formulation of the marketing and pricing policy. central reservations. market-based pricing. advantages and limitations of yield management systems Sales techniques: tariff structures. average sleeper rate) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 69 . upselling. sales leads. correspondence research. cancellations). selling other services. referrals Forecasting and statistical data: comparisons of actual performance against projected performance.4 Techniques Yield management: using differential rates and tariff structures to maximise occupancy. seasonal corporate packages). the use of booking horizons and booking forecasts to maximise yield. sources of bookings. average room rate. front office performance indicators (room occupancy %. referrals. double/twin occupancy %. compilation of operational and financial reports. airlines.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Evaluate the services provided by the rooms division • • • describe a range of accommodation and reception services for different organisations explain the roles and responsibilities of a range of accommodation and reception services staff identify the legal and statutory requirements that apply to rooms division operations explain the importance of the front of house area to effective management summarise the critical aspects of planning and management of the front of house area for a given hospitality operation explain the key operational issues affecting the effective management and business performance of the front office area for a given operation explain the importance of property interiors and design to effective management summarise the critical aspects of planning and management of the accommodation service function for a given hospitality operation explain the key operational issues affecting the effective management and business performance of the accommodation service function for a given operation explain how yield management techniques assist in maximising occupancy and rooms revenue describe the range of sales techniques which rooms division staff can use to promote and maximise revenue explain the purpose of forecasting and statistical data within the rooms division calculate rooms division performance indicators to measure the success of accommodation sales. 2 Investigate the factors that contribute to effective management and business performance in the front of house area • • • 3 Investigate the factors that contribute to effective management and business performance in the accommodation service function • • • 4 Apply techniques to maximise and measure occupancy and rooms revenue. • • • • 70 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

learners can continue to investigate the organisation they originally visited. at unit level or at outcome level. It would be useful for them to deliver a presentation of their evidence so far before investigating the areas covered by the second and third learning outcomes. to ensure coverage of content. assignments. Real data may be provided by organisations supporting the delivery of this unit. in order to present a comprehensive package based on one organisation.Guidance Delivery This unit is probably best delivered as a stand-alone package. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 71 . but the central focus of this unit is the aspects of planning and managing the division and the different areas of knowledge. For the final learning outcome. supported by examples. However. Learners need to understand the broad application of the term ‘rooms division’ and how this may vary in different establishments. It is important to avoid confusion with terminology. Learners can be divided into groups and allocated to their particular establishment. Assessment Evidence of outcomes may be in the form of tutor-led tests. However. it will be more difficult to integrate this unit with others. this may be more difficult to evidence. Due to the specific content. This unit will also benefit from visits by an external speaker such as a front office manager or hotel general manager. However. Wherever possible a practical approach should be adopted using hands-on exercises. the tutor or the group may choose to alter the approach. Further possibilities would enable investigating groups to share information with the group that carried out the original visit and for that group to present all the information for their original organisation. The next stage of learners’ work is to analyse the factors that contribute to the effective management and business performance for both the front of house area and the accommodation services function. tutors will need to explain the theory of different techniques. subject to agreements on confidentiality. Case study materials and plentiful in-tray exercises will support the development of learners’ skills and knowledge in this area. They will need to investigate the range of services provided by the rooms division of hospitality operations. Alternatives include exchanging organisations with another group. case studies and projects set during periods of work experience in the hospitality industry. Groups can then present information to the rest of the main group. or arranging for some groups to focus on the front of house area for a group of organisations and for other groups to investigate the accommodation services function. but must be comprehensive and cover all learning outcomes for all learners. This can best be achieved by visits to local organisations. Learning and assessment can be across units. At this stage. requiring an in-depth knowledge and appreciation of rooms division operations. It is necessary for the learner to understand the nature of the services provided by the rooms division. researchdriven assignments or case studies. tutors should highlight links with other units where they occur. in order to establish a sound platform for their further work. skills and understanding that contribute to effective management and business effectiveness. Learners will benefit from exposure to a rooms division operation. ideally during a period of work experience or by visiting a large hospitality rooms division operation.

presentation software. Learners should also be encouraged to compare and evaluate different software packages in terms of benefits to the guest. and the use of relevant software applications. LCD projectors. 1990) ISBN 0748702903 Allen D — Accommodation and Cleaning Services: Management — Volume 2 (Nelson Thornes. Links This unit can be linked successfully with Unit 7: Industry Experience as a period of work experience in a rooms division environment prior to the delivery and assessment of this unit will greatly help learners with no front office or accommodation operational experience. Learners will need access to a library with a variety of texts and journals associated with rooms division operations as well as access to the internet.As a result much of the evidence may be accumulated by learners building a portfolio through work experience. Further resources supporting the accommodation operations aspect of this unit will be necessary. and the organisation. This unit links to the following Management NVQ units: • • • • • • • • B3: Develop a strategic business plan for your organisation B10: Manage risk E1: Manage a budget E2: Manage finance for your area of responsibility. It is strongly recommended that when learners are delivering presentations. All evidence must be relevant and sufficient to justify the grade awarded. they have access to the latest technological equipment eg laptop computers. front office staff. Resources Appropriate front office reservation/customer billing software packages should be used to enable learners to appreciate the impact of technology on the front office. Social Skills and Management (Butterworth-Heinemann. 1995) ISBN 0340567708 72 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Topping S and Cullen S — Rooms Division Operations (Hodder Arnold. 1999) ISBN 0750642300 Allen D — Accommodation and Cleaning Services: Operations — Volume 1 (Nelson Thornes. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP03: Accommodation and Reception Skills and Knowledge OP09: Managing Rooms and Accommodation Services OP10: Front of House Management OP38: Statutory Regulations and Legal Requirements. Case study materials will help to highlight specific issues. 1990) ISBN 0748703314 Baker S. Support materials Books Abbott P and Lewry S — Front Office: Procedures.

demon.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Company data and publications Association of Domestic Management C4 Kingfisher House Kingsway TVTE Gateshead NE11 0JQ Telephone: 01661 842 708 Website: www. 1986) ISBN 027302552X Jones C and Paul V — Accommodation Management (BT Batsford. 1999) ISBN 0304332348 Wood R and Verginis C S — Accommodation Management: Perspectives for the International Hotel Industry (Thomson Learning. 2000) ISBN 0826447090 Bardi J A — Hotel Front Office Management (John Wiley & Sons. 2002) ISBN 047101396X Braham B — Hotel Front Office (Nelson Thornes. 1999) ISBN 1861524897 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www. 1990) ISBN 0340525185 Dix C and Baird C — Front Office Operations (Longman. 2004) ISBN 0748716327 Branson J C and Lennox M — Hotel.org BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 73 .adom.com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.britishcleaningcouncil. 1985) ISBN 0713448075 Webster K — Environmental Management in the Hospitality Industry (Thomson Learning.getfreemag. Hostel and Hospital Housekeeping (Hodder Arnold.uk British Cleaning Council PO Box 1328 Kidderminster DY11 5QH Telephone: 01562 851 129 Fax: 01562 850 109 Website: www.greenhotelier. 1998) ISBN 0582319315 Fellows J — Housekeeping Supervision (Longman.Baker S and Huyton J — Principles of Hotel Front Office Operations (Thomson Learning.co.

Websites www.org.bha-online.org.instituteofcustomerservice.gov.com www.informationcommissioner.com www. These resources should be used with caution.caterer.people1st.uk www. Websites often make reference to other internet information sources.hcima.com www.johnsondiversey.co.uk British Hospitality Association Caterer and Hotelkeeper website Hotel and Catering International Management Association Information Commissioner’s Office Institute of Customer Service JohnsonDiversey — cleaning and hygiene specialists People 1st (formerly Hospitality Training Foundation) Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.uk www.uk www. 74 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 5 Describe sources of funding and income generation for business and services industries Describe business in terms of the elements of cost Evaluate a set of business accounts Analyse business performance by the application of ratios Apply the concept of marginal costing. income generation and methods of measuring and analysing performance. Learners will have the opportunity to investigate control systems.Unit 6: Learning hours: NQF Level 5: Management Accounting for Hospitality 60 BTEC Higher National — H1 Description of unit This unit will allow the learner to develop a practical understanding of the accounting techniques used to control costs and profits and to support the manager in making effective short-term decisions. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 75 .

implications 3 Business accounts Trial balance: source. sub-letting. discount costing Selling prices: product and service costing. post-tax profits. labour. cash. commission. profit variances (gross and net) 4 Business performance Sales profitability ratios: gross and net profit. cash flow. acid test Efficiency ratios: debtors and creditors payment periods. formula to achieve a specific gross profit percentage. limited company. types eg profit. capital. assets/liabilities eg capital. effect of competition. format eg vertical. lease schemes. trading account. accruals. cost/profit/volume relationship Application: break-even. prepayments. tracking mechanisms 2 Elements of cost Elements of cost: sales. gearing 5 Marginal costing Costs categorisation and contribution: fixed and variable costs. overheads. VAT. marginal costing. profit and loss account. sponsorship. profit/loss potentials. differential gross/net profit margins. commission. consumables. peak/off-peak trading Control of stock and cash: methods eg storage. fixed. rates. double-entry. labour. creditors. variance analysis eg sales (volume and average spend). balance sheet. freelance. reconciliation. contribution calculation eg product/customers. personal/capital allowances. debt factoring Income generation: methods eg sales. purchasing. overhead). security. hire purchase. bad debt provision. stock-taking Taxation: income tax. sponsorship. schedules. small business schemes. loans. appropriation account. grants. purchase and nominal ledgers Final accounts: types eg sole trader. materials. current. adjustments for depreciation. banks. cost variances (raw material. Return On Capital Employed (ROCE) Liquidity ratios: current. structure eg summary of accounts from sales.Content 1 Funding and income generation Funding: sources eg retained profits. partnerships. master. corporation tax. gross and net profits. stock turnover Financial ratios: interest earned. operating. franchise. setting selling price and discounting 76 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . investors. notes to accounts Profit and cash budgets: purpose.

variable and semi-variable calculate contribution per product/customer and define the cost/profit/volume relationship for a given scenario make short-term management decisions based on profit/loss potentials and risk (break-even) calculations for a given business and services operation. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 77 . gross profit percentages and selling prices for products and services explain methods of controlling stock and cash in a business and services environment describe the source and structure of the trial balance evaluate a range of business accounts. offering suggestions for appropriate future management action calculate and analyse all ratios to offer a consistent interpretation of historical business performance recommend appropriate future management strategies for a given business and services operation classify costs as fixed. adjustments and notes explain the process and purpose of budgetary control calculate and analyse variances from budgeted and actual figures. 2 Describe business in terms of the elements of cost • • 3 Evaluate a set of business accounts • • • • 4 Analyse business performance by the application of ratios • • • • • 5 Apply the concept of marginal costing.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Describe sources of funding and income generation for business and services industries • • describe sources of funding available to business and services industries evaluate the contribution made by a range of methods of generating income within a given business and services operation describe elements of cost.

cost and profit. including: • • • • • Unit 2: The Developing Manager Unit 8: Procurement Unit 15: Marketing Unit 20: External Business Environment Unit 22: Small Business Enterprise. For Outcome 2. This unit links to the following Management NVQ units: • • • • • • • • A1: Manage your own resources B6: Provide leadership in your area of responsibility B8: Ensure compliance with legal. ethical and social requirements B10: Manage risk E1: Manage a budget E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation F1: Manage projects 78 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . It is strongly recommended that when learners are delivering presentations. Learners should recognise that all activities in the workplace have an effect on revenue. all examples and case study material should be in the context of the hospitality industry. Evidence may be accumulated by learners building a portfolio of exercises or activities. To ensure maximum realism and relevance. in-class tests. they have access to the latest technological equipment eg laptop computers. presentation software. working exercises and learners should seek every opportunity to use appropriate financial software. regulatory. A comprehensive case study would generate evidence for all learning outcomes. Links This unit may be linked to other units. Similarly. Assessment Evidence of outcomes may be in the form of financial reports.Guidance Delivery This unit should have a strong emphasis on the use of practical. For example. an identified group of costs together with a pre-determined gross profit percentage will generate a selling price. completed class exercises/activities. It should be made clear to the learner that all units have financial components. LCD projectors. a given selling price with an identified group of costs will determine the gross profit percentage. learners should be able to control any two of the three aspects to calculate the third. Case studies of financial data should be a key element.

baha-uk. 2002) ISBN 075065659X Harris P and Hazzard P — Accounting in the Hotel and Catering Industry (Nelson Thornes. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP13: Budgeting and Accounting in Hospitality Operations. Leisure and Tourism (Palgrave Macmillan.com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 79 . Other publications include: Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www. Tutors should also develop suitable banks of case study materials and in-tray exercises for demonstration and practice by learners. is essential.• • • F3: Manage business processes F12: Improve organisational performance.org. particularly spreadsheets. Berry A and Jarvis R — Business Accounting for Hospitality and Tourism (Thomson Learning. 1996) ISBN 0273625756 Guilding C — Financial Management for Hospitality Decision Makers (ButterworthHeinemann. 1993) ISBN 0333585283 Moncarz E S and Portocarrero N D J — Financial Accounting for Hospitality Management (Van Nostrand Reinhold International. Resources Adequate access to computer and appropriate software. 1986) ISBN 0870555057 Mott G — Management Accounting for Decision Makers (FT Prentice Hall. 1995) ISBN 1861524706 Drury C — Management and Cost Accounting (Thomson Learning.greenhotelier. 1999) ISBN 1861524900 Messenger S J and Shaw H — Financial Management for Hospitality. 2004) ISBN 1844800288 Dyson J — Accounting for Non-Accounting Students (FT Prentice Hall. 1991) ISBN 0273033182 Further reading A series of articles and press releases is published on the website of the British Association of Hospitality Accountants (BAHA) at www. 1997) ISBN 0304329088 Atkinson H. Support materials Books Adams D — Management Accounting for the Hospitality Industry: A Strategic Approach (Thomson Learning. 1994) ISBN 0748710574 Kotas R — Management Accounting for Hospitality and Tourism (Thomson Learning.

uk Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. catering and leisure sectors British Hospitality Association a business and economics service for learners and tutors Caterer and Hotelkeeper website Hotel and Catering International Management Association People 1st (formerly Hospitality Training Foundation) www.hcima.uk www.Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www. Websites often make reference to other internet information sources.getfreemag.org. 80 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .bized.ac. bankers.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www. property professionals. hospitality consultants and accountants.bha-online.org British Association of Hospitality Accountants (BAHA) — for professionals involved in financial management and control within the hotel industry.com www. investment analysts.caterer.people1st. These resources should be used with caution. academics and others who retain an interest in the hotel.baha-uk. extends to cover systems specialists.uk www.co.uk www.org.

objectives and targets that supports the development of a management report. The experience enables learners to demonstrate the ability to understand and analyse the relationships between different parts of the host organisation. This unit is common to more than one Higher National qualification. in agreement with their line manager and tutor. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 81 . Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Use methods to arrange industry experience that will support the development of a management report in an appropriate services industry context Prepare and agree aims. Learners review their progress and evaluate relevant sources of information and assistance within the host organisation. The unit focuses on an action plan with aims. using relevant sources of information Present report to colleagues. Learners focus on issues or problems relevant to them and the host organisation. objectives and targets of the management report with the appropriate manager within the selected organisation Monitor and evaluate progress in achieving aims. The report should be supported by evidence collected by the learner and should demonstrate an indepth knowledge of working practices and a broad knowledge of how the host organisation operates. objectives and targets. The management report is reviewed against the agreed targets of the action plan and submitted as a formal report.Unit 7: Learning hours: NQF Level 5: Industry Experience 60 BTEC Higher National — H2 Description of unit This unit is designed to provide learners with an opportunity to develop first-hand experience of industry with a relevant organisation. justifying conclusions and associated recommendations. Learners must ensure that their evidence relates to the sector they are studying.

communication. time scale. collect evidence to support findings. creativity 82 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . costs. meeting needs and requirements of the job role. objectives. acknowledgements. daily duties and routines. review/achievement dates Research project: negotiation. tourism. communicating effectively. developing and presenting a reasoned case Colleagues: managers. bibliography. email. strategy development. members of the public. responsibilities Justification: efficiency. research company background. shortlist potential organisations. benefits. practical. objectives and targets Aims. aims. learning and development. objectives and targets: personal/career development. flexibility Services industry context: eg hospitality. decision making. innovation. networking. time scale. private. technical. equal opportunities. travel. intended outcomes 3 Monitor and evaluate progress Monitor: gather and record information. roles. effectiveness. customer care. public. ICT/computer literacy. benefit to the learner/organisation. difficulties. problem solving. assertiveness. interview (formal/informal). personal recommendation Management report: issues. line manager. reach and justify conclusions Relevant sources: personnel eg supervisor. reference materials. innovative. sports. resources. methods of achieving aims.Content 1 Arrange industry experience Methods: personal skills audit eg negotiation. objectives and targets. leisure. visual presentations of data including statistics. contents/index. action planning. problems eg team working. computer help-screens. operational/technical skills. action planning. CV. amendments. action planning. colleagues. letter. operational. external stakeholders Recommendations: eg changes. facsimile. recreational industries. interview techniques. health and safety. problem-solving. targets. creative. work-related eg job competencies. induction handbook 4 Present report Format: report. objective setting. interpersonal skills. referencing. leadership. learning. review information with appropriate personnel Evaluate: measure using supportive evidence. peers. activities undertaken eg teamwork. benefits. the internet. quality. people-related. voluntary (not-for-profit) sectors 2 Aims. training manuals. resources. effectiveness. employees. self-development.

• research and select a range of suitable organisations that could provide industry experience in an appropriate context explain how the industry experience would support the development of an appropriate management report set. objectives and targets identify sufficient data and information to support the conclusions present a report in an appropriate format to colleagues outlining the research undertaken and analysing the outcomes. prioritise and agree appropriate aims. objectives and targets determine conclusions that are consistent with the original aims. objectives and targets. using relevant sources of information Present report to colleagues. objectives and targets will benefit the organisation and the learner gather information to monitor and evaluate progress using a range of relevant sources of information and assistance evaluate progress against the original aims. objectives and targets for the management report with the line manager and tutor justify how the aims. objectives and targets of the management report with the appropriate manager within the selected organisation Monitor and evaluate progress in achieving aims.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Use methods to arrange industry experience that will support the development of a management report in an appropriate services industry context Prepare and agree aims. justifying conclusions and associated recommendations. • 2 • • • 3 • • • • 4 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 83 .

The report should draw conclusions based on the monitoring. The learner must set their own aims. Preparation should cover all of the relevant assessment criteria and the aims. which should make a valid contribution to the organisation. The work should allow for an investigation of current working practices with a subsequent analysis of the findings. Learners should also ensure that they collect appropriate information in support of their report. Learners should have access to a wide range of sources.Guidance Delivery Tutors should be aware of the implications of the context in which they are delivering the unit and ensure that examples and support materials (eg application forms. Assessment The assessment for this unit is based on the selection by the learner of a range of possible placement host companies. objectives and work-related targets with their placement hosts forms the focus for the management report and establishes the orientation of this unit. Knowledge of company structures and daily routines and expectations are essential. both during the planning stage and also whilst developing the report. Delivery should enable learners to undertake research based on their own interests and draw from the main themes during the course. It is often reassuring to the learner that they know they can approach tutors for advice and support if necessary during the development of their report. questionnaires and subsequent analyses using charts and graphs by ICT. The final presentation should be in report format. It is important that the experience allows for the opportunity to examine operational and work-based issues and problems. which may also involve a pre-placement interview. This unit enables learners to develop an understanding of organisational structures and working practices within an industry environment. Learners will need guidance on the preparation of formal reports. Attention should be given to allow for adequate preparation before the industry experience is implemented. 84 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Company background. objectives and targets forming the focus for a management report that is undertaken by the learner as a result of the industry experience. review and evaluation of the outcomes of the industry experience. their background and locations) are relevant. observations. product information. The companies should be vocationally relevant and also meet the needs of the learner. Learners will need guidance on selecting an appropriate organisation and to actively negotiate personal as well as work-based aims. objectives and targets should be identified and agreed as the focus of the management report. Background information outlining the range of suitable industry organisations in the local area may be made available by the tutor or careers service. location and information should be researched as part of the selection process. objectives and targets with tutors and the placement host. The unit lends itself to the collection and presentation of information through the production of interviews. Forward planning is essential to ensure that learners maximise their opportunities and secure their own host for their industry experience. It is also important that the number of hours spent developing the report gives the learner sufficient experience of their chosen occupational environment. Identifying and agreeing aims. information about companies. These must be agreed with the tutor and the placement hosts.

with reference to its own local resources.The report should also discuss and draw conclusions based on the original aims. Such resources can normally be purchased or hired. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP12: Work Experience OP17: Self Development and Personal Skills OP18: Management Studies OP37: The Hospitality Industry.uk www.com BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 85 . This unit links to the following Management NVQ units: • • • • • • • A1: Manage your own resources A2: Manage your own resources and professional development A3: Develop your personal networks. Areas that may be relevant include: • • • leadership skills self management dealing with conflict. Some of these can be expensive but often commercial suppliers offer an educational discount.videoarts. Details and a brochure are available from: Video Arts Group 68 Oxford Street London W1D 1LH Telephone: Email: Website: 020 7637 7288 enquiries@videoarts. Each centre should seek to produce its own report-writing guidance booklet. The learner should reflect on their experiences and assess their own personal effectiveness during the industry experience. although there may be several learners working with a large organisation at any one time. Feedback from supervisors and colleagues should be recorded and evaluated with any modifications to approach or knowledge. Training videos may also be useful for this unit. Supporting evidence or justification is required to substantiate claims made or recommendations relating to future aims. They may also find the careers library and/or careers service useful in researching and securing a host for the industry experience. Tutors and learners should take into consideration the core operation of the business supporting the industry experience and ensure that links with other relevant units are reflected in their work. Resources Learners must have access to library and research facilities including the internet. Links This unit has links with a number of other units within this qualification.co. objectives and targets. Learners are best working individually with one organisation. objectives or targets.

ac. 1991) ISBN 1857423194 Smith C and Irving R — No Sweat: The Indispensable Guide to Reports and Dissertations (Institute of Management. 2000) ISBN 074943452X Schon D A — The Reflective Practitioner: How Professionals Think in Action (Arena.uk www.Support materials Books Blundel R — Effective Business Communication (FT Prentice Hall. 2000) ISBN 1861525494 Moon J — Reflection in Learning and Professional Development: Theory and Practice (Routledge Falmer. 1997) ISBN 0137427018 Clark M.ukplacements.getfreemag. 1998) ISBN 0859462951 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www. Riley M. 86 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .org prospects graduate careers UK placements for undergraduates National Centre for Work Experience Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.prospects. 2002) ISBN 0761972854 Hill S.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www. Wood R C and Wilkie E — Researching and Writing Dissertations in Hospitality and Tourism (Thomson Learning.com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.work-experience.com www. 1997) ISBN 1861520468 Easterby-Smith M and Thorpe R — Management Research: An Introduction (Sage Publications. Websites often make reference to other internet information sources. Hughes R.greenhotelier. These resources should be used with caution. 2000) ISBN 0718716213 Jankowicz A D — Business Research Projects. Third Edition (Thomson Learning. Rees R and Yates J — How to Analyse and Promote Your Skills for Work (University of London Careers Service.

Specialist units BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 87 .

88 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 89 . The unit shows how procurement contributes to profit and how it helps to maintain a competitive edge. This unit gives learners an understanding of procurement strategies and their importance in the sector. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 5 Explain the principles and application of resource management to a commercial operation Explain how the procurement strategy contributes to the achievement of a commercial operation’s objectives Evaluate procurement issues and their application to commercial operations Consider elements of procurement strategies which maximise purchasing power Carry out a review and evaluation of procurement strategies within a named organisation.Unit 8: Learning hours: NQF Level 5: Procurement 60 BTEC Higher National — H1 Description of unit Procurement involves the input of goods and services and the interface between the supplier and the client.

working with specialist suppliers. approved supplier lists. budgetary restrictions Risks: financial. hygiene factors. ‘just in time’ (JIT). conditions/warranties. quality and quantity control. supplier identification. maximising profit. range. developing profit margins to increase financial returns. sample testing and defect elimination 4 Purchasing power Pricing management: techniques. timing. minimising risk. tendering. direct and indirect costs. acquisition. terms eg express/implied. methods of procurement eg centralised. negotiating extended credit. discounts. evaluating the ‘best deal’. controlling or resisting price increases. performance indicators and benchmarking 3 Procurement issues Contract: definition. subcontracting/outsourcing. wastage factors. industrial relations. fraud Sourcing issues: method of supply eg buying products/services. negotiating and developing delivery schedules 90 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . materials. effect on the internal and external customer. terms and conditions Procurement officer: role. stock control 2 Procurement strategy Systems and processes: standard specification. assessing operational needs. breaches. legal implications. fundamental mistake. tendering. company policies. different forms. task duplication. finance. negotiating skills Evaluation: communication. credit and price. value for money. methods of payment. specification. negotiating price reductions. services. vitiating factors eg misrepresentation. releasing cash and capital by minimising stock. yield. essentials for a valid contract. contract. delivery. direct and indirect cost-saving opportunities.Content 1 Resource management Methods: selection. compliance with specified requirements. maintenance. parties. effect on process and outcome activities of organisations Managing procurement: profit opportunities. choice. packaging. Pareto analysis. receipt and control of purchases. physical. equipment. selection criteria. replacement criteria Principles: procurement strategy. determining the right quality for the right application. quality issues. quantity discounts. trace origin data. lease. selecting suppliers. legal and contractual compliance. estimating/quoting. attitude to customers. rules of offer and acceptance. prompt payment discounts Management strategies: competition between suppliers. service guarantee.

contemporary developments. human resource benefits BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 91 . productivity gain.5 Review and evaluation Review: standard specifications. terms and conditions. comparing and contrasting purchasing options Evaluate: cost models eg return on investment (ROI). redeveloping strategy. monitoring.

• • 92 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Explain the principles and application of resource management to a commercial operation • • • describe the methods available for managing materials devise specifications of requirements and the selection criteria to be applied explain the principles involved when procuring equipment and the ongoing requirements over the life of that equipment establish an appropriate process to manage the procurement function within a named commercial operation recommend procurement systems and processes with related performance indicators and benchmarking for a given commercial operation examine the role of the procurement officer within a given commercial operation explain the importance of the essential components. terms and conditions of a specimen contract evaluate the sourcing issues for a given procurement situation using a range of given suppliers describe the management techniques used to appraise and evaluate the suppliers of a commercial operation explain the management strategies that can be used to maximise the purchasing power of the procurement officer discuss and apply a range of pricing management techniques to a given commercial procurement situation explain how review and evaluation can be used to assess procurement strategies apply review and evaluation techniques for a given procurement scenario in a commercial operation. 2 Explain how the procurement strategy contributes to the achievement of a commercial operation’s objectives • • • 3 Evaluate procurement issues and their application to commercial operations • • • 4 Consider elements of procurement strategies which maximise purchasing power • • 5 Carry out a review and evaluation of procurement strategies within a named organisation.

Role-play activities in the form of a business game could be used to develop negotiation skills indicated in Outcome 3. Investigations should be based on actual commercial operations wherever possible.Guidance Delivery Wherever possible. regulatory. they have access to the latest technological equipment eg laptop computers. Links This unit can be linked to the following units: • • • • • • • • • • • Unit 18: Facilities Operations Unit 20: External Business Environment Unit 23: Financial Management Unit 24: Information Management and Technology. The practical approach should not be at the expense of a sound theoretical base. a practical approach should be adopted and efforts made to identify the variety of operational sourcing issues. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP11: Managing Hospitality Operations. This approach will add further vocational relevance and currency to the delivery of the unit. case studies and projects set during periods of work experience. ethical and social requirements D2: Develop productive working relationships with colleagues and stakeholders E1: Manage a budget E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation F3: Manage business processes. Learners working in a purchasing/supply function in a commercial operation could base assignment work around their work place. This unit links to the following Management NVQ units: B8: Ensure compliance with legal. It is strongly recommended that when learners are delivering presentations. LCD projectors. The use of speakers from purchasing functions in commercial operations is recommended as a means of providing examples of approaches adopted by different types of organisations. Links with other units could be developed in the form of integrated assignments but care is needed in designing such assignments to ensure they are realistic. presentation software. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 93 . Time-constrained assessment based on case-study materials could also be included. Evidence could include individual or group assignments. Assessment Evidence of outcomes could be in the form of assignments.

if possible.dfes. Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet.gov.caterer. provides a useful information source.ih-ra. Access to procurement sections of local organisations. 94 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2004) ISBN 0273646893 Feinstein AH and Stefanelli J M — Purchasing: Selection and Procurement for the Hospitality Industry (John Wiley & Sons.uk www.ac.uk www. Part-time learners working in procurement can be used as a resource by sharing their experiences of different company approaches to procurement.org.hcima.com www. Websites often make reference to other internet information sources. 2004) ISBN 0471693146 Harrison M and Lysons K — Principles of Operations Management/Purchasing (FT Prentice Hall. 1996) ISBN 0273626914 Further reading Caterer and Hotelkeeper (Reed Business Information) Hospitality (Reed Business Information) Voice of the BHA (British Hospitality Association) Websites www. These resources should be used with caution.bha-online.bized.org.uk British Hospitality Association a business and economics service for learners and tutors Caterer and Hotelkeeper website Department for Education and Skills Hotel and Catering International Management Association International Hotel and Restaurant Association People 1st (formerly Hospitality Training Foundation) Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.com www.co.uk www.uk www. and the of use relevant software applications. Support materials Books Baily P — Purchasing Principles and Management (FT Prentice Hall.people1st.Resources Purchasing and procurement textbooks should be supported by case studies.

including customer profiles and patterns of demand. Learners will also consider a range of pricing and profitability strategies. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Evaluate the operational and economic characteristics of hospitality operations Analyse product development within a hospitality environment Apply pricing and profitability concepts within hospitality operations Use appraisal techniques to analyse and improve operational performance and make proposals for action. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 95 . the unit develops learners’ understanding of the appraisal process in relation to hospitality operations management and how different aspects inter-relate with each other. It builds upon the content of Unit 4: Food and Beverage Operations and Unit 5: Rooms Division Operations.Unit 9: Learning hours: NQF Level 5: Hospitality Operations Management 60 BTEC Higher National — H2 Description of unit This unit is designed to introduce the learner to the management principles of hospitality operations. Finally. It is intended for learners who aspire towards a career in general hospitality management. This will lead to the consideration of product development and the opportunities and constraints that affect such development. Learners will focus on a wide range of operational and economic characteristics. using ICT software to model different approaches.

support materials eg brochures. websites. types of media Merchandising objectives: promote consumer/brand awareness. standardisation. style of service. conference and banqueting. financial. equipment. types of hospitality outlet. health eating and drinking patterns. accommodation trends. cover charge. wall displays. expectations and requirements. seasonality. floor stands. disabled access and provision eg accommodation facilities. food and fashion trends. service standards. space utilisation Hospitality advertising: outlets eg pubs. additional pricing considerations eg service charge. pricing and economic factors. tent cards. tangible. technical and procedural standards. idea evaluation. average spending power (ASP) Factors affecting profitability: eg labour intensity. concept development. marketing and sales. baseball caps). free samples 3 Pricing and profitability concepts Methods of pricing: cost-oriented. flyers. availability of resources (human. portion-control 96 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . create awareness. encourage consumer/brand loyalty. customer turnover. increase market share. clothing (tee-shirts. plant. vouchers. standardisation. regional and ethnic influences.Content 1 Operational and economic characteristics Nature of hospitality products and services: product and service areas eg food and beverage. reaching decisions. business and operational plans. conference centres. develop brand loyalty. products. restaurant access. operating procedures and systems. rooms division. menus. analysing and evaluating data. develop product image. intangible elements. perishability. table displays. sociological influences. sweatshirts. time of day/week. promotions. sell. menu/accommodation range. pricing considerations. physical). cultural. elasticity of demand. supplies and commodities Patterns of demand: opening hours. advertising objectives eg persuade. shelf-life. hotels. quality systems. control systems. create desire. minimum charge Factors affecting revenue generation: eg sales mix. staffing. team working and team leading. product development. customer awareness Opportunities and constraints: brand image. posters. the meal experience Management issues: integrated planning and resourcing. training 2 Product development Stages in product development: market research. finance. forecasting). restaurants. market-oriented. market segmentation. elasticity of demand Customer profile: spending power. nutrition and dietary requirements. scheduling. decision-making (gathering information and data.

strategic analysis and planning. quantitative. sales mix analysis. costs and profits: financial measurement techniques. levels of consideration. menu engineering. industry norms. profitability measures. information analysis. qualitative evaluation. external comparisons. gross profit and gross profit percentages. levels of strategy.4 Analyse and improve operational performance Approaches to appraisal: fundamentals of appraisal. price changes and inflation. apportioning costs. identifying and measuring costs. comparing like-with-like and over time. when and how. implementation and managing change BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 97 . net profit and operating profit. quality management Proposal for action: forecasting future business requirements. use of budgets. basis for effective operational appraisal. appraising operational performance measurement techniques. developing qualitative and quantitative data. interpreting calculations. stakeholder interests Appraising the operation: appraising the product. analysing and evaluating data Appraising revenue. price and volume data. assessing organisational capability.

the product and the whole operation determine the usefulness and limitations of the various quantitative and qualitative appraisal techniques and their application to hospitality operations identify and apply approaches to business analysis. evaluation and planning appropriate to hospitality operations. • 2 Analyse product development within a hospitality environment • • • • 3 Apply pricing and profitability concepts within hospitality operations • • • • 4 Use appraisal techniques to analyse and improve operational performance and make proposals for action.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Evaluate the operational and economic characteristics of hospitality operations • • • analyse the nature of the product evaluate the different influences affecting patterns of demand within hospitality operations contrast customer profiles and their differing expectations and requirements in respect of hospitality provision analyse factors affecting average spending power (ASP) in hospitality outlets evaluate the key stages in product and service development applied within a hospitality operation analyse the features which contribute towards the customers’ perception of products and services appraise the opportunities and constraints affecting product and service development within a hospitality environment evaluate a range of merchandising opportunities for hospitality products and services evaluate different methods of pricing and explain and apply additional pricing considerations appraise the factors in hospitality operations which affect revenue generation and profitability identify the aspects of hospitality operations which are commonly appraised apply a range of performance measures and appraisal techniques to individual aspects of hospitality operations. • • 98 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Such presentations can be a valuable resource and give learners the opportunity to discuss current aspects of hospitality management with those actively involved in industry. Learners also need to examine the management aspects of product development. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 99 . levels of service. These issues could lead to consideration of menu and beverage list development. Tutors should consult with colleagues delivering these two units to ensure that the overall delivery is properly integrated. Tutors should ensure that learners understand the separation between operational and management issues. are essential in order to provide a focus for a wide range of issues. hygiene and cleanliness. The opportunity to meet with senior management during such visits will add value to these activities. atmosphere. Tutors should maximise the contribution made by learners based on their own experiences in food and beverage operations. appeal. particularly using ‘what if’ scenarios. enabling learners to focus on issues which regularly face managers in industry. This will add relevance and vocational realism to group discussions and may contribute to a wide range of issues. Learners also need to consider pricing and profitability concepts. such as a food and beverage manager or a conference and banqueting manager working within either the commercial and/or catering services sectors of the hospitality industry. ambience (including staffing). Presentations by visiting speakers. It can be advantageous to send small groups of learners on arranged visits to different outlets and subsequently encourage the groups to present their findings and discuss evaluations with their colleagues. menu engineering. Future managers must also consider a range of aspects relating to the customer profile. sell). such as food and beverages on offer. repeat business. value for money/price. The relevance of this unit will be greatly improved if it is delivered following a period of industrial work experience where the learner has worked in a food and beverage environment. for example. The content is indicative but tutors should maximise the opportunities provided by local industry. (Current thinking is that the definition of ‘product’ also includes ‘service’. The unit is designed to build on Unit 4: Food and Beverage Operations and Unit 5: Rooms Division Operations. the profile of food and beverage customers will raise issues relating to the meal experience. The use of appropriate ICT software to model different approaches is important.) Examples of development may include satisfactory or unsatisfactory menu items. For example. for learners to consider a wide range of operational characteristics. It is important. This unit is not intended to focus on financial procedures or interpretation. environment. items that are popular. Learners should be encouraged to take a keen interest in developments and trends within the commercial and catering services sector of the food and beverage industry and develop their forward-thinking to enable them to capitalise on this aspect of learning in their future careers. a useful definition in that it is often difficult within the hospitality industry to separate the two. This unit closely links with Unit 6: Management Accounting for Hospitality and Unit 23: Financial Management. Visits should be organised to a wide range of commercial outlets of varying size and complexity. profitable or both. menu and beverage list compilation and design. but on the concepts of establishing pricing and profitability concepts. or satisfactory/unsatisfactory menu items. This should be supported by a broad range of case study materials to highlight issues that do not appear within local commercial operations. or the structure of accommodation packages.Guidance Delivery The focus of this unit is on the management approach to hospitality operations management. such as its function (to inform.

Assessment Evidence of the outcomes may be in the form of assignments. visiting speakers can add significant value through currency and vocational relevance. It is important then for them to be clear about the different stages of appraisal: appraising individual or groups of products. regulatory. costs and profits. which links to pricing and profitability concepts. Tutors can also create artificial situations for learners to consider and work with that will clarify their understanding and require an appropriate level of creative thinking. case studies. which in turn may lead to a reconsideration of product development. It is possible to develop an integrated assignment that requires some aspect of each. As a result. Alternatively tutors may require some form of formal management report or a professional discussion. Learners should be clear about the outcomes of each aspect of appraisal as well as how this affects other aspects. This unit links to the following Management NVQ units: B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. and appraising the whole operation as an integrated structure. Learning and assessment can be across units. appraising revenue. and/or projects set during periods of work experience in a food and beverage environment. ethical and social requirements B9: Develop the culture of your organisation B10: Manage risk B11: Promote diversity in your area of responsibility C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation 100 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Presentations to a ‘management group’ will usefully develop learners’ interpersonal skills and will be particularly relevant if representatives from industry are invited to sharpen the focus of presentations.Once again. much of the evidence can be accumulated by learners building a portfolio through work experience. Links This unit can be linked successfully with: • • • • • • • • • • • • • • • Unit 1: The Contemporary Hospitality Industry Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 7: Industry Experience Unit 15: Marketing Unit 23: Financial Management. The appraisal of operational performance is a key management function and learners need initially to develop their understanding of the processes. It is strongly recommended that when learners are delivering presentations. The format of evidence should reflect the nature of the unit. presentation software. at unit level or at outcome level. LCD projectors. they have access to the latest technological equipment eg laptop computers.

These individual experiences can then be fed back into a group-learning context. Foskett D and Gillespie C — Food and Beverage Management (Longman. Resources Tutors should ensure that learners have adequate access to industry. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP11: Managing Hospitality Operations OP26: Managing Hotel Operations.• • • • • • • • • • E1: Manage a budget E4: Promote the use of technology within your organisation F4: Develop and review a framework for marketing F8: Work with others to improve customer service F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. Social Skills and Management (Butterworth-Heinemann. It may be useful for learners to link with an individual commercial operation and use that organisation as a context in which to assess current practice. 1998) ISBN 0713469374 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 101 . either through visits or through presentations by visiting speakers. local and national guides for the hospitality industry. ICT software must be provided to support financial modelling of pricing and profitability concepts. Stone S and Lockwood A (editor) — Food and Beverage Management (ButterworthHeinemann. journals. jobs and employment opportunities will add further material to support delivery of this unit. A range of appropriate case study material can focus on specific issues. 1998) ISBN 0750632860 Johns N and Edwards J S — Operations Management: Resource Based Approach for the Hospitality and Tourism Industries (Thomson Learning. Delivery can also be supported by directories. to support the development of knowledge and understanding through ‘theory in practice’. 2002) ISBN 0582452716 Davis B. Learners must be encouraged to read publications such as the Caterer and Hotelkeeper at every opportunity to develop their awareness of management issues. Paul V and Jowitt V — Accommodation Management (BT Batsford. 1994) ISBN 0304329223 Jones C. Videos and websites which focus on different outlets within the hospitality industry. 2004) ISBN 0748716327 Cousins J. newspapers. 1999) ISBN 0750642300 Braham B — Hotel Front Office (Nelson Thornes. Learners will need access to a library with a variety of texts and journals associated with hospitality operations management as well as access to the internet. apply theory and observe in a reflective way. Support materials Books Abbott P and Lewry S — Front Office: Procedures.

uk www.informationcommissioner.com) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.bha-online. 2000) ISBN 8175441984 Rutherford D G — Hotel Management and Operations (John Wiley & Sons. 1999) ISBN 0304332348 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Green Hotelier (www.org.uk www. Kaushill S and Kamra K — Hospitality: Operations and Management (AH Wheeler.com www.hospitalitynet.org www.uk www.com www. 1996) ISBN 075062812X Webster K — Environmental Management in the Hospitality Industry: A Guide for Students and Managers (Thomson Learning.riph.johnsondiversey.people1st.gov. 1994) ISBN 0340595124 Mill R C.org.hcima.co.org.greenhotelier.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www.instituteofcustomerservice.uk www. 1994) ISBN 0471285684 Verginis C S and Wood R C — Accommodation Management: Perspectives for the International Hotel Industry (Thomson Learning.Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 1999) ISBN 1861524897 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.wset.getfreemag.uk British Hospitality Association Caterer and Hotelkeeper website Hotel and Catering International Management Association Hospitality Net Information Commissioner’s Office Institute of Customer Service JohnsonDiversey — cleaning and hygiene specialists People 1st (formerly Hospitality Training Foundation) Royal Institute of Public Health Wine and Spirit Education Trust 102 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .uk www.com www.co.caterer.

Websites often make reference to other internet information sources. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 103 . These resources should be used with caution.Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.

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Unit 10:
Learning hours: NQF Level 5:

Food and Society
60 BTEC Higher National — H1

Description of unit
This unit extends the scope of the hospitality industry by examining the wider issues of food and society. Learners will explore the reasons people eat and what influences the choices they make. Food and drink is influenced by a wide range of cultural and global aspects, which will also be the focus of study. Learners will develop their knowledge, skills and understanding of how the five senses can be used to assess the acceptability and quality of food and drink. They will examine ratings scales and the values and criteria that determine results. Finally, they will evaluate an overall food and drink experience, making reasoned judgements and recommendations about how the experience could be improved.

Summary of learning outcomes
To achieve this unit a learner must: 1 2 3 4 Explore the key determinants and influences on food and society Investigate the multi-cultural nature of food and drink Apply sensory evaluation techniques to assess the acceptability and quality of food and drink Apply evaluation techniques and criteria to the food and drink experience.

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Content

1

Key determinants and influences Determinants: the need for food, social eating, lifestyle, availability of time, level of preparation required Influences: eg climate, social groups, taboos, religion, travel, fashion, fads, environment, health, time pressures

2

Multi-cultural nature Multi-cultural: historical and geographical influences eg European, Asian, Pacific Rim, the Americas Food: current trends, association and relationship with drink, branded foods and food outlets Drink: current trends, types (alcoholic eg beers, lagers, ciders, wines, spirits, liqueurs; non-alcoholic eg soft drinks, bottled waters; teas/speciality teas; coffees eg cappuccino, espresso, mocha, latte); service procedures and techniques, trends eg designer waters, branded alcoholic drinks, energy drinks

3

Sensory evaluation techniques Human senses: the role of the five senses, primary tastes and taste sensitivity, importance of smell, detection and perception of flavour and texture Rating scales: eg hedonic, numeric; criteria and values Sensory techniques: understanding the senses, recording and analysing results, assessing and interpreting sensory perceptions, presenting results

4

Food and drink experience Techniques: collecting information, sources of information eg personal, family, friends, members of the public; qualitative/quantitative feedback, making reasoned judgements based on available information, recommendations for improvement Criteria: eg nature of food and drink experience, suitability for purpose, environment, ambience, quality of product and service, time factors, level of care and satisfaction, value for money Situations: eating for pleasure or necessity eg business lunch, special occasion, conference/function, shopping trip, when travelling

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Explore the key determinants and influences on food and society Investigate the multicultural nature of food and drink

• • •

analyse what determines the relationship between food and society for different circumstances identify current influences on eating and drinking habits explain how historical and geographic influences have defined the multi-cultural nature of food and drink explain developments in the association and relationship between food and drink evaluate developing trends in food and drink evaluate the inter-relationship between food and beverages and the five senses identify an appropriate rating scale with criteria and values to determine the acceptability and quality of food and drink apply various sensory evaluation techniques to assess the acceptability and quality of food and drink present and interpret the results of the assessment define evaluation techniques and criteria for evaluation of a food and drink experience evaluate different food and drink experiences justify the outcomes of the evaluation make valid recommendations for improvement.

2

• • 3 Apply sensory evaluation techniques to assess the acceptability and quality of food and drink • •

• • 4 Apply evaluation techniques and criteria to the food and drink experience. • • • •

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Guidance

Delivery This unit looks at the wider issues of food and society. Tutors and learners should adopt a shared approach as users rather than providers, although there will naturally be considerable overlap in the thought processes. Learners need to consider the reasons for eating and choices they make either in the home or for example when eating out with friends, formally or informally. The unit also exposes influences such as time pressures and the growing trend for using pre-prepared foods in the home. Global influences will also form a key focus of study. Learners should be encouraged to experiment with menus and recipe development and beverage selection. The overall relationship between food and drink may be affected by different circumstances and this relationship can be challenged and modified. The learners’ own individual interests should also be encouraged in the approach to this unit. Assessment This unit is largely based on investigations into the relationships between food and society. To reflect the nature of the unit, presentations to groups are useful and, in this instance, audiences may include members of the public who have a keen personal and non-professional interest in the subject. Such a presentation lends itself to illustrations, posters, handouts, photographs and other supporting resources. Alternative forms of evidence include written assignment work, although this should be appropriately illustrated. It is strongly recommended that when learners are delivering presentations, they have access to the latest technological equipment eg laptop computers, LCD projectors, presentation software. Links This unit is linked to practical units within the qualification, particularly those within the Culinary Arts pathway: • • • • • • Unit 30: Menu Planning and Product Development Unit 33: Contemporary Gastronomy (double unit) Unit 34: World Cuisine Unit 35: Creative Patisserie (double unit).

This unit links to the following Management NVQ unit: F9: Build your organisation’s understanding of its market and customers.

This unit also links with the following block of the HCIMA Corpus of Knowledge: OP42: Food and society.

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Resources In addition to formal lectures and seminars, the learning for this unit should be supported by elements of laboratory-based learning. Centres should therefore have access to industrial standard food preparation and production and food and beverage service areas, which will provide the focus for delivering the practical aspects of this unit. In addition learners should be encouraged to read professional journals, Sunday supplements and relevant government publications. Support materials Books Ackerman D — A Natural History of the Senses (Phoenix, 1996) ISBN 1857994035 Atkins P and Bowler I — Food in Society: Economy, Culture, Geography (Hodder Arnold, 2000) ISBN 0340720042 Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton, 1996) ISBN 0470235721 Bryant C, Courtney A and DeWait K — The Cultural Feast: An Introduction to Food and Society (Wadsworth, 2003) ISBN 0534525822 Cousins J, Foskett D and Gillespie C — Food and Beverage Management (Longman, 2002) ISBN 0582452716 Durkan A and Cousins J — The Beverage Book (Hodder Arnold H&S, 1995) ISBN 0340604840 Fine G A — Kitchens: Culture of Restaurant Work (University of California Press, 1996) ISBN 0520200780 Gillespie C and Cousins J (editor) — European Gastronomy into the 21st Century (Butterworth-Heinemann, 2001) ISBN 0750652675 Robinson J (editor) — The Oxford Companion to Wine (Oxford University Press, 1999) ISBN 019866236X Simon J — Wine with Food: The Ultimate Guide to Matching Wine with Food for Every Occasion (Mitchell Beazley, 1999) ISBN 1840001798 Telfer E — Food for Thought, Philosophy and Food (Routledge, 1996) ISBN 0415133823 Whit W C — Food and Society: A Sociological Approach (General Hall, 1995) ISBN 1882289374 Further reading Caterer and Hotelkeeper (Reed Business Information) Food and restaurant guides General food and drink magazines Hospitality (Reed Business Information) Hotel and Restaurant Magazine (Quantum) Menus, wine and drink lists Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association)

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Video/DVD Many of the television ‘fly-on-the wall’ documentaries are well suited to discussions on food and beverage operations. There are also numerous topical food programmes, including those presented by celebrity chefs, that will lend extensive support to the delivery of this unit. Websites www.askachef.com Ask a Chef website — online resource containing recipes, message boards and the opportunity to ask a chef any questions BBC food pages British Dietetic Association Caterer and Hotelkeeper website one-stop website for hoteliers University of Reading’s food law website Restaurants and Institutions magazine website Foodservice World International Hotel and Restaurant Association Into Wine website British Nutrition Foundation The Webtender — an online bartender

www.bbc.co.uk/food www.bda.uk.com www.caterer.com www.ehotelier.com www.foodlaw.rdg.ac.uk www.foodservice411.com/rimag www.foodserviceworld.com www.ih-ra.com www.intowine.com www.nutrition.org.uk www.webtender.com

Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources. These resources should be used with caution.

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Unit 11:
Learning hours: NQF Level 5:

Conference and Banqueting Management
60 BTEC Higher National — H2

Description of unit
The aim of this unit is to encourage the learner to investigate and develop an appreciation of the particular needs of clients within the conference and banqueting sector. This unit considers the operational and planning considerations which are specific to this sector of hospitality. This unit is common to more than one Higher National qualification. Learners must ensure that their evidence relates to the sector they are studying.

Summary of learning outcomes
To achieve this unit a learner must: 1 2 3 4 Examine the range of strategic and operational issues Evaluate food production and service Analyse ergonomic considerations Evaluate administrative procedures.

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Content 1 Strategic and operational issues Diversity of venues: eg conference centres. room plans. information gathering. types of event. style. protocol appropriate to different occasions. specific conference and banqueting facilities within hotels. heating. French/Royal Household. staff utilisation. pre-prepared. quality. sound. sound technology 4 Administrative procedures Operational procedures: function sheets. events diary. space realisation. space allocation Function etiquette and protocol: religious and cultural guidelines. open days. weddings. client and guest evaluation procedures. marketing implications. hygiene regulations. computer-aided design packages (CAD) Quality of environment: minimum and maximum space/floor occupancy. stages in the food production process Food and beverage service styles: eg banquet service. full silver service. fork. nonalcoholic On and off-site considerations: equipment hire. demands on floor space. appropriate locations. full). legal requirements. cook-chill. modern partie system Food production styles: eg banquet. special effects. lay-up styles. lighting technology. air-conditioning Audio-visual: lighting. required profit margins Performance and quality: evaluation and review techniques. image. ventilation. services and facilities required Planning techniques: decision-making. health and safety legislation eg Health and Safety at Work Act 1974 (HASAW). production and service capabilities 3 Ergonomic considerations Space utilisation techniques: seating plans/room layout designs to accommodate guests. change of air rates. advertising. transport. licensing law implications. Hazard Analysis Critical Control Point (HACCP). seating plans. room design. beverage service. internal and external documentation. family service. closed loop evaluation methods 2 Food production and service Food production systems: eg cook-freeze. budget projections. profit realisation. buffet presentation (finger. appropriate venues. computer disc presentations. video projections. formal dinners. entertainment required Menu planning: composition guidelines. traditional partie system. role of master of ceremonies Marketing: material production. alcoholic. mailing-lists 112 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . critical path analysis (CPA) for staffing and design considerations. comfort. venue appraisal. discounting initiatives. vacuum packaging. multi-functional leisure centres.

• • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 113 . implement and analyse the appropriate planning techniques for a given conference or banqueting event and evaluate appropriate performance and quality review techniques at the end evaluate the suitability of a range of food production systems and styles and food and beverage service styles for a given conference or banquet compare on and off-site considerations and analyse the key menu planning considerations for a range of conference and banqueting events apply space utilisation techniques to a given conference or banqueting event evaluate influences which affect the quality of the environment and analyse the range of audio-visual techniques used for a given conference or banqueting event explain operational procedures for a given conference or banqueting event analyse the implications of function etiquette and protocol for conference or banqueting events evaluate the marketing of a given conference or banqueting event.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the range of strategic and operational issues • • describe the diversity of venues used for conference and banqueting events plan. 2 Evaluate food production and service • • 3 Analyse ergonomic considerations • • 4 Evaluate administrative procedures.

regulatory. case studies. Tutors should also be aware of the value of input from specialist providers of conference and banqueting services. This unit will be more relevant if it is delivered following a period of work experience where the learner has had exposure to a conference and/or banqueting operation. Visits to commercial operations of different types and sizes will add currency and vocational realism to the delivery of the unit. They may also have the opportunity. during and after an event. Case study materials will also be useful to highlight key issues or to explore problem areas that learners may not otherwise experience. before. This unit links to the following Management NVQ units: B1: Develop and implement operational plans for your area of responsibility B8: Ensure compliance with legal. they have access to the latest technological equipment eg laptop computers. Links This unit provides and can be linked successfully with • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 9: Hospitality Operations Management Unit 12: Contract and Event Management Unit 15: Marketing. These may be set during periods of work experience within a conference and/or banqueting environment. research-driven assignments or case-studies. presentation software. and/or projects. at unit level or at outcome level. It is strongly recommended that when learners are delivering presentations. Visits to such operations. Assessment Evidence of outcomes may be in the form of assignments. will enable learners to observe the varied aspects of conference and banqueting operations from an operational perspective. The delivery of this unit will also be enhanced by a visit from external speakers such as conference and/or banqueting manager. Learning and assessment can be across units. to discuss with clients different aspects of their needs and how these needs have been met.Guidance Delivery A practical approach should be adopted using simulated exercises. LCD projectors. ethical and social requirements E1: Manage a budget E2: Manage finance for your area of responsibility E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your are of responsibility 114 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . with the approval of the operator.

Foskett D and Gillespie C — Food and Beverage Management (Longman. Support materials Books Callow J — The Sportsworld Guide to Corporate Hospitality (Kogan Page. and the use of relevant software applications. some drawn from the trade press. 1994) ISBN 0340595124 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP OP04: Food and Beverage Skills and Knowledge OP07: Managing Food Production Operations OP08: Managing Food and Beverage Service. Learners will need access to a library with a variety of texts and journals associated with conference and banqueting operations. as well as access to the internet. 1992) ISBN 0304325058 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.• • • • • F9: Build your organisation’s understanding of its market and customers F12: Improve organisational performance. 1995) ISBN 0749417994 Cousins J. Adams D and Messenger S — Managing Projects in Hospitality Organizations (Thomson Learning. These should be used for visits and as a source of visiting speakers. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Case study materials. Resources It is important for centres to develop supporting relationships with local commercial providers. 1998) ISBN 0750632860 Kinton R. Ceserani V and Foskett D — Theory of Catering (Hodder Arnold H&S. 1999) ISBN 0340738103 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 2002) ISBN 0340847034 Shone A — The Business of Conferences: A Hospitality Sector Overview for the UK and Ireland (Butterworth-Heinemann. 2002) ISBN 0582452716 Davis B. 1998) ISBN 0750640995 Teare R. 1996) ISBN 075062812X Further reading Caterer and Hotelkeeper (Reed Business Information) Conference and Banqueting Croner’s Catering Magazine (Croner Publications) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 115 . are a necessary resource.

com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.uk/~cvs/cvs Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.uk www.bha-online. These resources should be used with caution.globalnet.co.caterer. conference venue finding Conference Venue Search website www.sounds-commercial. business meeting venues.uk www.uk www. 116 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .co.org. Websites often make reference to other internet information sources.conferencesearch.org.com www.Hospitality Year Book (HCIMA) Hotel and Restaurant Magazine (Quantum) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.uk British Association of Conference Destinations (BACD) — provides event organisers with an impartial venue-finding service throughout the British Isles British Hospitality Association Caterer and Hotelkeeper website Conference Search website free venue finding service for the UK.getfreemag.users. venue search.co.bacd.

This unit will address the scope of strategic. The learner will appreciate the services and products within this diverse sector. operational and financial decisions which affect the success and development of this sector. and will recognise those factors which optimise management and business performance. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 117 .Unit 12: Learning hours: NQF Level 5: Contract and Event Management 60 BTEC Higher National — H2 Description of unit The aim of this unit is to investigate the extent and scope of the contract and event sector of the hospitality industry. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 Investigate the strategic issues which affect decision-making Explore the operational issues which affect the success of contract and event management Appreciate the financial processes involved in tendering and implementation.

arts and entertainments. service quality. targeting Human resource issues: workforce. linen and laundry. service styles. restaurant/bar manger. hotel services. utensils and supplies available. client and contractor relationship Quality issues: standards of service. legislation affecting transportation of cook-chill. administration. scheduling. product knowledge. front office. human resource services Component elements of the contract/event: menu design. security. private functions Types of event and contract service provision: food and beverage services. liaison with internal/external providers (executive chef. product quality. needs and expectations. interface skills. client liaison. banqueting.Content 1 Strategic issues Diversity of sector: employee catering. worker:management ratio. space layout. location and outdoor events. conference centres. training Customer issues: service. food and beverage service style. cookfreeze food materials 118 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . measurement of quality 2 Operational issues Elements of project management: action planning. florist. reception. entertainment. safety and hygiene: standards of equipment. decision-making. artiste/agent) Type and level of service: suitability of menu design. hospital catering. component elements of the event. school meals. market share. decoration. maintenance. merchandising. staffing. full-time or part-time employees. cleaning. purchasing. type of food service system for a particular contract and event catering situation Purchasing. lighting and sound Marketing and sales issues: product placement. problems with catering ‘off site’. HR manager. job skills and tasks. casual staff. work patterns. timing. AV technician. facilities management. administration. accommodation services. bargaining during the contract and event Health. negotiating. delivering and storage systems: suitability of systems for different types of contract and event catering Client and contractor relationship: interpersonal skills.

writing specifications. business performance targets. competitiveness. acquisitions and mergers. satisfaction of current contracts. negotiating contracts. opportunities for expansion. profit generation.3 Financial processes Contracts: nature of contracts. subsidies Business generation: tendering. fulfilling contract requirements. nil profit. contract law. profit contracts Corporate targets: management targets. business expansion targets. competitive tendering. financial targets. non-profit contracts. breach of contract Financial issues: budget setting and targets. quality targets BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 119 . bidding for contracts. economies of scale.

including the different types of event and contract service provision describe the component elements of the contract and event describe the strategic issues affecting decisionmaking including marketing and sales issues.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the strategic issues which affect decisionmaking • identify the complex diversity of the contract and event catering sectors. customer issues and quality issues explain the elements of project management which are necessary to ensure effective contract and event management describe the type and level of service associated with a range of contract and event catering occasions explain the purchasing. • • • • 120 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . safety and hygiene problems which can affect the operational success of contract and event catering explain the process involved in drawing up contracts describe the financial issues which affect the implementation of a contract explain the process of business generation within contract and event management evaluate business success and achieving corporate targets in corporate and event management. • • 2 Explore the operational issues which affect the success of contract and event management • • • • • 3 Appreciate the financial processes involved in tendering and implementation. delivering and storage systems associated with different types of contract and event catering explain the importance of a good client and contractor relationship to ensure successful contract and event catering explain the health. human resource issues.

LCD projectors. Assessment Evidence of outcomes may be in the form of tutor-led tests.Guidance Delivery Wherever possible a practical approach should be adopted using hands-on exercises. researchdriven assignments or case-study scenarios. This unit will also benefit from a visit from an external speaker such as a contract catering manager or event management organiser. case studies and/or projects set during periods of work experience in the contract and event management sectors. ethical and social requirements D2: Develop productive working relationships with colleagues and stakeholders E1: Manage a budget E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 121 . Links This unit provides and can be linked successfully with: • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 11: Conference and Banqueting Management Unit 15: Marketing Unit 23: Financial Management. This unit links to the following Management NVQ units: A3: Develop your personal networks B8: Ensure compliance with legal. presentation software. at unit level or at outcome level. Learning and assessment can be across units. assignments. As a result much of the evidence for this unit may be accumulated by learners building a portfolio through work experience. they have access to the latest technological equipment eg laptop computers. regulatory. The relevance of this unit will be greatly improved if it is delivered following a period of industrial work experience for those learners with no previous knowledge of the contract and event management sector of hospitality. It is strongly recommended that when learners are delivering presentations.

1998) ISBN 0582357063 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) 122 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . These should be used for visits and as a source of visiting speakers. 2004) ISBN 1932156844 Watt D — Event Management in Leisure and Tourism (Longman. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP29: Managing Catering and Multiple Service Contracts OP36: Special Events Management. 1999) ISBN 0471339342 Teare R (editor) — Managing Projects in Hospitality Organizations (Thomson Learning. as well as access to the internet. 1995) ISBN 0749417994 Foster-Walker M and Lemaire C — Start and Run an Event Planning Business (Self-Counsel Press. Case study materials. Allen J and O’Toole W — Festival and Special Event Management (Jacaranda Wiley. 2004) ISBN 1551803674 Goldbatt J J — Special Events: The Art and Science of Modern Event Management (Van Nostrand Reinhold. 2003) ISBN 0470832606 Bowdin G et al — Events Management (Butterworth-Heinemann. Learners will need access to a library with a variety of texts and journals associated with contract and event management operations. Support materials Books Allen J — The Business of Event Planning: Behind the Scenes Secrets of Successful Special Events (John Wiley & Sons. 2002) ISBN 047083188X Allen J — Event Planning Ethics and Etiquette: A Principled Approach to the Business of Special Event Management (John Wiley & Sons. 1997) ISBN 0442022077 McDonnell I. some drawn from the trade press. 1992) ISBN 0304325058 Thoren-Turner K — Start Your Own Event Planning Business (Entrepreneur Press.• • • • F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation. 2001) ISBN 0750647965 Callow J (editor) — The Sportsworld Guide to Corporate Hospitality (Kogan Page. Resources It is important for centres to develop supporting relationships with local commercial providers. and the use of relevant software applications. are a necessary resource.

caterer.co. These resources should be used with caution.org.people1st.uk www.co. conference venue finding Conference Venue Search website www.sounds-commercial.bacd. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 123 .uk www.globalnet.co.uk www.org.co.co.laca.sodexho.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www. business meeting venues.co.getfreemag.bha-online.users. venue search.uk British Association of Conference Destinations (BACD) British Hospitality Association Caterer and Hotelkeeper website Conference Search website Local Authority Caterers Association People 1st (formerly Hospitality Training Foundation) Sodhexo — provider of food and management services free venue finding service for the UK. Websites often make reference to other internet information sources.com www.conferencesearch.uk www.uk www.uk www.uk/~cvs/cvs Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotel and Restaurant Magazine (Quantum) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.

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Learners will explore the current structure of the licensed trade. covering different types of agreements and licensed premises.Unit 13: Learning hours: NQF Level 5: On-Licensed Trade Management 60 BTEC Higher National — H2 Description of unit This unit will allow the learner simultaneously to examine this specialist sector of the hospitality industry and to apply the principles. Learners must ensure that their evidence relates to the sector they are studying. knowledge and techniques learned in other units to its unique situations. It provides learners with both the theoretical and practical skills required to pursue a career in the licensed trade. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Define the current structure of the licensed trade Examine the design. development and operation of licensed premises and aspects of marketing. This unit is common to more than one Higher National qualification. development and operation of on-licensed premises Develop a marketing strategy for on-licensed premises Undertake and review a case study of an on-licensed premises development. They will then undertake and review a case study based on a local operation and provide feedback to the owner/manager. They will examine issues relating to the design. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 125 .

payback. training. stock and cash control systems Financial investment: eg wholesale and incremental project analysis. retail and operating cost analysis. objectives. current regulatory constraints Systems: eg staffing structure. Threats (SWOT) analysis. development and operation Design: interior and exterior design. external. customer and workflow. games. feedback to owner/manager 126 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . provision for family areas (indoor/outdoor) Regulatory constraints: licensing law. ergonomics. timescales. resources. interpersonal relationships. tenancy Future developments: national. EU influences Types of licensed premises: family. town houses. the police. company or brewer. safety. resources to be used Focus: food. health authorities. community. Return on Capital Employed (ROCE). themed. country. social and legislative history Agreements: freehold. Opportunities. economic use of space. risk analysis Product development: food. objectives. Weaknesses. techniques used. Strengths. discounted cash flow. market penetration Sales: merchandising and promotional activities. entertainment (consistent with target market) Design: eg internal. associated integrated software and paper systems Staffing: structures. timescales. retention 3 Marketing strategy Marketing skills application: market research. benefits. weights and measures. trend identification. Point of Sale (POS) materials. back bar design 4 Case study Development project: negotiate and agree with relevant people a development project. branded pubs 2 Design. licensing justices. leasehold. targets. liquor. difficulties. planning authorities.Content 1 Current structure Brewing and the licensed trade: economic. Amusement with Prizes (AWP) and Amusement with Skills (AWS) Stock and cash control: Electronic Point of Sale (EPOS) systems. personnel policies. yield Evaluate: types of activities undertaken. recruitment. beverage. target market identification.

development and operation of on-licensed premises • describe the economic. social and legislative pressures that have created the present structure of the licensed trade and that might determine its future design the production and commercial areas — interior and exterior — of a public house. liquor and entertainment products for a specific type of public house design staffing structure and a training programme for a specific type of public house carry out a comprehensive market research exercise for licensed premises plan and promote sales on site agree a development project. timescales and resources to be used. systems and financial investment evaluate the project against original objectives. targets.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Define the current structure of the licensed trade Examine the design. identifying appropriate control systems detail the constraints upon any design and development activity identify appropriate food. • • • • • 4 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 127 . 2 • • • • 3 Develop a marketing strategy for on-licensed premises Undertake and review a case study of an on-licensed premises development. design. including a development strategy outline the product development area.

128 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . learners would need to give a presentation of a complete development project to a joint academic and industry panel. which may have links to marketing departments and feedback from customers. Overall. Data generated will enable learners to negotiate a suitable case study with a local commercial operation. Assessment Evidence of outcomes may be in the form of presentations to a group. Further considerations that learners should make include regulatory constraints. Access to operations implementing Amusement with Prizes (AWP) and Amusement with Skills (AWS) will establish the issues that must be addressed by organisations wishing to offer such features. night-clubs and so on. Based on this. Presentations by specialists or owners who have had experience of such constraints will add vocational currency and highlight unique aspects that learners may not otherwise come across. Small discussion groups followed by feedback will begin to outline the structure. but should be addressed here within the specific content of the licensed trade. which may include representatives from industry such as visiting speakers or owners/managers of premises involved in case study development. Tutors should ensure learners experience different characteristics of licensed premises. The opportunity to develop a ‘live’ case study — based on on-licensed premises in need of redevelopment — may be provided by a local brewing or pub company. Substantial case study material will also address aspects that learners may not otherwise experience. as a way of highlighting many of the issues addressed within the unit. It is strongly recommended that when learners are delivering presentations. which must relate specifically to issues addressed by the content of the unit. Marketing principles are linked with other units within the programme. which again can be supported by visiting speakers. The unit enables learners to consider issues beyond the operation of licensed premises. pub management companies and licensed trade organisations will develop the ideas generated and provide a complete picture of the current state of the licensed trade industry. Tutors and learners will initially need to share a common definition of the trade. they have access to the latest technological equipment eg laptop computers. such as national chains of family pubs. LCD projectors.Guidance Delivery This unit addresses management issues for licensed trade operations. Learners should agree the focus of the study with the tutor and the owner/manager. Learners should also produce a formal report that reflects the nature of the unit. small privately-owned operations. They should explore design features. Support from local brewers. presentation software. The two types of evidence may usefully be integrated. the delivery of the unit should include trips to breweries and appropriate licensed premises that demonstrate current trends and innovative approaches to trading. Contributions from national organisations may provide access to corporate design policies.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 129 . Trade journals and newspapers should be made available to all learners. This unit links to the following Management NVQ units: B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your organisation B4: Put the strategic business plan into action B8: Ensure compliance with legal. ethical and social requirements D4: Plan the workforce D7: Provide learning opportunities for colleagues E1: Manage a budget E2: Manage finance for your area of responsibility E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F1: Manage projects F2: Manage a programme of complementary projects F3: Manage business processes F4: Develop and review a framework for marketing. Learners will need access to a library with a variety of texts associated with the licensed trade as well as access to the internet. notably: • • • • • • • • • • • • • • • • • • • • • • • • Unit 9: Hospitality Operations Management Unit 15: Marketing Unit 19: Facilities Management Unit 23: Financial Management.Links This unit links the learner’s knowledge and understanding of the licensed trade sector of the hospitality industry with several other units in the programme. regulatory. Resources Access to a sufficient number of commercial operations to sustain the delivery of the unit is essential. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP04: Food and Beverage Skills and Knowledge OP07: Managing Food Production Operations OP08: Managing Food and Beverage Service OP33: Licensed Retail Management OP38: Statutory Regulations and Legal Requirements. and the use of relevant software applications. These premises should provide access to the latest ICT capacity supporting the licensed trade industry.

com www. 1996) ISBN 075062812X WSET — Behind the Label (Wine and Spirit Education Trust.org. 2000) ISBN 0750646780 Forsyth P — Maximising Hospitality Sales: How to Sell Hotels.bha-online.hcima.caterer. Kaushill S and Kamra K (editor) — Hospitality: Operations and Management (AH Wheeler.uk www. 2002) ISBN 0582452716 Davis B. 2000) ISBN 0826448321 Mill R C. 1999) ISBN 0951793659 Further reading Caterer and Hotelkeeper (Reed Business Information) Croner’s Catering Magazine (Croner Publications) Hospitality (Reed Business Information) Voice of the BHA (British Hospitality Association) Websites www. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. 1999) ISBN 0304704288 Johns N and Edwards J S — Operations Management: Resource Based Approach for the Hospitality and Tourism Industries (Thomson Learning. 2000) ISBN 8175441984 Rutherford D (editor) — Hotel Management and Operations (John Wiley & Sons. Ritchie C and Roberts A — Public House and Beverage Management: Key Principles (Butterworth-Heinemann.Support materials Books Boella M and Pannett A — Principles of Hospitality Law (Thomson Learning.hospitalitynet. 1994) ISBN 0340595124 Malison S — The Fundamentals of Hospitality Marketing (Thomson Learning.org British Hospitality Association Campaign for Real Ale Caterer and Hotelkeeper website Hotel and Catering International Management Association Hospitality Net 130 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .org. 1994) ISBN 0471285684 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.org. 1998) ISBN 0750632860 Flynn M. 2002) ISBN 0749438460 Cousins J.camra.uk www. Foskett D and Gillespie C — Food and Beverage Management (Longman. 1994) ISBN 0304329223 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. Venues and Conference Centres (Thomson Learning. 1999) ISBN 0304704725 Bruning T and Blyth D (editors) — The Publican’s Handbook (Kogan Page.uk www.

org.co.co.riph.uk www. These resources should be used with caution. Websites often make reference to other internet information sources.people1st.wset.uk www.uk People 1st (formerly Hospitality Training Foundation) Royal Institute of Public Health Wine and Spirit Education Trust Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 131 .www.

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procedures and constraints that influence the management of people within a work environment.Unit 14: Learning hours: NQF Level 5: People Management 60 BTEC Higher National — H2 Description of unit This unit introduces learners to the techniques concerned with the management of people within service industries. leisure and recreation. Learners must ensure that their evidence relates to the sector they are studying. travel. The unit provides learners with the opportunity to examine the various practices. such as hospitality. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 133 . The unit recognises the critical role that managing people has in the effectiveness and efficiency of an organisation. tourism. This unit is common to more than one Higher National qualification. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Explain the processes and procedures involved in people management Investigate working relationships within a services industry context Evaluate methods of managing and developing human resources Investigate industrial relations and legislation within the employment relationship. sports.

interviewing techniques. employee benefits. for the organisation eg qualified staff. use of part-time and older employees Recruitment and selection: job descriptions. recruitment sources. deadlines and performance standards. sub-contracted. tourism. preparing employees for progression. meeting financial targets 3 Managing and developing human resources Motivation: theories. induction. travel. needs analysis and evaluation. creating a cohesive workforce. methods. increase in skilled staff. anti-discrimination. voluntary (not-for-profit) sectors 2 Working relationships Relationships: teams eg ad hoc. monitoring and assessing performance. associated legislation Services industry context: eg hospitality. performance related pay. recreational industries. fractional posts. company share schemes. hierarchical eg managerial. outworking. incentive schemes. market conditions. long-term.Content 1 Processes and procedures Manpower planning: process. subordinate Lines of authority and communication: within the organisation. employee involvement. external qualifications. leisure. managing tensions and conflict Managing sub-contractors: negotiating targets. managing poor or ineffective performance. managerial. cost implications. medical insurance. job enrichment. selection tests eg psychometric. flexible staff 134 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . consultant. supervisory. individuals. motivating individuals/teams Training: techniques. contracted-out. estimating manpower requirements. future needs Appraisal and development: schemes. deployment and monitoring of employees. seasonal. private. labour turnover. management development. operating within constraints. recruitment and selection. improved results due to increase in quality. within the team Roles: operative. skills shortages. in-house. sickness benefit. craft. on. public. supporting team members. current occupational standards. well-motivated staff. qualifications framework. sports. peers.and off-the-job. matching organisational needs with employee potential Reward systems: pay structures. advertising. pensions. the labour market. personnel specifications. achieving organisation targets. personality Contracts: types eg full/part-time. organised. intelligence. demographic issues. relevant legislation eg equal opportunities. responsibilities Objectives: induction. short-term. job enlargement. training and development. pride. encouraging individuals. promotions. team rewards Benefits: for the individual eg motivation. job satisfaction.

constructive dismissal. unfair dismissal. disabled provisions. redundancy. resignation. hours. Conciliation and Arbitration Service). retirement Legislation: UK and EU employment legislation eg Sex Discrimination Act 1975. job restructuring. first aid requirements. disciplinary/grievance interviews. the role of trade unions. employment tribunal systems. working from home) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 135 . the role of ACAS (Advisory. pay.4 Industrial relations and legislation Contractual regulations: employment contract. arbitration procedures. headhunting staff Termination of employment: types of dismissal. conditions. Rehabilitation of Offenders Act 1974. collective bargaining. implications of the Working Time Regulation. appeals. right to trade union membership Employment practices: disciplinary and grievance procedures. maternity/paternity issues. flexible employment practices eg job share. TUPE (1981). Race Relations Act 1976. Equal Pay Act 1970. legislation relating to harassment. codes of practice.

• • • • 136 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Explain the processes and procedures involved in people management • • • explain how workforce planning is used to assess staffing requirements explain how the general employment environment affects workforce planning within an organisation demonstrate procedures and a range of selection techniques that enable effective recruitment explain the factors that influence working relationships examine lines of authority within a given organisation and explain their purpose discuss roles and responsibilities of employees within a given organisation explain the relevance and objectives of working relationships within an organisation explain the factors to be considered when employing sub-contractors explain the importance of employee motivation and involvement evaluate a range of training techniques employed within a services industry context explain the benefits of training and development to the organisation and the individual explain the role of appraisal and management development schemes within the organisation describe contractual regulations of employment describe at least two recognised employment practices that contribute to effective people management explain the constraints imposed by legislation on termination of employment examine the main features of current employment legislation. 2 Investigate working relationships within a services industry context • • • • • 3 Evaluate methods of managing and developing human resources • • • • 4 Investigate industrial relations and legislation within the employment relationship.

Tutors should be aware of the context in which they are delivering the unit and ensure that examples and support materials (eg recruitment and selection documentation. tourism. Visits to commercial operations and talks by guest speakers will add currency and vocational depth. Where examples are cited. Links This unit links with a range of other units. examples and case studies should be presented in the context of a relevant services industry. tutors should ensure that contacts and appropriate briefings are made with cooperative organisations well in advance. Alternative forms of evidence might include correspondence and research with actual organisations or individuals in relevant service industries. tourism. sports. such as hospitality. case studies. codes of practice. Whilst a practical approach to this unit is desirable. To ensure maximum realism and relevance. including hospitality. Examples include: • • • • • • Unit 1: The Contemporary Hospitality Industry Unit 2: The Developing Manager Unit 3: Customer Service Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 7: Industry Experience. role-play exercises. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 137 . sports. Assessment Evidence of outcomes may be in the form of assignments. particularly those with a focus on the management of people. Work experience gained through industrial placement or part-time employment would help learners understand people management in an operational environment. case studies) are relevant. A planned integrated assignment encompassing several overlapping outcomes in other units would be particularly beneficial. A practical approach should be adopted with learners encouraged to seek their own evidence from organisations which they are in contact with. leisure or recreation. examples of relevant legislation. travel. it should not be at the expense of a sound theoretical base. examinations or practical exercises using peer groups.Guidance Delivery This unit can be delivered in a wide variety of contexts. all role-play exercises. As learners are dependent on gathering sensitive information from commercial operations. Work experience gained through industrial placement or part-time employment would help learners understand people management in an operational environment. travel. learners should be coached to identify practical issues (eg levels of staff sickness or turnover) and theoretical concepts (eg models for motivating staff). staff handbooks. Evidence should be from real situations where possible. leisure and recreational industries. helping to consolidate the learners’ overall learning.

regulatory. Tenth Edition (Heinneman Educational. Resources Videos. such as data protection. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP15: Human Resource Management OP16: Training and Developing Others OP38: Statutory Regulations and Legal Requirements. Maxwell G and Watson S — Human Resource Management: International Perspectives in Hospitality and Tourism (Thomson Learning. It is advisable that learners have access to personnel software so that they can familiarise themselves with the processes and issues involved. 1998) ISBN 0273625276 D’Annunzio-Green N. Conciliation and Arbitration Service (ACAS) and the Chartered Institute of Personnel and Development (CIPD). Other sources of information can be provided by external organisations eg Advisory. 2000) ISBN 0748754660 Corbridge M and Pilbeam S — Employment Resourcing (FT Prentice Hall. 2004) ISBN 0131119834 Goldsmith A and Nickson D — Human Resource Management for Hospitality Services (Thomson Learning. 1998) ISBN 0750639148 Bland M and Jackson P — Effective Employee Communications (Kogan Page. Otter R and Martin J — Law: A Modern Introduction (Hodder Arnold H&S. 1997) ISBN 1861520956 138 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 1999) ISBN 0340704810 Gilmore S A — Cases in Human Resource Management in Hospitality (Prentice Hall. 2002) ISBN 0826457657 Denham P.This unit also links to the following Management NVQ units: • • • • • • • • • • B5: Provide leadership for your team B6: Provide leadership in your area of responsibility B7: Provide leadership for your organisation B8: Ensure compliance with legal. 1992) ISBN 0749407840 Boella M J — Human Resource Management in the Hospitality Industry (Nelson Thornes. Support materials Books Barker D and Padfield C — Law Made Simple. ethical and social requirements B9: Develop the culture of your organisation B11: Promote diversity in your area of responsibility B12: Promote diversity in your organisation. software packages and appropriate management games can be used to support and enhance the delivery of this unit.

Further details and catalogues are available from: Video Arts 6–7 St Cross Street London EC1N 8UA www.uk a business and economics service for learners and tutors Confederation of British Industry Chartered Institute of Personnel and Development Department for Education and Skills Investors in People Trades Union Congress Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. These resources should be used with caution.uk www.gov.org. Websites often make reference to other internet information sources. Examples include Managing Problem People. 1998) ISBN 0273639102 Riley M — Human Resource Management in the Hospitality and Tourism Industry: Guide to Personnel Management in the Hotel and Catering Industries (Butterworth-Heinemann. Nicholls P and Tailby S — Employee Relations: A Contemporary Perspective (FT Prentice Hall.dfes. Taylor S and Hall L — Human Resource Management (FT Prentice Hall.bized.videoarts. 1998) ISBN 0273687131 Further reading Human Resource Management Journal (The Eclipse Group) People Management (Chartered Institute of Personnel and Development/Personnel Publications) Video/DVD Companies such as Video Arts produce a variety of videos which may be useful in covering human resource management topics.investorsinpeople. 1997) ISBN 0748724044 Mullins L — Management and Organisational Behaviour (FT Prentice Hall.co.uk www.co. 1999) ISBN 013209164X Maund L — Understanding People and Organisations: Introduction to Organisational Behaviour (Nelson Thornes.ac.org.tuc. 1996) ISBN 0750627298 Torrington D.cbi.Hollinshead G.uk www.cipd. Team Spirit? and Where There’s a Will. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 139 .uk Websites www.uk www. 1999) ISBN 027362525X Jerris L — Human Resources Management (Pearson US Imports.co.uk www.

140 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

including hospitality. and recreation. sports. moving on to the functional and operational aspects of marketing as the unit progresses. leisure. tourism. Learners must ensure that their evidence relates to the sector they are studying. travel. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 141 . The focus of this unit is initially on the concepts of marketing. Learners will investigate marketing in the context of one of today’s competitive service industries.Unit 15: Learning hours: NQF Level 5: Marketing 60 BTEC Higher National — H2 Description of unit The aim of this unit is to introduce learners to the key concepts and functions of marketing as they apply to services industries. The unit aims to equip learners with knowledge and understanding of the key factors affecting marketing environments and the role of marketing in different sectors of relevant service industries. This unit is common to more than one Higher National qualification. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate the concepts of marketing in a services industry context Analyse the role of the marketing mix Evaluate the components of the promotional mix Analyse the marketing cycle in a services industry environment.

voluntary (not-for-profit) sectors 2 Marketing mix Marketing mix elements: nature and characteristics of products and/or services. competitor analysis. leisure. competition. price adjustments. ethical issues Pricing: strategies eg skimming. price setting considerations. quality. value chain. customer satisfaction/retention. ethics 142 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . decision process. technology. social.Content 1 Concepts of marketing Core concepts: definition of marketing. targeting and positioning. programming. public. cost/benefits. trends eg green issues. models and types of behaviour. technical (PEST) analysis. financiers. product mix. owners. reasons for growth. efficiency/effectiveness. opportunities and threats (SWOT) analysis. strategic/tactical marketing. value. demographic. customer needs. social audit. legal and regulatory considerations. service quality. changing emphasis of marketing Marketing environment: micro environment the company. public relations. franchising. political. travel. stakeholders eg suppliers. factors affecting pricing decisions eg demand elasticity. break-even. economic. value-based. recreational industries. tourism. physical distribution and logistics. pressure groups. product and services markets. income. gender Ethics and social responsibility: sustainability. consumer orientation (internal and external). competition-based. long-term relationships Market segmentation: principles of segmentation. segmentation bases eg geographic. politics. third world issues. variable. concept development and testing. people. penetration. impact of technology. test-marketing (simulated and controlled). sports. pressure groups Services industry context: eg hospitality. relationship marketing. branding Place: distribution channels. marketing as a business philosophy. niche marketing. society. customer convenience and availability. the growth of consumerism. ecology. strengths. competitors. culture. environmentalism. features/benefits. value and satisfaction. unique selling points (USPs). vertical/horizontal integration. private. development processes. intermediaries. competitor orientation. local residents. behavioural. product strategy/mix. wants and demands. lifecycle. partnerships. policy eg cost-plus. macro environment demographics. customers. Porter’s competitive forces Consumer markets: central role of the customer. customer culture. public policy. lifecycle stage. packaging Products/services: characteristics. profitability. economy. weaknesses. legal.

communication channels. tools. radio. newspapers. the marketing research process. samples. new and existing products. positioning of products and services. online marketing. industry journals. evaluation 4 Marketing cycle Research and information: relevance. location. evaluation Sales promotion: aims and objectives. effective communications. promotional-mix decisions. statistics. forecasting and demand measurement. advertising and sales promotions. interviews. sponsorship. services and markets. target market. personal selling. billboards. revisions. suitability for specific products. primary research eg questionnaires. budgetary considerations. surveys. wants. evaluation eg objectives. and posters. branding. qualitative/quantitative data. objectives. reach. costs and budgeting Campaign: format. measuring current demand. impact. focus group. limitations. creating copy. published information. secondary research eg internal records. methods. defining the market. costs. evaluation Communications: range of media eg television. monitoring and evaluating promotions Advertising: objectives. market information systems. timescales. services and markets Marketing plan: implementation. government publications. reasons for growth. branding and merchandising. methods. quality as an influence on customer perceptions Data collection and analysis: needs. analysis. frequency. and outcomes BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 143 .3 Promotional mix Promotional mix: role eg public relations. magazines.

using examples. 2 Analyse the role of the marketing mix • • 3 Evaluate the components of the promotional mix • • • 4 Analyse the marketing cycle in a services industry environment. using primary and secondary research methods and analyse and evaluate the resulting data analyse the suitability of a range of media for marketing an appropriate product or service evaluate the implementation of the marketing plan for an appropriate product or service.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the concepts of marketing in a services industry context • • • • explain the core concepts of marketing for a relevant services industry assess the impact of the marketing environment on the industry explain the relevance of consumer markets in the industry identify and explain the rationale for developing different market segments explain the key components of the marketing mix and assess their importance to the industry analyse and evaluate a range of pricing strategies and policies in relation to the industry evaluate. the role of the promotional mix plan an advertising campaign for a services industry operation analyse the role that sales promotion and public relations play in promotional efforts explain the relevance of market research to services industry operations undertake market research for an appropriate product or service. • • • • 144 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

industry-related approach is taken to delivery. leading to rationalised conclusions. This may be achieved by a combination of visiting speakers and visits to services industry operations to underpin currency and vocational relevance. Moral and ethical issues and examination of different marketing trends in the relevant industry will encourage debate and exchange of ideas that will further develop learners’ understanding of marketing decision-making. Assessment Evidence of outcomes may be in the form of written or oral assignments or tests. The unit may be delivered as a stand-alone package. at unit level or at outcome level. or by learners building a portfolio of evidence. Learners should be encouraged to ‘think marketing’ and to become aware of marketing in their everyday lives. visits to organisations and residential opportunities to cover key sectors of the relevant services industry.Guidance Delivery This unit should be delivered in a sports. They should include both private and public sectors of their industry. Learners should also have opportunities for peer and self-assessment in order to develop their skills in being responsible for their own learning and development. point of sales materials. to enable learners to appreciate the differences between marketing services and marketing products as well as the management of intangibles. The assignments may focus on real problems or case studies. It is important for learners to have practical experience of the marketing cycle. Learners will need to have a sound appreciation of marketing strategy. case studies are relevant. Learners must also share a common understanding and definition of marketing and the relevant technical terminology. as well as profit and non-profit making organisations. Teachers should be aware of the implications of the context in which they are delivering the unit and ensure that examples and support materials eg brochures. carrying out appropriate marketing research in a relevant services industry. 3 and 4. Visits to industry exhibitions will enable learners to make comparisons of promotional techniques used by exhibitors to support the delivery of outcome 4. leisure and/or recreational context. leisure and/or recreational context. but the recommendation is that centres plan to integrate this unit with others. every effort should be made to ensure that a practical. Evidence could be at outcome level although opportunities exist for covering more than one outcome in an assignment. Learning and assessment can be across units. This should include subsequent analysis of their findings. Case studies will enable learners to make comparisons of marketing opportunities and practices in different types of organisations and will support learning for outcomes 2. Although there must be a sound theoretical base for this unit. processes and practices. Breadth of knowledge and understanding may be achieved by a combination of visiting speakers. As marketing underpins business operations. catalogues. this should be achievable without undue difficulty. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 145 . They should examine marketing practices in a sport. Assessment may consist of a combination of formative and summative assessments.

Learners must have access to a library and research facilities. depending on the style of delivery and learning. This unit also links to the following Management NVQ units: B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your organisation B8: Ensure compliance with legal. including: • • • • • • • • • • • • • • • • • • • • Unit 3: Customer Service Unit 17: Quality Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise. Upto-date journals are important for learners to follow current developments in this competitive. ethical and social requirements C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation E1: Manage a budget E2: Manage finance for your area of responsibility F1: Manage projects F3: Manage business processes F4: Develop and review a framework for marketing F9: Build your organisation’s understanding of its market and customers F12: Improve organisational performance. 146 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . including use of the internet. regulatory. Resources Tutors should have experience of working at a senior level in marketing and ideally within the relevant services industry. Commercial operations within the relevant services industry should be approached to supply authentic material for analysis or to support the development of case studies.Links This unit can be linked to other units. ever-changing industry. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP14: Marketing.

2000) ISBN 0071169946 Further reading Campaign Event marketing European Journal of Marketing Harvard Business Review Journal of Consumer Marketing Journal of Marketing Management Marketing BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 147 . 1999) ISBN 0471296791 Wearne N — Hospitality Marketing (Hospitality Press. Lewis B and Vandermerwe S — Services Marketing: European Perspectives (FT PrenticeHall. 2001) ISBN 0077096134 Kotler P. 2000) ISBN 0826448321 Palmer A — Principles of Marketing (Oxford University Press. 2001) ISBN 0471354627 Shaw M and Morris S V — Hospitality Sales: A Marketing Approach (John Wiley & Sons. 2000) ISBN 0198775512 Raza I — Heads in Beds: Hospitality and Tourism Marketing (Prentice Hall. 2000) ISBN 0471332704 Lovelock C.Support materials Books Adcock D et al — Marketing: Principles and Practice (Pearson Education. 2003) ISBN 0877785856 Brassington F and Pettitt S — Principles of Marketing (FT Prentice Hall. Bowen J and Makens J — Marketing for Hospitality and Tourism (Prentice Hall. 2002) ISBN 0130996114 Lewis R C and Chambers R E — Marketing Leadership in Hospitality: Foundations and Practices (John Wiley & Sons. 2004) ISBN 0131101005 Reid R and Bojanic D C — Hospitality Marketing Management (John Wiley & Sons. 1999) ISBN 013095991X Malison S — The Fundamentals of Hospitality Marketing (Thomson Learning. 2002) ISBN 0273657917 Christopher M. Payne A and Ballantyne D — Relationship Marketing (ButterworthHeinemann. 1994) ISBN 1862504431 Wearne N and Baker K — Hospitality Marketing in the E-Commerce Age (Hospitality Press. 1998) ISBN 0273634216 Zeithaml V and Bitner M — Services Marketing (McGraw-Hill Education. 2003) ISBN 186250511X Woodruffe H — Services Marketing (FT Prentice Hall. Third Edition (McGraw-Hill Education. 1993) ISBN 0750609788 Hsu C H and Powers T — Marketing Hospitality (John Wiley & Sons. 2002) ISBN 0471348856 Jobber D — Principles and Practice of Marketing.

148 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .gov. 1998) What is Marketing? (TV Choice.uk www.bized. 1998) Marketing Decisions (TV Choice.uk a business and economics service for learners and tutors Department for Education and Skills Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.dfes. Websites often make reference to other internet information sources. 2001) Websites www. These resources should be used with caution.ac.Marketing Business Marketing Review Marketing Week Quality daily newspapers contain business sections and market reports. Video/DVD The Marketing Mix at Cadbury’s (TV Choice.

such as hospitality and catering. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate elements of the product in a business and services context Examine external sales development techniques Evaluate the tools and techniques of internal sales promotion and merchandising Analyse the role of staff in maximising sales.Unit 16: Learning hours: NQF Level 5: Sales Development and Merchandising 60 BTEC Higher National — H2 Description of unit This unit aims to develop the learner’s understanding of the importance of sales development and merchandising techniques in business and services operations. The unit is broad-based in its approach. Learners must ensure that their evidence relates to the sector they are studying. sports and leisure. hairdressing and beauty therapy. This unit is common to more than one Higher National qualification. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 149 . used internally and externally. covering both theory and practical application of tools and techniques. travel and tourism. to maximise sales from all aspects of the product mix.

unique selling points (USPs). matching materials to image created by external methods Sales promotions: range of promotional activities. encouraging repeat business Operational design: ergonomics. signage 3 Tools and techniques Design considerations: customer ergonomics — ease of access to product and point of sale. branding Market segmentation: rationale for segmentation. sales materials. seating. specific promotional training. features/benefits. hairdressing and beauty therapy. seasonal opportunities 4 Role of staff Personal selling techniques: non-verbal communication. electronic sales aids. the purchase decision process Advertising: media selection. preparation of sales training programme 150 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . workflow. environment/ambience — heating. theme developments Context: eg hospitality and catering. access. benefits and constraints of branding. target markets. equipment Internal merchandising: internal signage. link between selling and service. costs. evaluating effectiveness. product knowledge. car parking. sports and leisure. sales promotion External merchandising: design aspects — location. test-marketing — simulated and controlled. positive sales attitude. up-selling opportunities. customer needs and wants. incentives and rewards. life-cycle.Content 1 Product Products/services: characteristics. noise. development processes. lighting. equipment Training: incorporation of sales role. matching activities to market and outlet. matching ‘offer’ to market segment. recognising market needs. methods of segmentation. concept development and testing. product strategy/mix. travel and tourism 2 External sales development techniques Buyer behaviour: motivation theory.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate elements of the product in a business and services context • • • review and evaluate the key components of the product evaluate the range of contributions to sales and profit of elements in the product mix analyse how market segmentation contributes to sales maximisation explain the factors affecting buyer behaviour suggest appropriate advertising media for a range of sales development situations evaluate the role of external merchandising in maximising customer volumes explain how design and layout might affect customer spend review and evaluate a range of internal merchandising materials suggest promotional activities for a range of outlets and scenarios apply personal selling techniques explain the influence of operational design on sales revenue identify key principles which should be included in a sales training programme. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 151 . 2 Examine external sales development techniques • • • 3 Evaluate the tools and techniques of internal sales promotion and merchandising • • • 4 Analyse the role of staff in maximising sales.

snacks. Resources Learners need access to different providers so that they can examine the range of products that are offered. The use of speakers from the management in the sector will also greatly enhance the quality of delivery in this unit. completed tests and/or evaluations of class-based exercises. sales volumes/average spend per head relationship. research-based approach. analytical case studies. regulatory. Links This unit is closely linked with Unit 15: Marketing. Amusement with Skills (AWS). off-sales. assignments. food. relative profit contributions. ethical and social requirements D2: Develop productive working relationships with colleagues and stakeholders F9: Build your organisation’s understanding of its market and customers F12: Improve organisational performance. Research will involve visits to local branded and non-branded licensed retail operations to gain first-hand experience of the customer’s perspective and to collect examples of external and internal merchandising materials. clothing and related sports goods the product mix: ratios of wet to dry. A programme of formal lectures and tutorials will provide the theoretical underpinning knowledge and will contain practical activities in analysing examples of materials from industry and case studies. Learners need to appreciate: • the product: eg alcoholic and non-alcoholic beverages. • Assessment Evidence for this unit may include individual or group industry-based projects. This unit also links to the following Management NVQ units: • • • • • • • A2: Manage your own resources and professional development B1: Develop and implement operational plans for your area of responsibility B8: Ensure compliance with legal. 152 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . exploring in more depth some of the theories and how to apply those to the licensed retail sector of the hospitality industry. Amusement with Prizes (AWP). accommodation.Guidance Delivery This unit encourages a learner-centred. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP02: Sales Management in Hospitality.

2000) ISBN 0749432810 Raza I — Heads in Beds: Hospitality and Tourism Marketing (Prentice Hall. 1994) ISBN 0304328251 Wearne N — Hospitality Marketing (Hospitality Press. 2000) ISBN 0826448321 Palmer A — Principles of Marketing (Oxford University Press. 2000) ISBN 0471332704 Lovelock C.Support materials Books Adcock D et al — Marketing: Principles and Practice (Pearson Education. Lewis B and Vandermerwe S — Services Marketing: European Perspectives (FT PrenticeHall. 2003) ISBN 0877785856 Bareham J — Consumer Behaviour in the Food Industry: A European Perspective (Butterworth-Heinemann. 2002) ISBN 0130996114 Lewis R C and Chambers R E — Marketing Leadership in Hospitality: Foundations and Practices (John Wiley & Sons. 1994) ISBN 1862504431 Wearne N and Baker K — Hospitality Marketing in the E-Commerce Age (Hospitality Press. 1999) ISBN 0471296791 Teare R et al — Marketing in Hospitality and Tourism: A Consumer Focus (Thomson Learning. 2000) ISBN 0071169946 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 153 . 1999) ISBN 013095991X Malison S — The Fundamentals of Hospitality Marketing (Thomson Learning. 2001) ISBN 0077096134 Kotler P. 2003) ISBN 186250511X Weeks A and Mordaunt V — Effective Marketing Management: Using Merchandising and Financial Strategies for Retail Success (Fairchild Books. 1995) ISBN 0750619317 Brassington F and Pettitt S — Principles of Marketing (FT Prentice Hall. 2002) ISBN 0273657917 Hsu C H and Powers T — Marketing Hospitality (John Wiley & Sons. 1998) ISBN 0273634216 Zeithaml V and Bitner M — Services Marketing (McGraw-Hill Education. 1990) ISBN 0471289833 Shaw M and Morris S V — Hospitality Sales: A Marketing Approach (John Wiley & Sons. 2002) ISBN 0471348856 Jobber D — Principles and Practice of Marketing. Bowen J and Makens J — Marketing for Hospitality and Tourism (Prentice Hall. 2001) ISBN 0471354627 Seaberg A — Menu Design: Merchandising and Marketing (John Wiley & Sons. Third Edition (McGraw-Hill Education. 2000) ISBN 0198775512 Randall G — Branding: A Practical Guide to Planning Your Strategy (Kogan Page. 1991) ISBN 087005743X Woodruffe H — Services Marketing (FT Prentice Hall. 2004) ISBN 0131101005 Reid R and Bojanic D C — Hospitality Marketing Management (John Wiley & Sons.

1998) What is Marketing? (TV Choice.gov.uk www.ac.uk a business and economics service for learners and tutors Department for Education and Skills Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.dfes. Websites often make reference to other internet information sources.bized. 2001) Websites www.Further reading Campaign Marketing Marketing Business Marketing Review Marketing Week Quality daily newspapers contain business sections and market reports. 154 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 1998) Marketing Decisions (TV Choice. These resources should be used with caution. Video/DVD The Marketing Mix at Cadbury’s (TV Choice.

Learners will investigate the major quality schemes and evaluate these in terms of the benefits to the organisation and to the customers they serve. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 155 .Unit 17: Learning hours: NQF Level 5: Quality Management 60 BTEC Higher National — H2 Description of unit The aim of this unit is to enable learners to understand the concept of quality and quality management and define it in the context of business and services operations. This unit is common to more than one Higher National qualification. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the concept of quality management in a business and services context Investigate four different quality management schemes appropriate to commercial operations Explore a range of quality controls and assess their benefits to the customer Apply principles of quality management to improve the performance of an organisation. Learners must ensure that their evidence relates to the sector they are studying.

regularity of visits. creating true image. areas for improvement. complaints procedures. facilities. facilities used. spend/visit. hairdressing and beauty therapy 2 Four different quality management schemes Rationale: orientation/emphasis of approach eg ISO 9002. currency. staffing levels. Citizens Charter. expectations/perceptions of service. conveying value for money? User and non-user surveys: profile of users. EFQM. industry standards. suggestions. applications. promotional material. needs and expectations. assessment methodology. identification of actions required. notifying actions required. evaluating own procedures. reasons for non-use. aims and objectives. effectiveness as a means to improve service quality Communication and record keeping: importance of communication across whole organisation (vertical/horizontal). targeted maildrop. industry standards. raising awareness. establishing agreement through consultation. action required. targeting all groups. activities. focus groups. Quest. Chartermark. orientation towards customer/staff or organisation. complaints Profile of non-users: majority group. price lists. likes. similar organisations elsewhere. value for money. implementation periods. encouraging and converting non-users Consultation: questionnaires (distributed internally/externally). competitors. appropriateness of each to commercial operations Similarities and differences: structures of schemes. comparisons with past performance/future plans (business aims and objectives). travel and tourism. procedures for all operations. added value and repeat custom Measurement of quality: systems documentation. application of standards. use of documentation. open meetings. preferences. comparison with historical data. planning for continuous improvement Customer satisfaction: understanding the customer. location. record keeping 3 Quality controls Customer information: opening times. dislikes. meeting or exceeding expectations. barriers to access. accuracy and relevance of records kept. priorities for action. notion of self-assessment to establish the current position of an organisation. blanket maildrop. direct approach to group leaders and groups 156 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . sports and leisure. staff training needs. responding to customer demand. costs. IIP Organisations: inter-relationships between systems/staff/customer. suggestion schemes. benchmarking Context: eg hospitality and catering.Content 1 Concept of quality management Define quality: identifying and providing systems to meet/exceed customer needs/expectations.

areas for improvement. processes involved. against competition. period for remedial action. performance indicators. judgement based on current practice. internal/external. response times. administrative processes for communication. against benchmarks for future. explaining rationale (objective of quality scheme). documentation. response time. comparison eg with past performance of organisation. applying standards. measurement of customer satisfaction 4 Principles of quality management Self-assessment: validity of self-assessment eg subjective. action on improvements. framing questions. bias. one dimensional. monitoring. communication with complainants.Complaints: distribution of forms (send out/collect). feedback and review Service improvements: application of concepts. requirements and commitment from staff. implementation. communication and reporting mechanisms. keeping team updated and engaged. customer friendly/ICT friendly. feedback and review BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 157 . easy to analyse. comparisons with similar organisations/industry standards Staff consultation: setting the scene.

• • • 158 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the concept of quality management in a business and services context Investigate four different quality management schemes appropriate to commercial operations • • • • define quality in terms of businesses and services provision define quality in terms of customer satisfaction explain how quality management can be measured describe the rationale underpinning four quality schemes commonly adopted by commercial operations identify the main similarities and differences between four quality management systems explain the importance of communication and record keeping in quality schemes assess the information made available to customers and the importance given to effective marketing evaluate the benefit of user and non-user surveys in determining customer needs examine the methods of consultation employed in one quality scheme to encourage participation by underrepresented groups investigate the value of complaints procedures at two different centres and analyse how each is used to improve quality identify the role of self assessment in order to determine an organisation’s current ‘state of health’ explain the stages of staff consultation necessary for effective implementation of a quality scheme propose new systems or modifications to existing systems that could improve service quality. 2 • • 3 Explore a range of quality controls and assess their benefits to the customer • • • • 4 Apply principles of quality management to improve the performance of an organisation.

The unit could be delivered by other inputs including lead lectures. Considerable information can be accessed on the web and through published literature.Guidance Delivery This unit should be delivered as a stand-alone unit though some underpinning knowledge for it is provided by Unit 3: Customer Service. Assessment Assessment could be of a formative or summative nature allowing learners either to build upon the principles of quality and quality management and apply these to local commercial operations or carry out a thesis/project approach to the whole unit. Assessments should be planned to allow learners to visit centres that are quality assured (eg they have a quality ‘kitemark’) and assess the effectiveness of the scheme for themselves. There is scope to combine assessments across all the unit outcomes by adopting a major project approach (summative format) or assess each unit outcome separately (formative format). Examples include: • • • • • • • Unit 3: Customer Service Unit 7: Industry Experience Unit 9: Hospitality Operations Management Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-licensed Trade Management Unit 26: Research Project. Combined assessments could also provide opportunities for learners to work in groups and evidence for the final assessment could be provided (at least in part) by a group presentation. they have access to the latest technological equipment eg laptop computers. reports and individual presentations. It is strongly recommended that when learners are delivering presentations. This unit requires a considerable amount of research and guided reading will be an integral part of the delivery. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 159 . presentation software. recommended that this unit is delivered after the option unit to provide a logical progression and prepare learners to develop their knowledge base before investigating issues around quality. It is also important that learners have the benefit of site visits to assess for themselves the application of quality management in ‘kite marked’ centres. In doing so learners could also demonstrate the key skill of interacting with groups. Other assessment instruments that would be appropriate to this unit include case studies. LCD projectors. group work (eg a quality circle) and discussion. case studies. therefore. Links This unit links with a wide range of others that are dependent on quality issues. It is.

Resources Examples of quality management manuals. They should also have full access to the internet for research purposes. regulatory. Case studies at this level will need careful preparation and management. 1997) ISBN 0273626353 Brown M G — Baldridge Award Winning Quality: How to Interpret the Baldridge Criteria for Performance Excellence (Productivity Press. Support materials Books Banks J — The Essence of Total Quality Management (Prentice Hall. Learners should be encouraged to read the trade and specialist press and associated websites regularly. 2000) ISBN 1563272326 160 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 1992) ISBN 013284902X Bell D et al — Managing Quality (Butterworth-Heinemann. ethical and social requirements B9: Develop the culture of your organisation C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation C4: Lead change C5: Plan change C6: Implement change F5: Resolve customer service problems F6: Monitor and solve customer service problems F7: Support customer service improvements F8: Work with others to improve customer service F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance.This unit also links to the following Management NVQ units: • • • • • • • • • • • • • • • • • • • • B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your organisation B6: Provide leadership in your area of responsibility B8: Ensure compliance with legal. 2005) ISBN 0750648376 Bendell T. There are numerous examples of case studies focusing on business excellence in the public domain. policies and strategies will support learners’ work. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP22: Managing Quality. frequently through appropriate journals. Boulter L and Gatford K — The Benchmarking Workout: Toolkit to Help You Construct a World Class Organisation (FT Prentice Hall.

1994) ISBN 0412602709 Juran J M — Juran’s Quality Handbook (McGraw-Hill Education. Mok C and Sparks B A — Service Quality Management in Hospitality. Tourism and Leisure (Haworth Press. 1998) ISBN 0873893883 Chang R Y and Kelly P K — Improving Through Benchmarking: A Practical Guide to Achieving Peak Process Performance (Pfeiffer Wiley. 1997) ISBN 1853963623 Lockwood A (editor) — Quality Management in Hospitality: Best Practice in Action (Thomson Learning. 2005) ISBN 0789027542 Woods R H — Quality Leadership and Management in the Hospitality Industry (SOS Free Stock. 2001) ISBN 0789011417 Kunst P and Lemmink J — Managing Service Quality — Volume 3 (Paul Chapman. Tourism and Lifestyle Concepts: Implications for Quality Management and Customer Satisfaction (Haworth Press. 1998) ISBN 0750639482 Further reading Benchmarking: An International Journal Benchmarking for Management and Technology Business Process Management Journal Caterer and Hotelkeeper (Reed International) Harvard Business Review Hospitality (Reed Business Information) Hospitality Year Book (HCIMA) International Journal of Contemporary Hospitality Management Managing Service Quality Total Quality Management Voice of the BHA (British Hospitality Association) Video/DVD Broadcasts of commercial programmes relating to the hospitality industry BBC Learning Zone — hospitality programmes BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 161 . 2001) ISBN 0750652713 Thyne M and Laws E — Hospitality. 1996) ISBN 0304334855 Oakland J S — Total Organizational Excellence: Achieving World Class Performance (Butterworth-Heinemann. 1996) ISBN 0866120696 Zairi M — Benchmarking for Best Practice (Butterworth-Heinemann. 1999) ISBN 078795084X Fitzsimmons J A and Fitzsimmons M J (editors) — New Service Development: Creating Memorable Experiences (Sage. 2000) ISBN 0071165398 Kandampully J.Camp R — Global Cases in Benchmarking (McGraw-Hill Education. 2000) ISBN 0761917411 Huxtable N — Small Business Total Quality (Kluwer Academic.

uk www.uk British Hospitality Association Caterer and Hotelkeeper website Department for Education and Skills Hotel Catering and International Management Association Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.uk www.com www.org.org. 162 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Websites www.dfes. Websites often make reference to other internet information sources.hcima.caterer.bha-online.gov. These resources should be used with caution.

Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate the operational responsibilities of a facilities manager Examine the legal. as distinct from the primary function of the organisation or venue. tourist complexes.Unit 18: Learning hours: NQF Level 5: Facilities Operations 60 BTEC Higher National — H1 Description of unit This unit develops the essential skills and knowledge required to deliver facilities operations in a wide variety of contexts. Learners will address the broad responsibilities and duties of a facilities manager. educational establishments such as colleges. These include hospitality and leisure venues. hospitals. This unit is common to more than one Higher National qualification. This unit focuses on the operational and administrative functions of the facilities role. universities. museums and many other operations which are becoming increasingly dependent on facilities operations. Learners must ensure that their evidence relates to the sector they are studying. halls of residence. the legal. public arts venues. health and safety obligations to be addressed by facilities operations Develop and use a range of administrative systems to support facilities operations Use appropriate criteria to carry out evaluation and review of the quality and effectiveness of the facilities. Learners will also evaluate and review the quality and effectiveness of the facilities operation. health and safety obligations that fall within the remit of facilities operations and the various administrative systems that support facilities operations. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 163 .

customer records. targets Evaluation: purpose. impact on facilities operations 2 Legal. regulations eg Control of Substances Hazardous to Health (COSHH). property management systems (PMS). statutory contributions Building management: multi-use considerations. validity. recording documentation 3 Administrative systems Information processing: communications channels. legal issues eg equal opportunities. archive and record keeping Control systems: budgeting and accounting. ancillary services and sales Employer/funding agencies: private and/or public ownership of facilities. compliance. capacity. personal contract and accountability. local authority. maintenance and refurbishment schedules and records. Environmental Health Officer. financial management. appraisal. licences. compliance. management information systems (MIS). fire authority (expectations and requirements). funding partnerships and sources. marketing and publicity functions. relevant authorities eg Health and Safety Executive Inspectorate. building and accessibility regulations. providing information and advice. planning and scheduling. legal obligations and liabilities. health and safety obligations Statutory regulations: eg local authority. training and development. quantitative. accessibility. safety and security. salaries. emergency/reactive). transfer of undertakings Buildings: uses. preventative. purchases and sales. discrimination. methods of data collection. accuracy. dismissal. working time regulations. refurbishment and development. processing and monitoring sales and bookings. colleagues. objectives. types of written and oral feedback. mailing lists/databases. electronic). recording documentation Health and safety measures: risk assessment procedures. services management. essential services and supplies (mechanical. security Customers: identifying and assessing needs.Content 1 Operational responsibilities Staff: structure and responsibilities. reliability. employment terms and conditions. improvements and recommendations 164 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . expectations and reactions. equipment and resources controls 4 Evaluation and review Criteria: qualitative. electrical. employment and insurance law. management board/trustees. allocation of space. ICT systems. staff. maintenance and repair (planned. providing customer care and control. lines of management responsibility. relevance. staff wages. human resources/manpower planning. sources of information eg customers. maintaining communication systems and databases. management.

using examples. the responsibility the facilities manager has towards customers using the facility examine the impact on facilities operations of employers and/or funding agencies assess the statutory regulations that will affect facilities operations in an agreed context explain the health and safety measures that must be implemented by a facilities manager in a given context describe the documentation required to account for compliance with statutory regulations and health and safety measures develop and deploy effective systems for processing information and maintaining communications identify the control systems required for effective facilities operations within an agreed context explain the systems needed by a facilities manager to support effective building management establish appropriate criteria to evaluate the quality and effectiveness of facilities operations implement evaluation and review procedures to analyse the quality and effectiveness of facilities operations.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the operational responsibilities of a facilities manager • • • assess the responsibilities of the facilities manager for staff engaged in facilities operations identify the responsibility the facilities manager has to operational aspects of the building explain. health and safety obligations to be addressed by facilities operations • • • 3 Develop and use a range of administrative systems to support facilities operations • • • 4 Use appropriate criteria to carry out evaluation and review of the quality and effectiveness of the facilities. • 2 Examine the legal. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 165 .

This unit is an introductory unit for facilities operations and it is important for learners to have an overview of the obligations rather than an in-depth study of associated laws and regulations. including service industries such as hospitality. A programme of visits to commercial establishments and visiting speakers will enhance the currency and vocational relevance of this rapidly-developing industry. sports. It is important for learners to understand the differences between the operational and management levels of this area of study. lists of useful websites) are relevant. More detailed study of safety management can be achieved through the Higher Nationals in Facilities Management (Unit 4: Safety Management) if required. Learners should consider their capabilities regarding interview skills. Tutors should take care to deliver the knowledge and understanding of legal. examples of documentation. which should include representatives from the facility investigated by the learner. Learners should understand the importance of keeping their knowledge of industry practice up to date. job descriptions. Learners must also share a common understanding and definition of facilities management and the relevant technical terminology. health and safety obligations at an appropriate level. Learners should ensure that evidence they generate to demonstrate learning outcomes is appropriate to the context in which they work or intend to work. Case studies can be used to highlight key issues. The unit may be delivered as a stand-alone package. travel. particularly when investigating the operational responsibilities of a manager. case studies. particularly to cover problem areas that may not occur naturally through visits or visiting speakers. Assessment Tutors and learners should be aware that delivery of this unit is dependent on the context in which it is set. This should relate to their future career aspirations in order to add value to their work. Lectures and seminars can be designed to deliver current knowledge and understanding of professional facilities operations practice. together with an overview of the skills needed to implement such knowledge and understanding in future practice. Evidence can be presented as a formal report or through a live presentation to a group. but the recommendation is that centres plan to integrate this unit with others.Guidance Delivery This unit can be delivered in a wide variety of contexts. feedback from facilities users. Investigative work can include research on the internet as well as with real facilities operators. leisure and recreational industries. Learners are expected to carry out personal research and investigation based on a facility of their choosing. tourism. Teachers should be aware of the implications of the context in which they are delivering the unit and ensure that examples and support materials (eg marketing materials for the facility. 166 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Resources It is important that centres establish supportive contact with a range of facilities operations in the local area. such as marketing and administrative materials. Support materials Books Alexander K (editor) — Facilities Management: Theory and Practice (Spon Press. Case studies will offer the opportunity to develop specific issues. including Unit 19: Facilities Management. 1996) ISBN 0419205802 Barrett P and Baldry D — Facilities Management: Towards Best Practice (Blackwell Science. 1995) ISBN 0750623802 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 167 . This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP27: Facilities Management OP28: Property and Estates Management. Learners will need to make contact with such organisations to develop their investigations into facilities operations. This unit also links to the following Management NVQ units: • • • • • • • • • • • • • • • • B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. 1998) ISBN 0713469374 Kirk D — Environmental Management for Hotels: A Student’s Handbook (ButterworthHeinemann. Tutors should also gather a bank of documentation used in facilities operations.Links This unit has links with a number of other units within this qualification. regulatory. ethical and social requirements E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F5: Resolve customer service problems F6: Monitor and solver customer service problems F7: Support customer service improvements F8: Work with others to improve customer service F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. 2003) ISBN 0632064455 Jones C et al — Accommodation Management (BT Batsford.

gov.fmlink.dfes. 2004) ISBN 0750659823 Spedding A (editor) — CIOB Handbook of Facilities Management (Longman.uk www.uk www.ac.com British Institute of Facilities Management a business and economics service for learners and tutors Department for Education and Skills FM Link Future Energy Solutions Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.Medlik S and Ingram H (editor) — The Business of Hotels (Butterworth-Heinemann.future-energy-solutions.bifm.bized.com www. 168 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .uk www. These resources should be used with caution. 1994) ISBN 0582257425 Further reading Bulletin (BIFM) Facilities Management Journal (Market Place Publishing) Facilities Management UK (Heatherington Enterprises) Facilities Management World (BIFM) International Journal of Facilities Management (E&FN Spon) Premises and Facilities Management (IMP Techpress) Websites www.org. Websites often make reference to other internet information sources. 2000) ISBN 0750641150 Ransley J and Ingram H — Developing Hospitality Properties and Facilities (ButterworthHeinemann.

The unit focuses on external issues including customer services. They will also explore a range of strategic issues. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 169 . as well as the use and management of buildings. This unit is common to more than one Higher National qualification. ICT. financial and people management. including project management and health and safety. Learners must ensure that their evidence relates to the sector they are studying. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate the public image of facilities management Examine the support functions needed to underpin facilities management Assess a range of issues relating to buildings.Unit 19: Learning hours: NQF Level 5: Facilities Management 60 BTEC Higher National — H2 Description of unit This unit builds on Unit 18: Facilities Operations and examines the wider management issues that need to be addressed by a facilities management operation. services and fabric Consider the strategic issues facing a facilities manager. Learners will also examine a range of support functions. quality and environmental issues. such as: procurement.

performance. flow of information. technological developments. requirements and satisfaction levels. energy management. electrical. risk identification and management. licenses. business continuity. application and implementation. importance to facilities management Safety management: current legislation. quality. sourcing issues. brief. maintenance ie planned. benchmarking Procurement: resource management. situations. compliance. property and asset registers 4 Strategic issues Facilities management strategies: core business. analysis of requirements. layouts. collection and analysis of data. team management/building. legal and political environments Project management: project manager. European Model of Business Excellence. external/internal finishes. managing and developing human resources. defining and measuring space. legislation Property portfolio: legal framework. security. cost/budget centres People management: recruitment and selection of staff. procurement officer. recording documentation 170 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . relevant legislation. management control systems. decisionmaking. conflict. trends. service specifications. evaluation techniques. techniques. implications Financial management: sources and flow of finance. applying solutions. managing portfolios. procurement. aesthetic. embedding customer service and quality The environment: management of the environment. services eg mechanical. socio-economic change. regulatory authorities. working relationships. communication and reporting. strategy and management. equal opportunities. communication systems. insurance. space allocation. out-sourced.Content 1 Public image Customer services: policy. industrial relations and legislation 3 Buildings. purchasing power. monitoring and targeting. pollution 2 Support functions Support services: in-house. design factors. constraints. risks. electronic. quality control. planning and evaluation. benchmarking techniques. services and fabric Property: fabric eg building construction and adaptation. tendering. trends. contracts. influences eg environmental. problem solving. planning and control systems. design solutions. facilities management strategies eg sourcing utilities. preventative. opportunities. processes. tenancy agreements. uses. emergency/reactive Space management: space evaluation. systems. investments. software. customer-focused culture. pricing management Information management and technology: hardware. quality provision and systems eg Investors in People.

the effective management of property fabric and services explain how space management impacts on facilities management assess the implications of a property portfolio on wider facilities management issues explain a range of strategies for managing a facility assess the importance of effective project management in managing a facility analyse the implications of safety management in a given facilities management context.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the public image of facilities management • • • assess the delivery of a range of customer services within a facilities management context explain the purpose of embedding customer service and quality within facilities management provision describe different facilities management strategies that contribute to management of the environment describe a range of support functions in a given facilities management context explain the contribution that different support functions make to effective facilities management describe. 2 Examine the support functions needed to underpin facilities management Assess a range of issues relating to buildings. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 171 . using examples. services and fabric • • • • • 3 4 Consider the strategic issues facing a facilities manager.

Delivery of issues relating to buildings. leisure and recreational industries. Tutors should be aware of the links between this unit and Unit 18: Facilities Operations. but the recommendation is that centres plan to integrate this unit with others. examples of working practices. Such visits should be hosted by a facilities management specialist who has the capacity and knowledge to relate the visit to the unit content. Learners must also share a common understanding and definition of facilities management and the relevant technical terminology. Evidence can be presented as a formal report or through a live presentation to a group. Tutors should be aware of the context in which they are delivering the unit and ensure that examples and support materials (eg case study materials.Guidance Delivery This unit can be delivered in a wide variety of contexts. sports. travel. possibly through personal contact with a facilities management operation or through research using the internet. It is important for learners to understand the differences between operational and management levels of this area of study. services and fabric should be supported by visits to relevant commercial operations. It is important for learners to establish good relations with commercial facilities managers in order to provide currency and vocational realism. Such managers can be valuable as visiting speakers to underpin topics such as the public image of facilities management or strategic management issues. Learners should ensure that evidence they generate to demonstrate learning outcomes is appropriate to the context in which they work or intend to work. documents such as outsourcing contracts and procurement procedures) are relevant. Information management and technology can be delivered through researching the range of software available and presentations either by users or suppliers. but rather to clarify how each aspect contributes to effective facilities management. including service industries such as: hospitality. This may involve briefing the visit host in advance to highlight issues the tutor wishes to cover. 172 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . which should include representatives from the facility on which the learner’s work is focused. Tutors should establish relationships with facilities managers in a range of commercial operations. Learners should also understand the wider aspects of support functions including financial and people management. This unit is not intended to provide the knowledge and understanding to cover these specialist areas. Learners should be encouraged to investigate a range of support issues. The unit may be delivered as a stand-alone package. tourism. Tutors and learners should be aware that delivery of this unit is dependent on the context in which it is set. Assessment Facilities management is a service-based sector.

regulatory. Tutors should include their own centre when considering such facilities.Links This unit has links with a number of other units within this qualification. 2003) ISBN 1844800881 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 173 . This unit also links to the following Management NVQ units: • • • • • • • • • • • • • • • B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. Resources It is important that centres establish supportive contact with a range of facilities operations in the local area. Tutors should also gather a bank of documentation used in facilities management. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP27: Facilities Management OP28: Property and Estates Management. Support materials Books Alexander K (editor) — Facilities Management: Theory and Practice (Spon Press. Case studies will also offer the opportunity to develop specific issues. Information management and technology forms a key area and centres should ensure they have appropriate software for demonstration purposes. such as customer service policies. 2003) ISBN 0632064455 Cole G A — Management Theory and Practice (Thomson Learning. including Unit 18: Facilities Operations. 1996) ISBN 0419205802 Barrett P and Baldry D — Facilities Management: Towards Best Practice (Blackwell Science. ethical and social requirements E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F5: Resolve customer service problems F6: Monitor and solve customer service problems F7: Support customer service improvements F8: Work with others to improve customer service F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. service specifications for outsourcing or procurement procedures. Learners will need to make contact with such organisations to develop their investigations into facilities management and to support issues relating to property fabric and services.

Jones C et al — Accommodation Management (BT Batsford, 1998) ISBN 0713469374 Kirk D — Environmental Management for Hotels: A Student’s Handbook (ButterworthHeinemann, 1995) ISBN 0750623802 Medlik S and Ingram H (editor) — The Business of Hotels (Butterworth-Heinemann, 2000) ISBN 0750641150 Park A — Facilities Management: An Explanation (Palgrave Macmillan, 1998) ISBN 0333737989 Ransley J and Ingram H — Developing Hospitality Properties and Facilities (ButterworthHeinemann, 2004) ISBN 0750659823 Spedding A (editor) — CIOB Handbook of Facilities Management (Longman, 1994) ISBN 0582257425 Wustemann L et al — Facilities Management Handbook (LexisNexis, 2003) ISBN 0754523748 Further reading Bulletin (BIFM) Facilities Management Journal (Market Place Publishing) Facilities Management UK (Heatherington Enterprises) Facilities Management World (BIFM) International Journal of Facilities Management (E&FN Spon) Premises and Facilities Management (IMP Techpress) Websites www.bifm.org.uk www.bized.ac.uk www.dfes.gov.uk www.fmlink.com www.future-energy-solutions.com British Institute of Facilities Management a business and economics service for learners and tutors Department for Education and Skills FM Link website Future Energy Solutions

Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources. These resources should be used with caution.

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Unit 20:
Learning hours: NQF Level 5:

External Business Environment
60 BTEC Higher National — H2

Description of unit
This unit investigates the external factors that affect the operation and strategic development of commercial organisations, with a focus on business and services operations, such as hospitality and catering, hairdressing and beauty therapy, sports and leisure, travel and tourism. It is a broad-based unit covering the diverse range of external influences that affect business development, including socio-economic change, legal and political issues and the statutory requirements for establishing and developing a business operation. The unit provides the basis for more specific specialist study in aspects of business management. This unit is common to more than one Higher National qualification. Learners must ensure that their evidence relates to the sector they are studying.

Summary of learning outcomes
To achieve this unit a learner must: 1 2 3 Investigate the impact of socio-economic change on the development of commercial organisations in a business and services industry context Investigate how the legal and political environments affect business and service industries Consider the statutory requirements for establishing and developing a business and services operation.

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Content

1

Socio-economic change Structure and operation of UK economy: market structure, perfect/imperfect competition, oligopoly, duopoly and monopoly, national/local factors, determinants of free-market economy Government economic policy: aims and influence, effects on employment policy, inflation, balance of payments, economic growth in industry sector, current issues Income, wealth, employment and occupational distribution: structure and composition of business and services industry, patterns of demand for business and services, the socioeconomic framework of demand, labour demand in industry sector Demographic trends: geographical pattern of labour demand, nature of employment in business and services industries, employment profiles eg age, sex Social structures: types of people employed, geographical variations, self-employed, unemployed, labour turnover, levels of pay Industry context: eg hospitality and catering, hairdressing and beauty therapy, sports and leisure, travel and tourism

2

Legal and political environments Structure, operation and influence of local government: structure, areas of control, limits of authority, interface with national government, powers affecting business and services industries Role and influence of the EU: history of the EU, relationship with national and local government, influence of the EU directly/indirectly on business and services industries Pressure groups: role, types, political influence, why they emerge, reasons for existence, memberships, influence of pressure groups on government, national and local issues, overall impact Legal framework within the UK: role of legislation within the UK, regional variations, English system versus Scottish system, legal influences directly affecting business and services industries, impact of national parliaments/assemblies Legislative process: the structure of the legal system, the legislative process in relation to national and local government, the legislative process and the individual

3

Statutory requirements Business and services operations: types eg private ownership, partnership, companies, public, private, limited by shares, limited by guarantee, unlimited companies, business names Registered companies: formation, structure, processes, dissolution, memorandum of association, articles of association, statutory declaration, statutory list, responsibilities and control eg agents, directors, senior executives, different types of company meetings, voting rights

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Investigate the impact of socio-economic change on the development of commercial organisations in a business and services industry context

• • •

describe the structure and operation of the UK economy explain current government economic policy and its effect on business and services industries explain income, wealth, employment and occupational distribution in relation to the provision of business and services operations assess the demographic trends that influence employment patterns in business and services industries analyse the social structures of people employed in business and services industries describe the structure, operation and influence of local government evaluate the role and influence of the EU, and its impact on business and services industries assess the role of pressure groups and their political influence in relation to national and local issues summarise the legal framework within the UK, identifying the main differences between the English and Scottish systems explain the legislative process as it affects business and services industries at both local and national level describe the different types and characteristics of business that operate within the business and services sector explain, using examples, the legal processes necessary for formation and dissolution of a registered company describe the structure and processes which determine the responsibilities and control within a registered company.

• 2 Investigate how the legal and political environments affect business and service industries • • • •

• 3 Consider the statutory requirements for establishing and developing a business and services operation. •

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Guidance

Delivery This unit can be delivered as a stand-alone package or integrated with others. For learners to gain the most benefit from this unit, tutors should ensure that it is delivered in the context of study appropriate to the learners’ needs, for example hospitality and catering, hairdressing and beauty therapy, sports and leisure, travel and tourism. Support materials should reflect the focus of the context in which the unit is being delivered. Much can be achieved through discussion groups about various aspects of socio-economic change. Research into issues such as demographics can support such discussions. A debate forum can also be a useful way of exploring some of the issues covered by the content of this section. Visiting speakers from national and multinational organisations will support the context of this section. Other invited speakers could include representatives from industry-led groups such as the Sector Skills Councils or the Learning and Skills Council. The section on legal and political environments will require formal input to present a comprehensive summary of issues such as the structure, operation and influence of local government and the role and influence of the EU. Support from local political networks can be useful, but should be handled sensitively to avoid any risk of political bias. Once this has been achieved, further discussion and debate will extend learners’ thinking and enhance their approach to the development of knowledge and understanding. Statutory requirements will again require formal input to establish the frameworks for different types of organisation and the procedures for establishing and dissolving business organisations. Visiting speakers can be drawn from legal advisers such as solicitors and other sources of advice such as business counsellors and banking experts, as well as local business people who have direct experience of such activities. Once again, debate and discussion can highlight advantages and disadvantages of different approaches. Tutors should develop links with appropriate local businesses, which can be used to provide real supporting materials to underpin various issues. Appropriate case study material will enhance the delivery of this unit. For those learners with no previous knowledge of the appropriate industry, the unit will be more relevant if it is delivered following a period of industrial work experience. Learners will benefit from exposure to business and services commercial operations. Wherever possible, a practical approach should be adopted with the use of appropriate case studies. Assessment This unit addresses issues relating to the external business environment within the business and services sector. This includes sports and leisure, hospitality and catering, hairdressing and beauty therapy, travel and tourism. Learners should only be expected to provide evidence from the sports and leisure sector, although some comparisons with other industries would be useful. Tutors should be conscious of the risk of evidence being too theoretical, resulting in a dry and meaningless portfolio of evidence. It is important for learners to base evidence on real local businesses where possible. Case study material based on recent business events will add further to currency and vocational realism. Evidence of outcomes could be in the form of assignments, case studies, projects set during periods of work experience in business and services industries and/or tests/examinations.

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This unit relies heavily on learners investigating the external factors which affect the operation and strategic development of business and services industries. As a result, some of the evidence may be accumulated by learners building a portfolio, which is best achieved through work experience. Links This unit can be linked with a number of units, including: • • • • • • • • • • Unit 3: Customer Service Unit 19: Facilities Management Unit 24: Information Management and Technology.

This unit also links to the following Management NVQ units: A2: Manage your own resources and professional development A3: Develop your personal networks B2: Map the environment in which your organisation operates B8: Ensure compliance with legal, regulatory, ethical and social requirements B9: Develop the culture of your organisation F12: Improve organisational performance.

This unit also links to the following block of the HCIMA Corpus of Knowledge: OP25: The European Business Environment.

Resources Most clearing banks offer business packs which could serve as a useful teaching resource. Additionally, Learning and Skills Councils and Chambers of Commerce can provide a wealth of information to complement learning activities. Support materials Books Baron D — Business and its Environment (Prentice-Hall, 2002) ISBN 0130470643 Blair A and Hitchcock D — Environment and Business (Routledge, 2000) ISBN 0415208319 Butler D — Business Planning: A Guide to Business Start-up (Butterworth-Heinemann, 2000) ISBN 075064706X Campbell D and Craig T — Organizations and the Business Environment (ButterworthHeinemann, 2005) ISBN 0750658290 Cole G A — Management Theory and Practice (Thomson Learning, 1996) ISBN 1858051665 Dawson S — Analysing Organisations (Palgrave Macmillan, 1996) ISBN 0333660951 De la Torre J and Truitt W B — Business Planning: A Comprehensive Framework and Process (Greenwood Press, 2001) ISBN 1567204759 Denham P, Otter R and Martin J — Law: A Modern Introduction (Hodder Arnold H&S, 1999) ISBN 0340704810

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Yu L — The International Hospitality Business: Management and Operations (Haworth Press, 1999) ISBN 078900559X Websites www.bized.ac.uk www.dfes.gov.uk www.future-energy-solutions.com a business and economics service for learners and tutors Department for Education and Skills Future Energy Solutions

Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources. These resources should be used with caution.

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Learners will also develop techniques that review management and staffing skill and enable them to respond to new challenges. Learners will learn how techniques can be applied to track the progress of a business and amend its direction depending on what is happening inside and outside the business at any time. This unit is common to more than one Higher National qualification. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 181 . Learners must ensure that their evidence relates to the sector they are studying. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 Review the focus of the business Develop plans for the business Evaluate and develop skills of management and staff.Unit 21: Learning hours: NQF Level 5: Business Health Check 60 BTEC Higher National — H2 Description of unit This unit introduces learners to the process of carrying out a business health check.

record keeping 182 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . opportunities. overall business performance. strengths and weaknesses. resources. effect of current performance on the business. setting clear targets. operational. priorities. advice and training. sales. skills and abilities (technical. linking skills targets to business targets. quality. performance monitoring. financial management systems. design. limitations of advice and support. internal. personal contacts. costs/benefits analysis Support and advice: free and paid-for help. fees. risk assessment. information handling and administration 3 Evaluate and develop skills Evaluate: monitor performance eg current experience. finances. productivity. effectiveness. networks. timescales. assess targets set. distracters. appropriate sources of advice. successes. current/future aims eg short-.Content 1 Focus of the business Focus: current positioning of business. laws and regulations (including updating). managerial). relevant information. make informed judgements Planning and development: assessing re-skilling/up-skilling needs. staffing. action planning. roles and responsibilities of staff and management. stakeholders. business image. potential for business improvement Factors impacting on the business: external. record keeping Business planning: forecasting eg for marketing and sales. marketing. threats 2 Develop plans Review: eg products/services. service. sources of advice and guidance. other relevant information. medium.and long-term.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Review the focus of the business • • • analyse the objectives of the business describe factors that impact on the business determine potential improvements to the business organisation and/or operation review the effectiveness of the business develop plans to improve the business evaluate the current skills of management and staff outline plans for the development of skills for management and staff explain what sources of support and advice are available and how they can contribute to business development. • • • • • 3 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 183 . 2 Develop plans for the business Evaluate and develop skills of management and staff.

sport. Threats that learners should consider might include changes in the market for the business’s products and services. tourism. customer and employee satisfaction. developing new products and services or improving existing ones. competition from other businesses. business advisers. Business priorities will vary and discussion groups will enable learners to consider a broad range of issues. but the recommendation is that centres plan to integrate this unit with others. Discussion groups could focus on opportunities that include expanding the existing market of a business. or simplifying the organisation or operation of the business. Discussion groups can also support consideration of factors that can impact on the business. It is important to understand the development of health-check processes for the outcome of this unit. the amount of money or backing that is available to the business. sales and marketing. the design and quality of the products or services. evaluating actual performance against targets. and the working environment. Learners need to understand the range of support and help they can utilise when carrying out a business health check. materials and staff needed to run the business and any new developments in technology and materials (such as information and communications technology). directing learners in how to interpret financial statements. including finance. such as owners. equipment. cutting costs or putting up prices. the tools. competition. materials. profitability. such as processing materials or disposing of waste. premises. backers and suppliers. customers. Learners should also consider the location of the business and environmental issues. depending on the perspective of the learner and his or her focus of study. case studies. coaches or mentors. business advice centres. 184 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . sales and marketing issues. for example. how effectively the business is managed. In reviewing a business in order to develop plans. laws or regulations that apply to the business. new laws. Learners can also discuss the resources that support a business. or to use a case study. staff training and attitude. Tutors should also develop learners’ understanding of a range of opportunities and threats that may impact on a business. quality of products or services. Tutors should be aware of the context in which they are delivering the unit and ensure that examples and support materials (eg copies of mission statements. establishing new markets. leisure and recreational industries. These areas highlight the focus of the unit: to develop learners’ understanding of how to carry out the processes supporting a business health check. Capacity is limited by the time frame for delivering and assessing the unit and a wider coverage can be achieved through a group effort. The unit may be delivered as a stand-alone package. cuttings from the business press) are relevant. travel.Guidance Delivery This unit can be delivered in a wide variety of contexts. Operational issues could cover interpreting financial statements or reports. Learners should understand the need to take into account the interests of stakeholders. productivity and product development. tools and equipment. including service industries such as hospitality. Internal factors that may impact on the business include the organisation of staff. staff. tutors may choose for the learner group to work as a whole unit to support an existing business. business plans. or problems with suppliers or backers. These again will vary. accountants and other professionals. External factors can include: customer demand. Tutors should resist. such as turnover. specialist consultants. counsellors. non-executive directors. Sources of advice and guidance they can explore include: business associates. mentors. staff.

which itself will result in a more in-depth business health-check being carried out. the evidence can be presented in written report format. trade associations or clubs. members of professional associations and through internet chat rooms. through training events. with business associates. The results of learners’ work can be demonstrated through a presentation. where consultants may be asked to provide feedback in different ways. Learners can arrange to work in pairs and share the delivery of the presentation. Tutors and learners should take into consideration the core operation of the business being investigated and ensure that links with other relevant units are reflected in their work. Learners must respect the confidential nature of data and other business-orientated information generated by their investigations. Specialists could be invited in as guest speakers. or through the development of networks. Alternatively. It is essential that learners confirm the outcomes of their work with the tutor before presenting them to a business manager or owner. for example. Assessment Evidence should be gathered where possible from links with local business organisations willing to support the delivery of this unit.Learners can also discuss the benefits to be gained from personal contacts. This is to ensure the accuracy and validity of the guidance being proposed. although there are issues of confidentiality and tutors should consider the time required to observe such presentations on an individual basis. which would add valuable currency to the focus of the unit. In return. discussion groups. This unit also links to the following Management NVQ units: • • • • • • • • • • • • • B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your operation B4: Put the strategic business plan into action B9: Develop the culture of your organisation B10: Manage risk B11: Promote diversity in your area of responsibility B12: Promote diversity in your organisation C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation C4: Lead change C5: Plan change BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 185 . Either form of assessment is equally valid in the business world. learners can then carry out an effective business health-check based on a real business with potential outcomes. for example. Links This unit has links with a number of other units within this qualification. suppliers. A clear policy statement from the centre reflecting this may encourage local industry to support both delivery and the generation of appropriate evidence.

which will contribute to vocational realism. 1995) ISBN 0333624890 Cole G A — Management: Theory and Practice (Thomson Learning. Tutors should also establish relationships with business consultants and other providers of business support. together with current cuttings and reports from the business press. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP19: Establishing a Small Business. Support materials Books Ace C — Effective Promotional Planning for E-Business: A Practical Guide to Planning and Implementing a Promotional Plan That Works! (Butterworth-Heinemann. 1996) ISBN 1858051665 De la Torre J and Truitt W B — Business Planning: A Comprehensive Framework and Process (Greenwood Press. or as part of a real business health-check being provided for a local organisation. 1999) ISBN 157410117X Bangs D H — The Market Planning Guide: Creating a Plan to Successfully Market Your Business. 1995) ISBN 0333608887 Butler D — Business Planning: A Guide to Business Start-up (Butterworth-Heinemann. in return for practical guidance through the outcome of learners’ work. 2004) ISBN 1551803674 186 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . This can be delivered to learners either as stand-alone presentations of business practice. 2002) ISBN 0340804939 Chattell A — Managing for the Future (Palgrave Macmillan. This should be supported by case studies used to illustrate theoretical points and issues. 2001) ISBN 1567204759 Foster-Walker M and Lemaire C — Start and Run an Event Planning Business (Self-Counsel Press. 2001) ISBN 0750652683 Arkebauer J B and Miller J — Leading Edge Business Planning for Entrepreneurs (Dearborn Trade Publishing. Resources The principle resource for this unit is access to a range of local business operations who are willing to co-operate with delivery and assessment. Product or Service (Dearborn Trade Publishing. 2000) ISBN 075064706X Chapman J — Successful Business Recovery Planning in a Week (Hodder Arnold H&S.• • • • • • • • • C6: Implement change D5: Allocate and check work in your team D6: Allocate and monitor the progress and quality of work in your area of responsibility E1: Manage a budget E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation E5: Ensure your own action reduce risks to health and safety F12: Improve organisational performance. 2002) ISBN 0793159717 Bowman C and Asch D — Managing Strategy (Palgrave Macmillan.

bizcoach.ac.gov.uk www. 2004) ISBN 0967840236 Thoren-Turner K — Start your own Event Planning Business (Entrepreneur Press. 2004) ISBN 1405801549 Websites www.dfes.uk BizCoach. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 187 . Websites often make reference to other internet information sources.cbi.org www.org.Patsula P J — Successful Business Planning in 30 Days: A Step by Step Guide for Writing a Business Plan and Starting Your Own Business (Patsula Media. These resources should be used with caution.bized.uk www.org — common questions asked by small-business owners a business and economics service for learners and tutors Confederation of British Industry — the UK’s leading employers’ organisation Department for Education and Skills Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. 2004) ISBN 1932156844 Woods K — From Acorns: How to Start Your Brilliant Business from Scratch (Prentice Hall.

188 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 189 . This unit is common to more than one Higher National qualification.Unit 22: Learning hours: NQF Level 5: Small Business Enterprise 60 BTEC Higher National — H2 Description of unit The unit is primarily designed for learners who are interested in small business enterprises and looks at the development and expansion of such businesses. The unit draws together many of the topics covered in other units and allows learners to practise the business skills required in a small business. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate performance of a selected small business enterprise Propose changes to improve management and business performance Revise business objectives and plans to incorporate proposed changes Examine the impact and management of change in the business operations. Learners must ensure that their evidence relates to the sector they are studying.

maintaining systems and records to evaluate impact of change.Content 1 Investigate performance Business profile: components of the business. assessing project requirements. internal and external factors affecting business performance. research techniques. milestones. availability and use of outsourcing for specific functions eg payroll. comparisons should cover all areas — financial. human resources. self-evaluation. production methods. objectives of the business. SWOT analysis. assessment of business objectives in the light of current performance. sources and availability of professional advice in appropriate areas. market research results. assessing costs and benefits of self and staff development 3 Business objectives and plans Business objectives: structure of business objectives. setting deadlines 4 Impact and management of change Impact of change: effects of change on all areas of business — finance. business reports eg production efficiency 2 Improve management and business performance Overcoming weaknesses: problem-solving strategies. maintaining market share/position. comparisons with businesses in same or similar industry. incorporating changes to plans. responsibilities and liabilities of owner-manager Comparative measures of performance: comparisons with other similar-sized businesses in same geographical area. production/output. sales. use of business plans. costing and finding finance for new projects. job roles. use of technology Analysis of business information: analysis of past and current business information — financial. anticipating possible obstacles/problems Management of change: monitoring effects of change. budget information. performance measures. production. importance of good customer/supplier/advisor relationships New opportunities: identifying areas for expansion eg niche markets and export opportunities where appropriate. constraints and restrictions on business. sales. systems to manage. performance measures. development of self and associated personnel. debt collection Maintaining and strengthening existing business: maintaining appropriate performance records. preparation of business forecasts Action plans: plans to implement changes. risk assessment Evaluation of management and personnel: skills audit. monitor and evaluate changes. personnel). physical aspects eg office space. use of technology. marketing. making changes to business objectives. production. evaluating projects. workloads. building on business strengths. human resource efficiency. appropriate revision of plans in response to actual results 190 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . sales and marketing. budgeting for changes. comparisons with industry averages. evaluation of plans against business objectives. management effectiveness — using ratios. marketing information. impact of changes on business plans Business plans: structure of integrated business plans (financial. finding solutions and alternatives. morale.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate performance of a selected small business enterprise Propose changes to improve management and business performance • • • • • • describe the profile of a selected small business review and analyse the performance of the business identify strengths and weaknesses of the business recommend appropriate actions required to overcome the weaknesses identified investigate ways in which existing performance could be maintained and strengthened suggest new areas in which the business could be expanded. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 191 . 2 3 Revise business objectives and plans to incorporate proposed changes • • • 4 Examine the impact and management of change in the business operations. justifying suggestions review existing business objectives and plans revise business plans to incorporate appropriate changes prepare action plans to implement changes assess the impact of changes on the business and associated personnel explain how the implementation of changes will be managed in the business monitor improvements in business and management performance over a given timescale.

Family businesses may also provide opportunities for generating evidence. case study material may be provided for the learner. In developing an awareness of business objectives and plans. including high susceptibility to economic fluctuation and small profit margins. including: • • • • • • Unit 20: External Business Environment Unit 21: Business Health Check Unit 23: Financial Management Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business. Tutors are advised that economic shifts and changes in legislation or fiscal policy will have an impact on the validity of recommendations that learners make. They will need to be able to identify the specific problems that a small business can face and find workable solutions to ensure continuation of the business. wherever possible learners should focus their investigation on real businesses in order to minimise the levels of simulation that are necessary.Guidance Delivery This specialist unit enables learners to explore the performance of a small business enterprise and consider the critical management issues involved in ensuring its success. Learners should be exposed to a variety of case studies from the hospitality industry in order to gain coverage of the different aspects of small business management and development. This unit also links to the following Management NVQ units: A3: Develop your personal networks 192 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . learners would benefit from guest speakers. such as those operating a small business or organisations that support small businesses. When proposing changes to improve the performance businesses. Although there are limitations to the level of reality that can be achieved. Tutors should be aware that evidence collected from a real business is always most useful for learners but. learners should consider realistic scenarios and understand the implications of proposed changes on the operation of the business. Some learners may be in a position to use their own employment as a basis for the course. learners should consider some of the hospitality-specific issues. Links The unit can be linked with a number of others. Although there are generic issues which affect all small businesses. learners should be realistic and demonstrate an awareness of the environment in which small businesses operate. if necessary. Visits to local business enterprises would also help to develop learners’ understanding of the current issues affecting these enterprises. In order to gain an insight into the issues facing small businesses. Assessment Learners will be expected to provide evidence of an investigation into the performance of a selected small business.

2002) ISBN 0826456790 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 193 . ethical and social requirements C5: Plan change E1: Manage a budget E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation F12: Improve organisational performance. product development and marketing. In some cases a video or audio tape is also available. Support materials Books Arkebauer J B and Miller J — Leading Edge Business Planning for Entrepreneurs (Dearborn Trade Publishing. 2004) ISBN 1551803674 Patsula P J — Successful Business Planning in 30 Days: A Step by Step Guide for Writing a Business Plan and Starting Your Own Business (Patsula Media. 2001) ISBN 1567204759 Foster-Walker M and Lemaire C — Start and Run an Event Planning Business (Self-Counsel Press. Higher National Diploma learners will need to be given realistic case studies. This unit also links to the following block of the HCIMA Corpus of Knowledge: OP19: Establishing a Small Business. Contact the Open University for details. Each publication provides knowledge and case study examples. 2000) ISBN 075064706X De la Torre J and Truitt W B — Business Planning: A Comprehensive Framework and Process (Greenwood Press. 1999) ISBN 157410117X Bangs D H — The Market Planning Guide: Creating a Plan to Successfully Market your Business. 2002) ISBN 0130081167 Stokes D — Small Business Management (Thomson Learning. 2002) ISBN 0793159717 Brown R (editor) — The Business Plan Workbook (Kogan Page. Local government reports and statistics relating to small businesses are available in most public libraries. Product or Service (Dearborn Trade Publishing.• • • • • • • • • B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your organisation B8: Ensure compliance with legal. The Open University Business School Small Business Programme publications provide a series of titles covering accounting and finance. and human resource management and recruitment. regulatory. 2004) ISBN 0967840236 Scarborough N M and Zimmerer T W — Effective Small Business Management: An Entrepreneurial Approach (Prentice Hall. 2001) ISBN 0749434996 Butler D — Business Planning: A Guide to Business Start-up (Butterworth-Heinemann. Resources Some learners may be able to use their own experience of small business as a basis for work on the course.

2004) ISBN 1405801549 Zimmerer T — Essentials of Entrepreneurship and Small Business Management (Prentice Hall.fsb.uk The Small Business Bureau Curzon House Church Road Windlesham Surrey GU20 6BH Telephone: Fax: Website: Websites www.org www.org.sfedi.co.Vass J (editor) — The ‘Which?’ Guide to Starting Your Own Business: How to Make a Success of Going Alone (Which? Books. 1990) ISBN 0631172548 Woods K — From Acorns: How to Start Your Brilliant Business from Scratch (Prentice Hall. 2004) ISBN 0131491784 Further reading A Guide to Help for Small Firms (Department of Trade and Industry) Useful organisations Small Firms Enterprise Development Initiative (SFEDI) 12 Stephenson Court Fraser Road Priory Business Park Bedford MK44 3WH Telephone/fax: 01234 831222 Website: www.uk SFEDI is the standards setting body for the National Occupational Standards for small firms.uk Email: info@sfedi.org.bvca. They publish a wide range of useful material.british-franchise.uk www.co.smallbusinessbureau.org.uk The Prince’s Trust 18 Park Square East London NW1 4LH Telephone: Website: 0800 842 842 www.uk Association of British Insurers British Franchise Association British Venture Capital Association 01276 452 010 01276 451 602 www.princes-trust. 1999) ISBN 0852027699 Wilson P — The Barclays Guide to Financial Management for the Small Business (Blackwell.uk 194 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Federation of Small Businesses 2 Catherine Place Westminster London SW1E 6HF Telephone: Fax: Website: 020 7592 8100 020 7233 7899 www.org.co. A catalogue is available from the above address.abi.

cim.uk British Chambers of Commerce Chartered Institute of Marketing Companies House website Department of Trade and Industry Small Firms Enterprise Development Initiative Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.chamberonline. These resources should be used with caution.uk www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 195 .co.dti.uk www.uk www.co.gov.www.uk www. Websites often make reference to other internet information sources.gov.co.sfedi.companies-house.

196 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Analyse the suitability of various forms of finance available to UK businesses Identify the significance of the various forms of taxation currently levied in the UK Evaluate the viability of a range of investment opportunities Analyse the business performance of quoted corporate bodies. It will allow the learner to contextualise operational financial considerations into the wider financial context. This unit is common to more than one Higher National. Learners must ensure that their evidence relates to the programme they are undertaking.and long-term financial decision-making. identifying external as well as internal financial constraints upon performance and investment decisionmaking. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 197 .Unit 23: Learning hours: NQF Level 5: Financial Management 60 BTEC Higher National — H2 Description of unit This unit will develop the learner’s ability to manipulate the techniques of financial accounting that aid medium.

payback. Net Present Value and Yield. schedules. caring. tax credits and debits Investment: government incentives. average annual return.and long-term. rates. weighted average cost computations 2 Various forms of taxation Systems: the main features of income and corporation tax. dividend cover 198 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . capital allowances. personal and capital allowances. price:earnings ratio. risk and reward Cost of capital: equity and loan capital costs. before and after tax 4 Business performance Ratios: earnings per share. internally generated funds.Content 1 Various forms of finance Internal: managing the elements of working capital to free resources. retained profits External: short-. overall return. discounted Cash Flow. medium. post-tax profit implications 3 Investment opportunities Techniques: return on investment. earnings yield. dividend yield.

• • 2 Identify the significance of the various forms of taxation currently levied in the UK • • 3 Evaluate the viability of a range of investment opportunities • • • 4 Analyse the business performance of quoted corporate bodies. evaluating their potential for risk and reward compute personal and business tax liability for sole traders. partners and limited companies describe and analyse the tax incentives currently applying to business investment decision-making in the UK apply all appropriate project appraisal techniques to an investment opportunity.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Analyse the suitability of various forms of finance available to UK businesses • apply appropriate strategies for the efficient management of working capital to meet a range of financial needs define the main sources of finance currently available to UK business. medium. offering a comparative analysis of its performance to other comparable companies. evaluating their suitability of application to long-. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 199 .and short-term financial needs calculate the cost of a range of capital structures. analysing its viability evaluate the effectiveness of each technique of financial appraisal apply appropriate ratios to a quoted corporate body in the hospitality sector.

Assessment Evidence of outcomes may be in the form of financial reports in response to fictional or real case study material. All assessments should be analytical and evaluative in order to demonstrate a deeper understanding of the implications of finance to the long-term success of any business venture.Guidance Delivery All worked examples and case study material should be based in the hospitality industry to ensure maximum relevance and realism. Links This unit can successfully be linked with: • • • • • • • • • • Unit 1: The Contemporary Hospitality Industry Unit 2: The Developing Manager Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience Unit 9: Hospitality Operations Management Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 15: Marketing Unit 16: Sales Development and Merchandising. It is strongly recommended that when learners are delivering presentations. all opportunities to integrate assessed work with other units should be embraced so as to avoid isolating finance from the operational aspects of the industry. 200 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . they have access to the latest technological equipment eg laptop computers. LCD projectors. This unit also links to the following Management NVQ units: • • • • • • • B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your organisation B4: Put the strategic business plan into action B10: Manage risk E1: Manage a budget E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation. However. presentation software.

1994) ISBN 0340595124 Kotas R — Management Accounting for Hospitality and Tourism (Thomson Learning. 1998) ISBN 0582312957 Wood F and Sangster A — Business Accounting — Volume 2 (FT Prentice Hall.baha-uk. 2004) ISBN 1844800288 Dyson J R — Accounting for Non-Accounting Students (FT Prentice Hall. Support materials Books Atkinson H. Sixth Edition (Thomson Learning. Resources Access to computers and appropriate software. 2002) ISBN 075065659X. 1991) ISBN 0273033182 Owen G — Accounting for Hospitality. Tourism and Leisure (Longman. 2000) ISBN 0273651617 Guilding C — Financial Management for Hospitality Decision Makers (ButterworthHeinemann. 1999) ISBN 1861524900 Mott G — Management Accounting for Decision Makers (FT Prentice Hall. and the of use relevant software applications. 2002) ISBN 0273655574 Further reading A series of articles and press releases are published on the website of the British Association of Hospitality Accountants (BAHA) at www.org. Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 2003) ISBN 0273679627 Drury C — Management and Cost Accounting. Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet. Caterer and Hotelkeeper (Reed Business Information) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hotel and Restaurant Magazine (Quantum) Hospitality Review (Threshold Press — published quarterly) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 201 . and spreadsheets in particular. 1997) ISBN 0273683853 Glautier M W and Underdown B — Accounting: Theory and Practice (FT Prentice Hall. 1995) ISBN 1861524706 Atrill P and McLaney E — Accounting and Finance for Non-Specialists (FT Prentice Hall. is essential. Berry A and Jarvis R — Business Accounting for Hospitality and Tourism (Thomson Learning.This unit also links with the following block of the HCIMA Corpus of Knowledge: • OP13: Budgeting and Accounting in Hospitality Operations.

com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.ac.hcima. 202 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.org.uk www.org www.bized.uk British Association of Hospitality Accountants (BAHA) British Hospitality Association a business and economics service for learners and tutors Caterer and Hotelkeeper website Hotel and Catering International Management Association People 1st (formerly Hospitality Training Foundation) Websites often make reference to other internet information sources.com www.bha-online.org.co.uk www.baha-uk.uk www.caterer. These resources should be used with caution.getfreemag.people1st.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 203 . The unit also enables learners to make informed decisions about using ICT to enhance management effectiveness. It develops appreciation of the fast-changing nature of information and communication technology and its effects on the management of information.Unit 24: Learning hours: NQF Level 5: Information Management and Technology 60 BTEC Higher National — H1 Description of unit This unit gives learners an understanding of the management of information. Summary of learning outcomes To achieve this unit a learners must: 1 2 3 4 5 Explain techniques for effective collection. analysis and use of data Manage the flow of information required for management Use and evaluate a variety of information technology Consider legislation that relates to the use of information technology Describe the implications of trends and developments in information technology. Learners must ensure that their evidence relates to the sector they are studying. This unit is common to more than one Higher National qualification. The unit enables learners to apply their understanding to effectively manage information.

interrelational databases. radio. voicemail. diagrams. impact on lifestyle. data eg Data Protection Act 1998. validity Use: selection. health and safety regulations 5 Trends and developments Trends: common types of hardware and software. graphs. manipulation. global. the structure of society Technological developments: fax. patterns. output devices. evaluation. basic structure of ICT systems. efficiency. more staff working from home. Computer Misuse Act 1990. reliability. health and safety legislation. voice and data communication systems. communication links eg telephone. improved service to customers. environmental legislation. qualitative/quantitative. Copyright Act 1976. control systems. cost-effectiveness. sufficiency. mobile phones. visual telephones. purchasing. industry specific software eg computer-aided design (CAD) Communication systems: networks eg local. networks. electronic. cost-effectiveness 3 Variety of information technology Hardware: computers. networking. internal. financial information. Telecommunications Act 1996. interview. primary methods eg sampling. the internet. email. application of statistical data. relevance. databases. spreadsheets. document management. effects on business operation eg reduced staffing. external. wide. video conferencing. benefits of technological developments. secondary methods eg sales and usage figures. customer databases Analysis: trends. presentations. reports 2 Flow of information Techniques: data management. feasibility studies. observation. general applications software eg word processors.Content 1 Data Collection: sources. survey. archiving and retrieval. possible negative aspects Implications: operational efficiency. advantages and disadvantages for a service-driven industry 204 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . consistency. meetings. accuracy. backup Management: access. storage devices Software: systems software eg operating systems. pagers. personal laptops. Obscene Publications Act 1959. cable 4 Legislation Legislation: hardware and equipment eg portable appliance testing. implementation. business practices. selection. greater reliance on computers. dissemination eg oral. written. peripherals eg input devices.

• 5 • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 205 . analysis and use of data • • evaluate a range of methods and sources of data and information collection used in management apply and interpret statistical analysis to a given management situation. equipment and data evaluate a range of current trends in the use of information technology and the implications for management discuss the effect that recent technology developments have had on the learner’s industry. using graphical illustrations where appropriate explain how information should be selected and used in the most appropriate manner describe the techniques used for the storage. • 2 Manage the flow of information required for management • • 3 Use and evaluate a variety of information technology • • • 4 Consider legislation that relates to the use of information technology Describe the implications of trends and developments in information technology. manipulation and flow of data and information explain how management of the flow of information can contribute to the efficiency and cost-effectiveness of an operation select and use a range of methods to collect and input management data into systems use at least one general purpose and one industryspecific software package to process data and present information use at least two communication systems to transmit and receive data describe a range of current legislation that applies to computer hardware.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learners must demonstrate the ability to: 1 Explain techniques for effective collection.

Centres should take account of new developments when delivering this unit. leisure and recreational industries. printouts of automated procedures. 206 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . including hospitality. Assessment Evidence may be in the form of completed tests or questionnaires set by the tutor. The unit is designed to be delivered with a learner-centred focus involving a large proportion of ‘hands-on’ practical experience. Links This unit can be linked successfully with most of the other units. ethical and social requirements E4: Promote the use of technology within your organisation F12: Improve organisational performance. sports. regulatory. travel. learner-designed materials. codes of practice. Assignments can be based on real problems or case studies.Guidance Delivery This unit can be delivered in a wide variety of contexts. reports. This unit also links to the following Management NVQ units: A2: Manage your own resources and professional development B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. in particular: • • • • • • • • • • Unit 9: Hospitality Operations Management Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 15: Marketing. Tutors should be aware of the context in which they are delivering the unit and ensure that examples and support materials (eg recruitment and selection documentation. staff handbooks. The unit content allows for changing information needs and the fast-evolving nature of information technology. examples of relevant legislation. particularly with information communication technology. establishing the link between the academic underpinning theory and its practical application. observed presentations. witness testimony or a video/audio tape of learner work. tourism. Some of the underlying principles will need to be delivered by lecture or demonstration. Delivery will benefit from guest speakers from both the context industry and the ICT industry and should include materials-based learning. case studies) are relevant.

. Appropriate ICT hardware. 1998) ISBN 0750639148 Chaffey D. E. Sharpe Inc. videos and documented examples of current practice — eg letters. 2004) ISBN 0273687921 Harry M — Business Information: A Systems Approach (FT Prentice Hall. memos. 2001) ISBN 0273646702 Laudon K C and Laudon J — Essentials of Management Information Systems: Managing the Digital Firm (Prentice Hall. Development and Management for the E-Business (FT Prentice Hall. reports from industry — will illustrate the dynamic nature of this unit and add to its currency and vocational relevance. 1999) ISBN 0201611767 Avgerou C and Cornford T — Developing Information Systems: Concepts Issues and Practice (Palgrave Macmillan) ISBN 0333732316 Barker D L and Padfield C — Law: Made Simple (Heinemann Educational. software and communication systems are required for the delivery of this unit. information transmission and retrieval. Design and Practice (FT Prentice Hall.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Journal of Management Information Systems (M. Bocij P. 1998) ISBN 1858053900 Morgan T — Business Rules and Information Systems: Aligning IT with Business Goals (Addison Wesley. New York) Voice of the BHA (British Hospitality Association) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 207 . Greasley A and Hickie S — Business Information Systems: Technology. 2004) ISBN 0131273116 Lucey T — Management Information Systems (Thomson Learning.getfreemag. This will enable learners to use general-purpose and industry-specific application software. 2002) ISBN 0201743914 Further reading Caterer and Hotelkeeper (Reed Business Information) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Network Newsflash (Hospitality Training Foundation) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www. as well as communication systems for email. 2002) ISBN 027365540X Cobham D and Curtis G — Business Information Systems: Analysis. Support materials Books Anderson D L — Management Information Systems (Addison Wesley.Resources Case studies.

uk www.ac. These resources should be used with caution.com/isresearch.bized.gov.uk a business and economics service for learners and tutors Brint Institute — management information systems research Department for Education and Skills Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.dfes. Websites often make reference to other internet information sources. 208 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Websites www.htm www.brint.

of using the internet for business. It also provides sufficient understanding of internet technology for learners to appreciate the potential. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Explain the scope of e-business Describe how the internet works Differentiate between e-business models Investigate features of good website design. The features of good website design (ease of navigation. and the limitations.Unit 25: Learning hours: NQF Level 5: Introduction to Internet and E-Business 60 BTEC Higher National — H1 Description of unit This unit introduces the learner to the scope of e-business and the benefits it offers to an organisation through the different business models. Learners must ensure that their evidence relates to the sector they are studying. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 209 . speed) are also covered. This unit is common to more than one Higher National qualification.

extranets. links and images). charging a subscription for an information service eg news. defines format of the information and how it is presented. IMAP and the use of URLs. supplying electronic information. the importance of trust for e-business transactions Security and data protection: how security and data protection play an important part in e-business Nature of communication: difference between mass communication (one-to-many). an intranet and an extranet. tables. FTP. title. paragraphs. bandwidth as a measure of capacity. the worldwide web (www) intranets. the way information is presented varies according to user’s screen size and set-up Intranets and extranets: differences between the use of the internet. POP. headings. or media services eg reports or music. HTTP. from an attractive website 210 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . explain how they can improve security 3 E-business models The five business models: the different ways in which the internet may be used to generate revenue by supporting the sale of a product. how the use of internet technology can reduce transaction costs Trust for e-business: the risks of conducting business through the internet.Content 1 Scope of e-business Definitions: the internet. personal communication (one-to-one) and internet communication (many-to-one and manyto-many) 2 How the internet works Internet technology: the importance of agreed non-proprietary standards. highlight the number of software packages available to users who can now build pages without learning HTML brief overview of XML Clients. servers and browsers: the functions of servers and clients and use of two-tier and three-tier architectures. TCP/IP. forms. e-business and e-commerce and the distinction between business-to-consumer (B2C) and business-tobusiness (B2B) transactions Benefits to businesses: why a company should have a web presence. why this is an important consideration Introduction to HTML: the main features of HTML as the language of the www. how messages are transferred across the global communications network using packet switching. but not its content as in EDI. the role of the browser to interpret the HTML and present the data to fit the user’s computer screen. advertising revenue. or service eg CDs. break. body. flights. lists. charging per transaction for the provision of a service eg airline booking. (Elements (<Tags>)) — head.

4 Website design Search engines: to find specific information on the internet (the logic of structuring search questions using venn diagrams) and identify the elements of a web page that may be used by search engines (head — title. description. what legal requirements must be met (disabled user — eg visually impaired and colour blind) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 211 . pictures and links. keywords. availability in different languages to suit the visitor). encourages visitor to return Website usability: what makes a website easy for the visitor to use (meets needs of different stakeholders. attractive page layout. good website navigation. consistent with image of the business (brand). colour scheme. builds trust. clear and informative. body — content and links) Attractive web pages: the design features that make a web page attractive to the visitor ie speed.

2 Describe how the internet works • • • 3 Differentiate between e-business models • • • 4 Investigate features of good website design.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Explain the scope of e-business • • • differentiate between business-to-consumer (b2c) and business-to-business (b2b) transactions explain how a business benefits from having its own website analyse the nature of e-business communication explain how messages are transferred across the internet describe the main features of HTML. or service differentiate between other business models for generating revenue from the internet identify other uses of the internet. intranets and extranets describe how the internet can be used for selling a product. the language of the web differentiate between the internet. which may not generate revenue identify those elements of a web page that may be used by search engines explain the design features that make a web page attractive to the visitor describe what makes a website easy for the visitor to use explain the legal requirements of site design. • • • • 212 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Links This unit is an introduction to e-business and the internet and has some links with Unit 15: Marketing.Guidance Delivery This unit should to be taught with learners exploring websites and. followed by discussion of their findings to consolidate learning. It also links with the following units: • • • • • • • • • • Unit 9: Hospitality Operations Management Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 21: Business Health Check Unit 22: Small Business Enterprise. Knowledge of internet terminology can best be assessed in short-answer tests. This unit also links to the following Management NVQ units: A2: Manage your own resources and professional development B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. then for learners to review its application for selected websites. or concept. regulatory. Learners would also be expected to explore the use of these techniques by independent research of texts and websites. including web-page editor software. where the resources. These are most suitable for coursework assignments where learners have more scope to develop their ideas. but can also be used for examination questions. The opportunity to design a simple web page using a web page editor may also be provided to learners. An appreciation of website design can be developed and assessed by learners designing their own web page. Exercises in the use of search engines should also be encouraged. usually a personal computer The preferred pattern for a teaching session would be for instruction to be given on a topic. to encourage creativity and stimulate an appreciation of web page design. or examinations. Assessment Assignments that require learners to demonstrate their understanding of theories and concepts by reviewing e-business websites are recommended. They could work individually or in pairs around an internet access point. seeing the application of theories in practice. ethical and social requirements C1: Encourage innovation in your team BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 213 . are available. therefore.

2003) ISBN 0273683780 Cobham D and Curtis G — Business Information Systems: Analysis.• • • • C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation E4: Promote the use of technology within your organisation. Issues and Practice (Palgrave Macmillan) ISBN 0333732316 Chaffey D — E-Business and E-Commerce Management (FT Prentice Hall. Resources Texts should be supported by the use of websites and case studies.uk which provides business case studies appropriate for educational purposes). 2001) ISBN 0273646702 Laudon K C and Laudon J — Essentials of Management Information Systems: Managing the Digital Firm (Prentice Hall. their experience of work should be made use of in comparing approaches adopted. 2000) ISBN 0130286494 Schneider G P and Perry J T — Electronic Commerce (Course Technology. 2001) ISBN 013030686X Salter B and Langford-Wood N — A Simple Guide to E-Commerce (Prentice Hall. Society (Addison Wesley. 2004) ISBN 0131273116 Laudon K C and Traver C G — E-Commerce: Business. 2001) ISBN 0751312150 Turban E — Electronic Commerce: A Managerial Perspective (Prentice Hall. Technology. Design and Practice (FT Prentice Hall. 2002) ISBN 032112202X Morath P — Success at E-Business (McGraw Hill. 2004) ISBN 0273687921 Cumming T — Little e. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP41: Hospitality Technology. Support materials Textbooks Avgerou C and Cornford T — Developing Information Systems: Concepts. Big Commerce (Virgin Books. 2002) ISBN 0619063114 Sleight S — Moving to E-Business (Dorling Kindersley.bized. 2002) ISBN 0130653012 214 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2001) ISBN 0753505428 Harry M — Business Information: A Systems Approach (FT Prentice Hall. 2000) ISBN 156205810X Oz E — Foundations of E-Commerce (Prentice Hall.ac. Websites can be useful in providing information and case studies (eg www. For those part-time learners working in business. 2000) ISBN 0077096258 Nielsen J — Designing Web Usability (New Riders.

These resources should be used with caution.uk www.gov.com/laudon-traver www.cabinetoffice. Websites often make reference to other internet information sources.Websites www.bized.uk Information Commissioner’s Office Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.ac. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 215 .gov.informationcommissioner.aw-bc.uk/e-government collated e-commerce material and research a business and economics service for learners and tutors Cabinet Office’s E-Government Unit www.

216 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Learners must ensure that their evidence relates to the sector they are studying. Learners will be required to produce a project report based on independent research into an area of professional business practice that interests them and will add to their professional development. The study undertaken should build on knowledge. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 217 . This unit is common to more than one Higher National qualification. The study should use both primary and secondary sources of information. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Prepare a research proposal relating to a specified area of business Conduct research using primary and secondary sources of information Carry out the research project into a specified area of business Present and evaluate the findings with regard to the initial proposal.Unit 26: Learning hours: NQF Level 5: Research Project 60 BTEC Higher National — H2 Description of unit This unit is designed to introduce learners to the techniques and methods of research. including the opportunity to carry out interventionist or action research. skills and understanding that have been achieved in other units. and should be an exploration of a current major issue. The unit addresses a variety of research methodologies. Tutor approval should be sought before commencing study.

literature search. areas for future research Evaluation: planning. coding techniques. difficulties Criteria: purpose. task dates. agreeing the process. manual/electronic methods. survey. presentation of data eg bar/pie charts. targets. recommendations eg using the findings. media 3 Research project Preparation: identifying ideas/topics/areas of investigation. internet. statistical tables. recommendations for the future. use of ICT. pace. forecasting 4 Present and evaluate Presentation: eg formal written format. trends. audio. selecting interviewees. layout. editing. aims. duration. use of computers. time. case study. longitudinal. journals. milestones. visual aids. specialist software. action plan. pure and applied research. ethical issues Action plan: rationale for research question or hypothesis. presentation of data Quantitative data analysis: coding/values. terminology. research question(s).Content 1 Research proposal Research methodologies: intervention. internet. objectives. concepts and theories. scope and feasibility. sequencing success. sector data sources. interviews. library search. delivery critique of the methods used in the study. skills and knowledge to be gained. terms of reference. comparison of variables. by viva voce or oral presentation. bias. trends. suitability. categorisation. distribution. non-intervention. style Secondary: eg books. original research data gathered by the learner. diagrammatic or graphical figures Methodology: presentation eg ICT. benefits. verification of data. relationships. action research Hypothesis: definition. hypothesis. time. validity and reliability Qualitative data analysis: interpreting transcripts. timetable and procedure. review dates. format. strategy 2 Primary and secondary sources Primary: questionnaires — type. graphs. developmental. focus. critical analysis. research and development. objectives. discussion of evidence and findings 218 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . place. monitoring/reviewing process. monitoring and revision Methodology: literature search eg library.

• • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 219 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Prepare a research proposal relating to a specified area of business • • • • identify a research question or hypothesis and justify choice justify the chosen methodology in terms of the research question prepare an action plan with target dates and methods for monitoring and updating devise a code of ethics for the conduct of the study undertake primary and secondary research relating to the proposal describe and justify the chosen methodology prepare for the research project and agree process and action plan with supervisor monitor and revise schedule when required collect and review data using appropriate methods. 2 Conduct research using primary and secondary sources of information Carry out the research project into a specified area of business • • • • • 3 • 4 Present and evaluate the findings with regard to the initial proposal. including primary and secondary research techniques analyse and interpret appropriate qualitative and quantitative data record findings in an accepted format present and summarise the findings using suitable methods evaluate the methodology used and critically analyse the findings propose recommendations based on the findings which identify and justify areas for future research.

action planning. carrying out the research itself and presenting their findings. with a view on the issues which impact most strongly upon it. It is important that learners understand the elements that make up formal research. This unit also links to the following Management NVQ units: • • • • A1: Manage your own resources A2: Manage your own resources and professional development A3: Develop your personal networks B2: Map the environment in which your organisation operates 220 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . It is essential for the tutor to monitor the development of individual research projects closely to ensure they are following the correct guidelines and working towards agreed objectives. the proposal. achievable and economically viable within the scope of the unit. the context of their area of learning. their focus of interest and the anticipated outcomes. Tutors should deliver an appropriate session to underpin this approach. Assessment Evidence for this unit should be generated through a written assignment or report. The presentation of their research should follow formal presentation practice. The learner will need to demonstrate the ability to work independently. Learners will need further guidance to support the presentation and evaluation of their work. To accomplish this.Guidance Delivery Learners may have developed a range of investigative skills during the programme of study. The unit should draw together a range of other areas of content within the programme of study to form a holistic piece of work that makes a positive contribution to commercial practice. It should look at the present day and the current culture and operation of the service. Tutors will need to cover the theory underpinning formal research to enable learners to complete this unit satisfactorily. Learners will require close supervision and organised tutor support in order to design a study which is realistic. learners will need to establish relationships with commercial and industrial organisations in order to generate data that will lead them to such conclusions. with correct referencing and bibliography details. Links This unit offers learners the opportunity to develop their interest in hospitality and links may be established with all other units in the qualification. The research project itself is dependent on the learner. and to provide evidence of an individual approach in the finished work. There should also be an appreciation of historical events which impact most strongly on current structure and operations. but this unit formalises the research into a style similar to a thesis. demonstrating a sound understanding of research methods and protocol. but the teaching of presentation skills should not be the focus of this area of work. The study should show evidence of both primary and secondary research. Tutor approval should be sought before beginning the study. including the different methodologies.

2000) ISBN 076191403X Black T R — Quantitative Research Design for the Social Sciences (Sage. 2003) ISBN 0826467903 Lock D — Project Management (Gower. 1998) ISBN 0335198066 Field A — Discovering Statistics using SPSS for Windows: Advanced Techniques for Beginners (Sage. Resources Tutors will need to establish the availability of resources to support the independent study before allowing the learner to proceed with the proposal. 2005) ISBN 0335215041 Bernard H R — Social Research Methods: Qualitative and Quantitative Approaches (Sage. 1999) ISBN 0761953531 Bryman A — Social Research Methods (Oxford University Press. 2003) ISBN 056608578X McNiff J — Action Research: Principles and Practice. 2004) ISBN 1412902460 Denscombe M — The Good Research Guide: For Small-Scale Social Research Projects (Open University Press. 2002) ISBN 0205374077 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 221 . 2001) ISBN 0714530433 Lashley C and Best W — 12 Steps to Study Success (Thomson Learning. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP17: Self Development and Personal Skills OP18: Management Studies OP37: The Hospitality Industry. 2001) ISBN 0415219949 Neuman W L — Social Research Methods: Qualitative and Quantitative Approaches (Allyn and Bacon.• • • • • • B9: Develop the culture of your organisation E4: Promote the use of technology within your organisation F1: Manage projects. Learners will need access to ICT when analysing their findings and writing up their reports. the tutor must check that access has been negotiated and that ethical research procedures are being followed. 2004) ISBN 0199264465 Coghlan D and Brannick T — Doing Action Research in Your Own Organization (Sage. 2000) ISBN 0761957553 Hart C — Doing a Literature Review: Releasing the Social Science Research Imagination (Sage. Support materials Books Bell J — Doing Your Research Project (Open University Press. Second Edition (RoutledgeFalmer. 1998) ISBN 0761959750 Kane E et al — Doing Your Own Research: In the Field and on the Net (Marion Boyars. Where learners are engaged in primary research. Learners will need access to ICT and to appropriate commercial organisations.

Saunders M N K.com) Hotel and Restaurant Magazine (Quantum) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) 222 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2003) ISBN 0415300835 Veal A J — Research Methods for Leisure and Tourism: A Practical Guide (FT Prentice Hall. Lewis P and Thornhill A — Research Methods for Business Students (FT Prentice Hall. 2002) ISBN 0273658042 Seale C (editor) — Social Research Methods: A Reader (Routledge. 2005) ISBN 0273682008 Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.getfreemag.

Learners will review contemporary cellar and bar management techniques. This unit will give learners an introduction to these principles by involving them in practical activities. staffing. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Review cellar management techniques Review bar management techniques Investigate the application of technology Deal with ethical issues. hygiene and safety. They will also explore developments in technology and the benefits they provide. quality issues. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 223 . Learners will also examine a range of ethical issues relating to the customer and to business operations.Unit 27: Learning hours: NQF Level 5: Cellar and Bar Operations 60 BTEC Higher National — H2 Description of unit This unit is designed to give learners an overall understanding of cellar and drink management which is fundamental to the licensed retail trade. including operational aspects.

training 3 Application of technology Developments: hardware and software. safe delivery methods Hygiene: hygienic storage of a range of wet and dry stocks. electronic entrance/exit systems. cost of stock losses. cashless-payment system. prostitution.Content 1 Cellar management techniques Cellar operations: size of operation. recent and future developments. local authorities. consistency. preparing cask ales. customer relations. trends Methods: bottling-up-and-down. door security Relationships: licensing justices. improved customer care. swipe cards. stock rotation. stock and cash control Safety and hygiene: handling. cellar management systems. staff rostering. use of optics. police Business implications: theft. Electronic Point of Sale (EPOS). violence. cellar maintenance. kinetic handling. drink dispensing methods. cleaning Staff issues: productivity. MIS. hygienic methods of working Safety: handling of caustic solutions. trading standards. storage of wet and dry stock and cleaning materials. dispense monitoring systems 4 Ethical issues Issues: drunks. Hazard Analysis Critical Control Point (HACCP). enhancement to or loss of reputation 224 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . maintenance and cleaning of dispensing equipment for a range of draft products. safe use of CO2. under-age drinking. environmental procedures Product quality: standards. cleaning materials. environmental health. market needs. customs and excise. Control of Substances Harmful to Health (COSHH). stock control Security systems: closed circuit television (CCTV). future developments Benefits: efficiency gains. drugs. pilferage. temperature controls 2 Bar management techniques Bar operations: size of operation. glass identification. consumption analysis. changing keg/cask barrels and CO2 cylinders. speed of service.

2 Review bar management techniques • • • • 3 Investigate the application of technology • • 4 Deal with ethical issues. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 225 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Review cellar management techniques • • • • • assess the best methods of dealing with dangerous and heavy loads review relevant environmental health procedures demonstrate the use of a range of cellar equipment assess the effectiveness of different control systems establish criteria for ensuring consistent product quality devise and present a training session demonstrate the use of a range of bar equipment demonstrate application of safe and hygienic methods of working review and evaluate a range of control methods evaluate technological developments and their impacts and benefits suggest potential technological developments and their likely impact explain how a range of ethical issues could be applied when dealing with customers define key relationships of any licensee measure the business implications of stock losses.

Learners should develop their knowledge of historical development and their expectations for the future. Tutors should seek to expose learners to the latest applications of technology through visits to commercial operations. trade fairs and exhibitions and associations with manufacturers and suppliers. case studies. 226 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Tutors should again introduce issues based on the differences between large corporate operations and small privately-owned premises. visits to commercial operations and presentations by visiting specialists will add currency and vocational relevance to delivery. role plays.Guidance Delivery This unit is essentially practical in nature and tutors should ensure that learners have access to an appropriate working environment. It is strongly recommended that when learners are delivering presentations. LCD projectors. Evidence generated through a work placement within licensed premises would be particularly applicable. Case studies will again highlight problem issues in a safe manner. Discussion groups can explore initial ideas about cellar and bar management techniques. environmental health and so on. either through links with suitable commercial operations or as part of a realistic working environment within a centre. Cellar operations must by their nature be delivered in a practical environment. Learners need to be keenly aware of the impact on the operation’s reputation of good or bad handling of ethical issues. This unit would be enhanced by a period of work placement in a licensed retail outlet. particularly in the light of the substantial changes to bar management and the potential for the future. These aspects also relate well to the content of technology and its applications. Lectures and discussion groups will expand the content of bar management techniques. cleaning and operating dispense equipment. The key issues of safety and hygiene in cellar management are best explored through visits to appropriate organisations. Assessment Evidence of the outcomes should be mainly in the form of continuous assessment related to the learner’s practical and managerial skills within licensed retail outlets. Learners should understand the significant advances that technology has achieved in recent years and the contributions it can make to both cellar and bar operations. presentations and projects. Learners also need to develop a sound understanding of ethical issues. they have access to the latest technological equipment eg laptop computers. as well as the operational issues of relationships with licensing justices. Such continuous assessment should be supported by appropriate assignments. These relate to customers and the public relations aspects of bars management. Case study materials can highlight problem issues that may not occur naturally. presentation software. For both cellar and bar management techniques. Tutors should expose learners to the differences between large corporate operations and small privately owned premises. as well as maintaining. Learners must be given the opportunity to practice the preparation and changing of kegs and cask barrels and CO2 cylinders.

maintain. ethical and social requirements C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation D1: Develop productive working relationships with colleagues D2: Develop productive working relationships with colleagues and stakeholders D7: Provide learning opportunities for colleagues E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F7: Support customer service improvements F9: Build your organisation’s understanding of its market and customers F12: Improve organisational performance. Access to commercial operations that are able to demonstrate the latest technology in action are also critically important.Links This unit provides and can be linked successfully with other units in the licensed trade pathway: • • • • • • • • • • • • • • • • • • • • • • • Unit 13: On-Licensed Trade Management Unit 16: Sales Development and Merchandising Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science. clean and operate dispensing equipment. This unit also links to the following Management NVQ units: B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. This unit should also be closely linked with: Unit 4: Food and Beverage Operations Unit 37: Food Hygiene and the Environment. either through links with suitable commercial operations or as part of a realistic working environment within a centre. such as the capacity to prepare and change keg and cask barrels. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP33: Licensed Retail Management OP38: Statutory Regulations and Legal Requirements. Resources The provision of an appropriate working environment is essential to the success of this unit. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 227 . Centres must provide appropriate facilities for practical demonstrations. regulatory.

org www.uk/food www.people1st.bii. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann.co.bha-online. 1996) ISBN 075062812X Websites www.uk www. Support materials Books Bruning T and Blyth D (editors) — The Publican’s Handbook (Kogan Press. 1998) ISBN 0750632860 Flynn M. 2002) ISBN 0749438460 Davis B. 2002) ISBN 0340847034 Waller K — Customer-Centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.org.org. including nutritional.com www. calorie and fat content values British Institute of Innkeeping British Hospitality Association Campaign for Real Ale Caterer and Hotelkeeper website Hotel and Catering International Management Association Hospitality Net People 1st (formerly Hospitality Training Foundation) Royal Institute of Public Health Wine and Spirit Education Trust Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources.bbc.co. 228 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Ritchie C and Roberts A — Public House and Beverage Management: Key Principles (Butterworth-Heinemann.Learners will need access to a library with a variety of texts and journals associated with cellar and bar operations.hcima.co.org www.uk BBC website with online information. and the of use relevant software applications. These resources should be used with caution. as well as access to the internet.wset.camra.hospitalitynet.riph.uk www.uk www.caterer.uk www.org. 2000) ISBN 0750646780 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S.org.uk www.

safety and hygiene legislation Examine the legislative responsibilities of employers in relation to staff. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the effects of licensing legislation Investigate consumer protection Review the implications of health. types of licensed premises. employer liability and issues relating to misleading information. the procedures involved in applying for a licence. Learners will also investigate consumer protection. They will look at types of licences. including weights and measures. Learners are not expected to have an in-depth knowledge of the legislation but they need to develop an understanding of the implications of the legislation on licensed premises from a management perspective. and conduct and security issues relating to the management of licensed premises. as well as the legislative responsibilities of employers in relation to their staff. Learners will examine the effects of licensing legislation.Unit 28: Learning hours: NQF Level 5: Law for Licensed Premises 60 BTEC Higher National — H2 Description of unit The aim of this unit is to allow learners to develop a practical understanding of the legislation relating to the management of licensed premises. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 229 . Learners will focus on health and safety legislation and regulations and the duties and responsibilities of the licensee.

employers’ liability. product liability directive. food hygiene regulations. registration of premises 4 Legislative responsibilities Employers’ responsibilities: appointment and contract. risk assessment. manual handling operations. restaurants. consumer protection. alcoholic strengths. protection of children from harm 2 Consumer protection Misleading information: advertisements. payslips. public houses. music copyright Procedures: local authorities. accommodation). leasehold. prices. noise at work. outside catering. public safety. negligence. gaming permit. safety and hygiene legislation Regulations: health and safety. Control of Substances Hazardous to Health (COSHH) Duties and responsibilities: common law. tenancies. prevention of public nuisance. sick. insurance. reporting of injuries/diseases and dangerous occurrences. enforcement. race. application (new. working hours. maternity. first aid. proprietary. wines. disability. holidays). trade union membership. fees Conduct of licensed premises: prevention of crime and disorder. redundancy. food handling. defences. termination of employment. display of prices (food. supply of goods and services. rehabilitation of offenders. spirits. hotels. clubs (members. labelling. food labelling. renewal). pay (deductions. drink. premises licence. service charges and gratuities. display screen equipment. HM Customs & Excise 3 Health. temperature controls. retirement Discrimination: sex. freehold. employees’ liability. electricity at work. equal pay. trade descriptions Employer liability: sale of goods. Hazard Analysis Critical Control Point (HACCP). current issues 230 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . events Types of licence: personal licence. fire regulations Food safety and hygiene: food safety requirements and offences. night).Content 1 Licensing legislation Types of licensed premises: managed houses. effect of European Union directives Weights and measures: beer and cider.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the effects of licensing legislation • • • • categorise the different types of licensed premises explain the differences between a personal licence and a premises licence outline the procedures for licence applications devise a set of guidelines on the conduct of licensed premises for use by staff determine the consequences of providing consumers with misleading information assess the extent of employer liability in the protection of consumers develop a policy for ensuring that all aspects of weights and measures legislation are implemented summarise the key components of a range of regulations explain the duties and responsibilities associated with the management of licensed premises carry out a detailed risk assessment for one type of licensed premises review and evaluate the impact of food safety and hygiene legislation detail the responsibilities of employers in employing of staff identify the key aspects of discrimination legislation. 2 Investigate consumer protection • • • 3 Review the implications of health. safety and hygiene legislation • • • • 4 Examine the legislative responsibilities of employers in relation to staff. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 231 .

It is strongly recommended that when learners are delivering presentations. Health and safety legislation is underpinned by the content from other units. Learners could also provide personal accounts from any work placements they may have experienced. Other visiting speakers from local licensed premises could underpin the unit content relating to the conduct of licensed premises. Assessment Tutors should consider the nature of the unit when looking at types of evidence. Case studies. contrasting premises. Case studies and other examples of legal cases can help to clarify issues relating to the legal responsibilities of employers for their staff. presentation software. It is important for learners to understand certain aspects of legislation in the context of the licensed trade industry and to be able to translate this into practical scenarios. Formal input will be required to support different aspects of the unit relating to consumer protection. The procedures for applying for a licence could be presented to the learners by a visiting specialist eg a licence holder. Suitable case study materials will help provide examples of key issues. including key legislation. for example by relating to issues about working hours. Tutors must be aware of any changes to legislation (including European Union directives and guidelines) and ensure that learners are given up-to-date information. would be a useful way of presenting a wide variety of information within a single assignment. A visiting speaker could deliver an overview of the role of HM Customs & Excise and the importance of weights and measures. for example a national chain of family pubs. LCD projectors.Guidance Delivery This unit suits being delivered through a blend of theory and practice. Again. as well as adding currency by highlighting topical issues. they have access to the latest technological equipment eg laptop computers. A certain amount of formal input will be required. Links This unit can be linked with the following units within the qualification: • • Unit 13: On-Licensed Trade Management Unit 16: Sales Development and Merchandising 232 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . together with visits to appropriate. for example. a small privately-owned operation and a more unusual example such as a nightclub or an outside catering operation. Discussions in small groups will help to identify what learners already know about licensed premises legislation and also allow the exchange of ideas and information. this should have a specific focus on the licensed trade. Research and investigative work alone may not provide sufficient evidence to achieve the unit but can be linked with other forms of evidence to cover the outcomes and assessment criteria. Tutors should ensure that this legislation is delivered in the context of the licensed trade.

• • Unit 27: Cellar and Bar Operations Unit 29: Introduction to Brewing Science. Resources Access to a range of licensed premises is important. 2001) ISBN 047134849X Barth S et al — Restaurant Law Basics (Wiley. This unit also links to the following Management NVQ units: B2: Map the environment in which your organisation operates E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F10: Develop a customer focused organisation. particularly where problem areas or other contentious issues cannot be covered elsewhere. As this unit underpins much of the Hospitality Management (Licensed Trade) pathway. Learners will need access to a library with a variety of texts and journals associated with the licensed trade. 2001) ISBN 0471402729 Boella M and Pannett A — The Principles of Hospitality Law (Thomson Learning. 2000) ISBN 0826452736 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 233 . who will add currency and vocational relevance to the unit. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP06: Managing Food Hygiene OP08: Managing Food and Beverage Services OP11: Managing Hospitality Operations OP15: Human Resources Management OP33: Licensed Retail Management OP38: Statutory Regulations and Legal Requirements. Tutors should develop a bank of up-to-date case study materials which highlight key issues. there are links with units in that pathway. as well as access to the internet. for example: • • • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 7: Industry Experience Unit 14: People Management Unit 15: Marketing Unit 19: Facilities Management. Support materials Books Barth S and Hayes D — Hospitality Law: Managing Legal Issues in the Hospitality Industry (Wiley. together with support from visiting speakers. and the use of relevant software applications.

caterer. 1996) ISBN 075062812X Further reading Catering.hcima.people1st.org.uk www. 1996) ISBN 0340630787 Waller K — Customer-Centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.uk www. 1994) ISBN 0340595124 Peters R — Essential Law for Catering Students (Hodder Arnold.co.rsph.uk www. Food Safety (Croner Publications) Croner’s Licensed Trade Management (Croner Publications) Food Safety (General Food Hygiene) Regulations 1995 (Stationery Office Books.org.uk www. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann.org www.com www. Websites often make reference to other internet information sources.org www.org. 1998) ISBN 0750632860 Flynn M. These resources should be used with caution.org www. Ritchie C and Roberts A — Public House and Beverage Management: Key Principles (Butterworth-Heinneman.bii. 2000) ISBN 0750646780 Kolvin R — Licensed Premises: Law and Practice (Tottel.wset. Health and Safety.cieh.bha-online.gov.Davis B.org www.uk www. 1995) ISBN 0110532279 Websites www.riph.camra.hospitalitynet.org. 234 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2005) ISBN 1845920236 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold.uk British Hospitality Association British Institute of Innkeeping Campaign for Real Ale Caterer and Hotelkeeper website Chartered Institute of Environmental Health Food Standards Agency Hotel and Catering International Management Association Hospitality Net People 1st (formerly Hospitality Training Foundation) Royal Institute of Public Health Royal Society for the Promotion of Health Wine and Spirit Education Trust Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.co.uk www.food.

the learner has a working knowledge of the basic concepts of biological processes as defined in Unit 38: Nutrition and Diet. It has been designed in such a way as to allow flexibility of delivery. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 5 Investigate fermentation systems Examine the biochemistry of malting and mashing Explore the biochemical conversions in the copper Examine yeast physiology and microbiology Identify fermentation and associated quality control systems. fermentation technology or the licensed trade sector. through a practical environment. It will support and reinforce the knowledge and appreciation of fermentation systems which will be vital to a proposed career in either brewing. It also allows the learner to apply this knowledge.Unit 29: Learning hours: NQF Level 5: Introduction to Brewing Science 60 BTEC Higher National — H2 Description of unit This unit has been designed to introduce the biochemical and biophysical aspects of brewing technology. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 235 . prior to undertaking this unit. It is assumed that.

the effect of seed content on hop property and the principle contributors to aroma The copper: inactivation of enzymes. importance of temperature and time controls. selection of yeast strains and their properties. water evaporation and subsequent wort concentration. the distillation of volatile materials. development of colour Mashing process: the ionic balance of the liquor (Burtonization). monitoring ‘run-off’ from the mash tun for turbidity and specific gravity 3 Biochemical conversions Hop variety: varieties of hops available (including brief histories and geographical location). factors affecting extraction and enzymatic conversion in the grist. feel.Content 1 Fermentation systems Microbial groupings: microbial range and form Unicellular fungi: importance to the fermentation process especially saccharomyces sp History of fermentation advances: metabolic pathways of respiration. production of hop-derived flavours and aromas. polyphenols and some lipids. biochemical changes affected by the malting process Wort composition: biochemical/biophysical conversions Malting process: the enhancement of diastatic power. control of N2-content. the role of exoenzymes. economic role Yeast chemistry: yeast metabolism of macro-nutrients and the effect of these metabolites on the fermentation product. hop quality (appearance. precipitation of proteins. the role of recombinant DNA technology in future yeast research. reduction of surface tension Practical control: timescales involved in boiling and the stage points of hop introduction 4 Yeast physiology and microbiology Yeast physiology: saccharomyces cerevisiae. saccaromyces carlsbergensis. saccaromyces uvarum. principal steps in the brewing process 2 Biochemistry of malting and mashing Barley physiology: choice of cereal. aroma) Hop biochemistry: the ratio of α and β-acids. hop additions to brews (biochemistry of action). further precipitation of Ca(PO4)2 (and its effect on pH). sterilisation of the wort. enhancement of colour (caramelization. cell-permeability and physiological state. methods of controlling a fermentation (tops and bottoms). oxidation of tannins). yeast metabolism of micro-nutrients and their effect on product quality. the importance of aeration to the fermentation process 236 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . dynamics of anaerobic respiration/fermentation. differences between top-fermenting and bottom-fermenting strains. characteristic properties of each variety. oxidative conversions to humulones and hulupones. melanoidin formation.

effect that fluctuation of temperature control will have on yeast physiology and end product quality. aldehydes. temperature. adjuncts and trub). organic acids. fusel oils. blind tasting philosophy. specific and original gravities. ethanol. strain purity/contamination). viability/vitality. remedial measures to correct fermentation deviance Physiology of human sensory perception: biology of human senses Beer flavour influences: key contributing agents to beer flavour ie yeast (pitching rate. wort composition (dissolved O2 concentration. S2-compounds Industrial quality control: the industry practices of product evaluation.5 Quality control systems Physical control systems: parameters instrumental in determining pitching rate. glycerol. the relationships between hydrometer readings. esters. OG. factors affecting the flavours of ‘regionality’. determining when a fermentation has ‘run its course’ (end point determinants). temperature. ketones. beer styles and types BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 237 . fermentation vessel (size and geometry) Beer flavour biochemistry: specific beer flavourants such as CO2.

• • • • • 238 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate fermentation systems • • • review microbial range and form review and evaluate the basic biological concepts of fermentation design identify the principal steps of the brewing process explain the role of barley in the malting process highlighting the biochemical changes to the barley distinguish between the biochemical processes involved in the malting and mashing processes apply the practical controls and monitoring systems needed to ensure uniformity of clarified wort ‘run-off’ at least three times categorise the variety of hops available. 2 Examine the biochemistry of malting and mashing • • • 3 Explore the biochemical conversions in the copper • • • 4 Examine yeast physiology and microbiology • • • 5 Identify fermentation and associated quality control systems. listing historical aspects and identifying geographical locations describe the biochemical conversions that take place during the boiling and hopping process evaluate the practical systems used to maximise flavour and colour profiles and ensure uniformity of the end product analyse the physiological and economic role played by yeasts in fermentation systems describe the biochemical conversions affected by yeasts during a fermentation and evaluate how these conversions can be controlled by environmental ‘adjustment’ discuss the present and suggest the future roles played by industry in the development of more active fermentation strains describe and apply the main concepts of regulatory control of a fermentation use relevant data sources to identify SG and predict a brew’s final OG and apply these at least twice in a practical fermentation environment discuss and analyse the contributory factors that determine beer flavour carry out practical quality analyses of different beer types and account for regional characteristics of similar brews on at least two occasions appraise the role of blind tasting and quality control systems used by the industry.

Assessment Evidence of outcomes may be in the form of individual or group assignments centred around primary research bases. With a unit of this nature. all of which should show the learner’s ability to solve problems or produce sustainable theorems. Site visits and guest speakers from industry will greatly enhance delivery. Resources Learners will need access to laboratory facilities. investigative reports and individual or group seminar presentations. Laboratory-based exercises should be incorporated when necessary (eg fermentations). The use of a micro-brewery facility (or equivalent) would enable the practical competencies of the unit to be assessed. tutorials and workshop sessions is recommended. It is strongly recommended that when learners are delivering presentations.Guidance Delivery A combination of key lectures supported by seminars. they have access to the latest technological equipment eg laptop computers. LCD projectors. and the use of relevant software applications. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP33: Licensed Retail Management OP38: Statutory Regulations and Legal Requirements. Learners will need access to a library with a variety of texts and journals associated with brewing science as well as access to the internet. This unit also links to the following Management NVQ unit: A2: Manage your own resources and professional development. Links This unit can be linked with the following units within the qualification: • • • • • • • Unit 13: On-Licensed Trade Management Unit 16: Sales Development and Merchandising Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises. an ability to demonstrate practically based competencies is essential and therefore the need for a substantial practically assessed component to the unit is expected to reflect this need. presentation software. food sensory facilities (for flavour evaluations and blind tastings) and the use of a micro-brewery facility. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 239 .

co. These resources should be used with caution. Websites often make reference to other internet information sources.uk www. Briggs D E. 1981) ISBN 0412165805 Priest F G and Campbell I (editors) — Brewing Microbiology (Kluwer AcademicPlenum.com www. Young T W and Stevens R — Malting and Brewing Science: Malt and Sweet Wort — Volume 1 (Kluwer Academic/Plenum.darwinbrewery. Hough J S and Briggs D E — Malting and Brewing Science: Hopped Wort and Beer — Volume 2 (Kluwer Academic/Plenum. 2002) ISBN 0834216841 Websites www. 240 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .uk www. 2002) ISBN 1842225758 Smart K A (editor) — Brewing Yeast Fermentation Performance (Blackwell. 1999) ISBN 0937381748 Hough J S.breweryhistory.siba. installation and consultancy company US-based archive of articles from the now defunct Brewing Techniques technical magazine Campaign for Real Ale Darwin Brewery in Sunderland Institute of Brewing and Distilling (formerly Institute and Guild of Brewing) Murphy & Son — suppliers of processing aids and additives to the brewing industry Society of Independent Brewers — professional body representing the small brewery industry www. 2002) ISBN 0306472880 Protz R — The Organic Beer Guide (Carlton.org. Young T W.com www.camra.com www.co.brewingtechniques.co.Support materials Books Boulton C and Quain D — Brewing Fermentation and Yeast Biotechnology (Blackwell Science.murphyandson.ibd. 2001) ISBN 0632054751 Fix G J — Principles of Brewing Science: A Study of Serious Brewing Issues (Brewers.uk Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.uk Brewery History Society Brewing Services website — brewery development.org. 2005) ISBN 140511908X Stevens R.uk www.brewingservices.

have focused the need to develop menus. The unit will provide opportunities for investigation.Unit 30: Learning hours: NQF Level 5: Menu Planning and Product Development 60 BTEC Higher National — H2 Description of unit This unit brings together three interdependent and rapidly developing aspects of food and beverage operations. as well as enabling learners to demonstrate a creative. development and analysis of menus. recipes and service styles Explore the application of design principles within a food service environment Initiate and apply a costs and quality control process. Learners will have the opportunity to develop the application of management skills involved in the development of products and services as well as research and evaluation of current innovations. products and services that will continue to meet consumers’ needs and expectations. Changes in consumers’ knowledge and expectations of food and drink. products and services. much of them achieved through the contribution made by the media in publicising the innovations of popular and notable chefs. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 5 Evaluate the application of current food hygiene legislation and regulations Assess and interpret consumer awareness and expectations of product Plan and develop an innovative and creative range of menus. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 241 . artistic and innovative approach to this important aspect of the hospitality industry.

timing 4 Design principles Menu presentation: language. pictures. healthy or dietary needs. hygiene audits. timing Service development: variations to standard service methods eg silver. maintenance schedules. recording and monitoring documentation 2 Consumer awareness and expectations Awareness and expectations: trends. food hygiene regulations. fashions. cook-chill/freeze. terminology. colour. cleaning schedules. stock control. consumer expectations. call order. spending power. themes Menu compilation: eg taste. selection of furniture. lighting. commodity planning. spending power 3 Menus. interpreting data. combination of fresh and prepared foods. fads and trends. cultural. the meal experience. menu terminology Implications: compliance. nutritional composition. service styles to meet demand 242 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . appropriate commodities. due dilligence. predicting demand. contemporary materials 5 Costs and quality control Costs control: principles of costing. purchasing. seasonal factors Recipe development: creativity. portion size. food presentation. feasibility studies. consistency of product. decision-making. theme reflection Ambience: creativity. buffet. background sound. prepared foods. field testing. texture. portion control. expectations. addressing consumer needs and expectations. training. size. temperature. waste/loss control Quality control: critical control points. counter. mirrors. ethnic and social influences. design styles. menu balance.Content 1 Food hygiene legislation and regulations Legislation and regulations: food safety act. decoration. cookery styles. wood. types of menu. recipes and service styles Menu development: principles of menu planning. use of glass. service staff uniforms or dress code. consistency and standardisation. competitive awareness. religious. theme relationships. table. equipment selection and improvisation. methods eg fresh commodities. fashions. appearance. management and operational responsibilities. colour. customer profiles. creativity. music. batch cookery. tray. staff capabilities. ‘white space’.

recipes and consumer expectations develop and present a menu design to reflect the menu compilation and recipe development assess and apply the development of the ambience of the environment to support menu. recipe and service developments analyse and apply a range of cost controls to support menu.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Evaluate the application of current food hygiene legislation and regulations • assess the implications of current food hygiene legislation and regulations to a commercial food development environment prepare appropriate working. recipes and service styles. recipes and service styles • • • 4 Explore the application of design principles within a food service environment • • 5 Initiate and apply a costs and quality control process. prepare and produce a range of recipes that reflect consumer awareness and expectations develop a style of service appropriate to the menu. recipes and service styles interpret and present data gathered from consumers explain how interpretation of data will support and inform decision-making apply principles of menu planning to compile an innovative and creative menu develop. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 243 . recipe and service development evaluate a range of quality controls appropriate to the development of menus. recording and monitoring documentation that will ensure compliance with relevant food hygiene legislation and regulations assess consumer awareness and expectations relating to a range of menus. • 2 Assess and interpret consumer awareness and expectations of product • • • 3 Plan and develop an innovative and creative range of menus.

However. Discussion groups can open up the development of the unit. Visits to commercial operations and hospitality exhibitions can also add currency and vocational relevance to the development of design principles. This is a more difficult aspect to deliver and needs the support of experiential learning. Learners should develop a portfolio of work relating to menu. which can be developed in conjunction with Unit 33: Contemporary Gastronomy. The same principle applies to learners’ approaches to recipe and food service developments. Thought-showers can support the creative and innovative approach that should be reflected throughout this unit. This can then lead to investigation and research into consumer awareness and expectations. It is important for learners to understand that creativity serves no purpose if there is no consumer demand. Learners must have a sound understanding of the principles of menu compilation. Once this has been achieved. 244 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . creativity and innovation should then be applied. It is strongly recommended that when learners are delivering presentations. recipes and service. It is important to free learners of conventional constraints.Guidance Delivery This unit should be delivered through a combination of theory. Again. It is important for learners to understand the importance of food hygiene and safety throughout their work and particularly in this unit. Creativity and innovation should again be encouraged. these aspects can be delivered in conjunction with other units. as would a presentation by a visiting speaker. particularly when considering the ambience of the environment. Learners should approach consumers through a variety of contexts in order to develop their knowledge of consumer awareness and expectations. Recording and monitoring documentation to ensure compliance with food hygiene and safety legislation and regulations must be prepared and applied during learners’ practical work. it is important to choose such operations or speakers with care. This can usefully be linked to Unit 15: Marketing. it is important for learners to understand that the creativity and innovation they have demonstrated during the unit must be accounted for through costs and quality control. they have access to the latest technological equipment eg laptop computers. LCD projectors. including tastings and feedback from consumers. seeking new ways of presenting and enhancing menu information. to ensure that they properly support delivery of the unit. especially in the creation of menus. Case study materials for this and other aspects of this unit will offer useful support for delivery. Assessment Evidence for this unit should combine formal reports or presentations with practical evidence. It is essential before embarking on the main focus of the unit to establish the parameters of food hygiene and safety. provided that this is used to develop the consumer needs and expectations identified earlier. such as Unit 31: Planning and Managing Food Production or Unit 34: World Cuisine. presentation software. investigation and practical application. recipe and service development that includes discarded ideas as well as successful ones. Finally. This should be achieved by relating it to application in other units. During the development stages. presentations can be made to explore and expand proposals. Visits to commercial operations that reflect the principles of this unit would be a useful contribution to delivery. research. the product of which can be used to develop the thinking and development work relating to menus. but it is the particular aspects of development work that must be considered.

analysis of staffing needs or selection of commodities. Quality control documentation should also be included showing what aspects have been considered and applied. ethical and social requirements B11: Promote diversity in your area of responsibility B12: Promote diversity in your organisation C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation E1: Manage a budget E2: Manage finance for your area of responsibility E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F1: Manage projects F2: Manage a programme of complementary projects F4: Develop and review a framework for marketing BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 245 . These could include costings sheets. Learners must also include evidence of costing methods applied to control the development. regulatory. its design as presented to the customer and the service that is used to deliver the food to the customer. This unit also links to the following Management NVQ units: A2: Manage your own resources and professional development B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. tutors and consumers. Links This unit can be linked with the following units within the qualification: • • • • • • • • • • • • • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 7: Industry Experience Unit 15: Marketing Unit 33: Contemporary Gastronomy (double unit) Unit 34: World Cuisine Unit 35: Creative Patisserie (double unit) Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet. This should also take account of the menu that has been compiled.Practical work involving the preparation and cooking of recipes should include feedback from a range of participants. including peers.

Tutors should also integrate some practical ‘laboratory’ work to support recipe development. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP04: Food and Beverage Skills and Knowledge OP42: Food and Society. Operators and Developers (John Wiley & Sons. It would also be useful if this area utilised a food and beverage ICT system. 1996) ISBN 0520200780 Foulkes C (editor) — Larousse Encyclopaedia of Wine (Larousse Kingfisher Chambers. 2001) ISBN 0750652675 Katz J B — Restaurant Planning. 1996) ISBN 0470235721 Ceserani V. as well as a range of investigative and research opportunities. Resources Tutors should have technical qualifications and experience of working in food preparation and service operations. Foskett D and Gillespie C — Food and Beverage Management (Longman. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Kinton R and Foskett D — Practical Cookery (Hodder & Stoughton. Support materials Books Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton. Design and Construction: A Survival Manual for Owners. including use of the internet. 2002) ISBN 0582452716 Davis B. 1998) ISBN 0750632860 Fine G A — Kitchens: The Culture of Restaurant Work (University of California Press. 2001) ISBN 2035850134 Gillespie C and Cousins J — European Gastronomy into the 21st Century (ButterworthHeinemann. such as contact with consumers when investigating consumer awareness and expectations. It is essential for learners to read the trade press and up-to-date journals regularly in order to follow current developments within the industry. The learning for this unit will require access to appropriate centre facilities including industrial-standard food preparation and service environments. Learners must also have access to library and research facilities. Access will also be needed to commercial environments to support the experiential aspects of delivery. A range of appropriate case study materials and development materials from commercial organisations would be useful.• • • • • • F8: Work with others to improve customer service F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation F12: Improve organisational performance. 1997) ISBN 0471136980 246 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2004) ISBN 0340811471 Cousins J. Experience of industrial developmental techniques through some form of work experience will be a distinct advantage.

org www.com www.co. 1995) ISBN 0110532279 Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hotel and Restaurant Magazine (Quantum) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www. 1994) ISBN 0340595124 Lawson F — Restaurants. 2001) ISBN 0471396885 Miller J E. Ruys H and Morrison B — Cost Management for Profitable Food and Beverage Operations (Hopitality Press.acfws. 1996) ISBN 0340630787 Telfer E — Food for Thought: Philosophy and Food (Routledge.com Academy of Food and Wine Service Ask a Chef BBC Food pages British Dietetic Association BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 247 . Catering and Special Events (John Wiley & Sons. 2003) ISBN 0340850418 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. Clubs and Bars: Planning.uk/food www. Design and Investment in Food Service Facilities (Architectural Press. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons. 1995) ISBN 0750620765 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. 1996) ISBN 0415144167 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S.bda. 1996) ISBN 0415133823 Unwin T — Wine and the Vine: A Historical Geography of Viticulture and the Wine Trade (Routledge. 2002) ISBN 0340847034 Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants.askachef. 1996) ISBN 075062812X Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Food Safety (General Food Hygiene) Regulations 1995 (HMSO.bbc.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.getfreemag.uk. 2004) ISBN 0471477869 Morrison P. 1998) ISBN 1862504776 Peters R — Essential Law for Catering Students (Hodder Arnold H&S.Kinton R.

com www.bii.ehotelier.org www.co.com www.foodserviceworld.com www.com Adams Beverage Group — an information source for the beverage alcohol industry British Hospitality Association British Institute of Innkeeping Caterer and Hotelkeeper website Dine Online — independent reviews European Catering Association (Great Britain) eHotelier website — one-stop website for hoteliers Foodservice Consultants Society International Foodservice World Food Standards Agency University of Reading’s food law website Restaurants and Institutions magazine Hotel and Catering International Management Association Hospitality Net International Hotel and Restaurant Association Into Wine website — covering various aspects of wine British Nutrition Foundation People 1st (formerly Hospitality Training Foundation) Food & Beverage Manager Webtender — an online bartender Wine.org.foodservice411.org www.com www.foodlaw.com www.winespectator.people1st.nutrition.www.uk www.uk www.beveragenet.uk www.uk www.org.uk www.fcsi.rdg.food.ranw.co.com www. Websites often make reference to other internet information sources.ih-ra.webtender.com/rimag www.dine-online.uk www. These resources should be used with caution.co.ecagb.hcima. 248 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .bha-online.ac.hospitalitynet.wine.org.caterer.com www.uk www.com Wine Spectator online Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.gov.org www.com www.intowine.net www.uk www.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 249 . Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Compare and contrast different systems and equipment used for volume food production in different contexts Analyse and critically assess purchasing management for materials.Unit 31: Learning hours: NQF Level 5: Planning and Managing Food Production 60 BTEC Higher National — H2 Description of unit This unit is designed to plan for the needs of quality food production management applicable in all hospitality operations. constructive and evaluative management skills across a range of settings and situations. commodities and equipment Produce and critically assess food production plans Investigate food quality control processes and policies for volume food production. The unit will enable learners to experience the principles and concepts of food production management. New technology will interface with this unit. which they can apply in business. Learners will develop the necessary tools to allow them to apply objective.

communication systems. internal/external contacts. conference and banqueting 2 Purchasing management Supplier: contract. purchasing specification. colour. volume. monitoring and recording systems and documentation 250 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . storage. preparation. flavour Portion control systems: eg preparation. silver. technology applications. distribution/transportation. organisational policy. futuristic. yields. events catering. budgets. delivery 3 Food production plans Plans: staffing levels and abilities. content specification. nutritional aspects 4 Food quality control processes and policies Processes: receipt. plated. consistency and standardisation of product. implications for organisation Factors influencing choice: eg capacity. availability. contingency arrangements Materials. financial. planning meetings Methodology: production schedules and methods. communications. yield analysis. assured safe catering (ASC). specifications and methods. design. equipment specifications. risk assessment (HASAWA). production. maintenance and ‘down time’ Contexts: eg contract catering. reliability. monitoring and recording. texture. modern. tools and equipment. technology applications Policies: hazard analysis (HACCP). reporting procedures Equipment: specialist. technology applications. quality assurance. estimates. sous-vide. family. multi-portion. individual. transportation and delivery. individual. production issues. batch.Content 1 Systems and equipment Systems: manufacturing. cleaning programmes. in relation to food safety acts and Food Standards Agency. commodities and equipment: branded/non-labelled. operational/management requirements. creative. vendor ratings. recording Presentation: eg traditional. technology applications. nutritional. effectiveness Implications: costs. traditional. integration. cook-to-order. multi-portioned. discounts. legislation. product specification. economics. pre-prepared. technology applications. resource issues eg physical. imaginative. visual aids. compliance. customised. work flow. ergonomics. monitoring. cook-chill/freeze. organisational policy Strategies: information sources. centralised. service and point-of-sale applications. quality.

• • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 251 . commodities and equipment • • • 3 Produce and critically assess food production plans • • • • 4 Investigate food quality control processes and policies for volume food production. 2 Analyse and critically assess purchasing management for materials.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Compare and contrast different systems and equipment used for volume food production in different contexts • • compare and contrast systems of volume food production in different contexts identify and critically evaluate types and specifications of a range of volume food production equipment analyse the implications for the organisation of choosing different types of supplier explain the factors associated with supplier selection evaluate the considerations to be made and the decision-making strategy when selecting materials/commodities analyse the strategies that support the development of a production schedule evaluate the resources and methodologies needed to support the development of a production schedule prepare a production schedule for a defined event evaluate the effectiveness of a range of portion control systems identify and evaluate the process required to maintain a quality assured food production process compare and contrast a range of food quality control policies currently used by commercial organisations produce appropriate documentation consistent with current operational quality standards.

they have access to the latest technological equipment eg laptop computers. hospital or airline catering. products and specifications from providers of purchasing management systems will be a valuable resource to underpin the range of different applications. Again. presentation software. particularly to highlight key problems that should not occur within a commercial operation. practical production sessions. This is above the level of speciality evening work popular at National Certificate and Diploma levels and should explore a wider range of issues. Case study material will help to establish the nature of this aspect of management for learners. exposing learners to a range of different food production systems and equipment in a range of contexts. 252 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Particular attention should be given to operations involved in volume production. Experience of commercial operations through some form of work experience will be a distinct advantage. as well as their application. events provision. LCD projectors. Food production plans could be applied through other units. Visiting speakers can usefully extend the range of operations covered by visits. Learners also need to examine the management functions of food production planning.Guidance Delivery The learning approach for this unit should be based on a combination of practical work and experiential learning. This could be as a presentation to a group It is strongly recommended that when learners are delivering presentations. Learners also need to experience a range of purchasing management functions and the factors that influence the purchasing manager’s choice. team/group discussions and through the presentation of their findings. Alternatively. Learners need to understand the management perspective they are being asked to consider. or contract catering in its varied forms. Assessment Learners will have the opportunity to develop evidence through initial research. Learners should be exposed to as wide a coverage as possible. The practical application of portion control systems and their impact on the operation of a food production area can be delivered through discussion groups. but learners should adopt an integrative approach to their work. learners could present a written assignment or a formal report. Food quality control processes and policies. Case studies can highlight issues reflecting the impact of poor or non-existent portion control on a commercial operation. A visiting speaker will provide a sound basis for learning in this area. case study materials will offer useful support. supported by case studies. Visits to commercial operations will provide a useful opening to the units. Tutors should be clear about what is required of the report format if this is chosen. can be reflected in the plan or considered separately. Tutors should adopt a similar approach to the delivery of topics relating to food quality control processes and policies. Materials. but evidence must be focused on the plan itself and whether this could effectively be put into operation. supported by formal input and development of associated theory. The creation of such processes and policies is an important issue. supported by materials from appropriate suppliers of portion control systems and equipment. such as conference and banqueting operations. together with portion control systems.

regulatory. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP07: Managing Food Production Operations. Centres should also ensure that they can involve visiting speakers where appropriate. Learners must also have access to library and research facilities. This unit also links to the following Management NVQ units: B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. Resources Tutors should be technically qualified and have up-to-date knowledge of modern food production operations and centres should have access to industrial standard food preparation and production areas. ethical and social requirements E1: Manage a budget E2: Manage finance for your area of responsibility E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F12: Improve organisational performance. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 253 . Access to a broad range of food production operations in the commercial field is important to provide a wide exposure to different systems. including use of the internet. It is essential for learners to read the trade press and up-to-date journals regularly in order to follow current developments within the industry. Case study materials can be used to highlight key issues that may not occur naturally in commercial environments. procedures and policies. The learning for this unit also relies upon support by laboratory-based learning environments.Links This unit is linked to: • • • • • • • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 7: Industry Experience Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy (double unit) Unit 34: World Cuisine Unit 35: Creative Patisserie (double unit) Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet.

Foskett D and Gillespie C — Food and Beverage Management (Longman. 2004) ISBN 0471477869 Morrison P. 2002) ISBN 0471397032 Fine G A — Kitchens: The Culture of Restaurant Work (University of California Press. 2002) ISBN 0340847034 Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants. 1996) ISBN 075062812X Wood R — Strategic Questions in Food and Beverage Management (Butterworth-Heinemann.Support materials Books Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton. 1996) ISBN 0470235721 Ceserani V. 1995) ISBN 0110532279 Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hotel and Restaurant Magazine (Quantum) 254 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 1996) ISBN 0415133823 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. 1994) ISBN 0340595124 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. 1996) ISBN 0340630787 Telfer E — Food for Thought: Philosophy and Food (Routledge. 1996) ISBN 0520200780 Gillespie C and Cousins J — European Gastronomy into the 21st Century (ButterworthHeinemann. 2001) ISBN 0471396885 Miller J E. 1998) ISBN 1862504776 Peters R — Essential Law for Catering Students (Hodder Arnold H&S. Catering and Special Events (John Wiley & Sons. Kinton R and Foskett D — Practical Cookery (Hodder & Stoughton. 2000) ISBN 075064480X Further reading Caterer and Hotelkeeper (Reed Business Information) Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Food Safety (General Food Hygiene) Regulations 1995 (HMSO. Beverage and Labor Cost Controls (John Wiley & Sons. 2003) ISBN 0340850418 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 2004) ISBN 0340811471 Cousins J. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. 2001) ISBN 0750652675 Kinton R. 1998) ISBN 0750632860 Dittmer P R and Griffin G G — Principles of Food. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons. Ruys H and Morrison B — Cost Management for Profitable Food and Beverage Operations (Hopitality Press. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. 2002) ISBN 0582452716 Davis B.

ehotelier.com www.uk www.food.uk www.nutrition.uk www.foodserviceworld.org.fcsi.bbc.wine.org www.ecagb.co.ac.hcima.com Academy of Food and Wine Service Ask a Chef BBC Food pages British Dietetic Association Adams Beverage Group — an information source for the beverage alcohol industry British Hospitality Association British Institute of Innkeeping Caterer and Hotelkeeper website Dine Online — independent reviews European Catering Association (Great Britain) eHotelier website — one-stop website for hoteliers Foodservice Consultants Society International Foodservice World Food Standards Agency University of Reading’s food law website Restaurants and Institutions magazine Hotel and Catering International Management Association Hospitality Net International Hotel and Restaurant Association Into Wine website — covering various aspects of wine British Nutrition Foundation People 1st (formerly Hospitality Training Foundation) Food & Beverage Manager Webtender — an online bartender Wine.com Wine Spectator online Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.foodservice411. These resources should be used with caution.rdg.beveragenet.ranw.caterer.foodlaw.winespectator.bda.org.com www.intowine.people1st.askachef.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.org www.com/rimag www. Websites often make reference to other internet information sources.com www.net www.webtender.dine-online.uk www.acfws.getfreemag.bha-online.Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.uk www.uk.uk/food www.com www.co.com www.uk www.co.uk www.uk www.ih-ra.org www.co. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 255 .com www.com www.org.com www.gov.bii.hospitalitynet.com www.com www.org www.

256 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Research and implement different food and beverage systems Investigate and apply control systems associated with food and beverage service Explore the implications of staff management and development for food and beverage service systems Review the importance of the customer in the provision of food and beverages. constructive evaluative judgements across a range of situations. This development will occur through practical application and management activities. Learners will develop the essential practical and management tools to allow them to make objective.Unit 32: Learning hours: NQF Level 5: Planning and Managing Food and Beverage Service 60 BTEC Higher National — H2 Description of unit This unit is designed to enable learners to develop skills within the dynamic environment of food and beverage service systems. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 257 .

security. relevance to type of outlet. de-skilling. furnishings. styles of feedback Development: evaluating food and beverage training needs. payment controls Reservation systems: manual. table. buffet. stocktaking. methods and techniques. support for food and beverage service system. conference and banqueting. service area layout Legislation: current hygiene regulations. enquiries. responsibility for safety and safe environments 258 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . room. complaints. technology applications Financial: costing and pricing calculations. health and safety. multi-skilling. cost/benefits analysis 4 Importance of the customer The meal experience: customers’ needs and expectations. table coverings and accessories. wine list. financial. work study. task analysis. impact of legislation on food and beverage service systems 2 Control systems Stock and resources: purchasing. restaurant. floats. glassware. levels of output. teams. human Operational tools: eg menu. incidents. service styles to meet demand 3 Staff management and development Management: job specifications. high-volume systems. appropriate use of equipment. due diligence. large and small equipment eg crockery. display signs (HM Customs & Excise). wine. recording and monitoring documentation. contract catering. technology applications eg electronic point of sale (EPOS). consistency and standardisation. computerised. appraisal eg individuals. billing function eg cash/credit/debit systems. contribution to management of food and beverage. hazard analysis. style and type. risk assessment. on/off the job. forecasting Resource implications: eg physical. labelling. compliance. reconciliation. drinks service eg bar. management information. electrical equipment. advertising/merchandising. cutlery. ambience of the food and beverage environment.Content 1 Food and beverage systems Outlets: eg hotel. trolley/geuridon. forecasting techniques Quality control: eg critical control points. drinks list. food courts Systems: food service eg silver. off site Implications: eg skills gaps/shortages. dispense. fitness for purpose. emergencies Legal: use of menu and beverage terminology. technology applications. staff capabilities. events catering. family. requisitions.

• • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 259 . 2 Investigate and apply control systems associated with food and beverage service • • • • 3 Explore the implications of staff management and development for food and beverage service systems • • 4 Review the importance of the customer in the provision of food and beverages. wine and drinks list to the management of food and beverage summarise current legislation affecting food and beverage service and assess the influence it has on the choice of food and beverage service system evaluate and implement stock and resources control systems analyse the financial control systems needed for a given food and beverage operation compare and contrast manual and computerised reservation systems for a food and beverage operation assess and apply a range of quality controls used to support food and beverage service systems analyse the staff management implications for different types of food and beverage service systems analyse the implications of staff management and development for contrasting food and beverage management systems explain the impact of customers’ needs and expectations on contrasting food and beverage service systems analyse the customer’s meal experience for contrasting food and beverage service systems.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Research and implement different food and beverage systems • • • • evaluate and implement different food and beverage service systems assess the resource implications for contrasting food and beverage service systems explain the contribution of the menu.

Learners would benefit greatly if opportunities occur for the group to implement a food and beverage service system in a commercial environment. In delivering an appropriate food and beverage system. Visiting speakers can usefully extend the range of operations covered by visits. exposing learners to a range of different food and beverage service systems in a range of contexts. learners also need to develop their understanding of staff management and development and the implications for different food and beverage systems. events provision. such as advertising and merchandising. but would involve learners in the implementation of the system used within the operation and would usefully expose them to a range of relevant management issues. Different systems will impact in different ways on the meal experience and learners need to understand how different aspects will affect the overall delivery. Particular attention should be given to operations involved in volume service. or contract catering in its varied forms. Learners must also consider legislation governing the sale and service of alcoholic beverages. learners will be conscious of meeting customers’ needs and expectations. supported by formal input and development of associated theory.Guidance Delivery The learning approach for this unit should be based on a combination of practical work and experiential learning. such as Unit 4: Food and Beverage Operations. This must cover food hygiene and safety and also legislation governing the public face of food and beverage service. tutors should seek to develop an integrated approach. but they should understand the importance of the customer in managing the delivery of food and beverages. Learners should develop their understanding of the legislation relevant to food and beverage service. Such an opportunity would not necessarily mean a change to the commercial operation. In future years. Case study materials can usefully support problematic aspects of legislation. Although it is possible for learners to examine different control systems in isolation. These aspects can be delivered in conjunction with other units. such as conference and banqueting operations. Learners should consider the human. enable learners to understand how different systems work with each other to provide comprehensive overall systems of food and beverage service which they can put into practice. financial and physical resource requirements of each system they examine. Visits to commercial operations will provide a useful opening to the units. The unit is dependent on a systems approach. 260 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . some of which they need to apply in a practical situation. they may be faced with a choice that will respond to the available workforce and it is important for them to understand the issues that will influence this choice. Such visits and speakers will add vocational relevance and currency to the delivery of this unit. As future managers.

or as a formal report. select and keep colleagues D4: Plan the workforce D5: Allocate and check work in your team E2: Manage finance for your area of responsibility E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F9: Build your organisation’s understanding of its market and customers BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 261 .Assessment Evidence for this unit should be in the form of a presentation to a group. implement and evaluate a hospitality event. Written evidence could be in the form of a project or assignment. Presentations to a group should be appropriately illustrated. Both forms of evidence should draw together the different aspects of the unit into an integrated summary of food and beverage systems. It is strongly recommended that when learners are delivering presentations. Observation of practical applications can contribute to the learner’s overall evidence for the unit. they have access to the latest technological equipment eg laptop computers. LCD projectors. Different systems can be used to support a range of such events. exposing the learner group to a variety of systems. The evidence should include accounts of how the learners have applied different food and beverage service systems in practical situations. ethical and social requirements D1: Develop productive working relationships with colleagues D2: Develop productive working relationships with colleagues and stakeholders D3: Recruit. which requires learners to plan. Tutors should be clear about the format of such a report if used. presentation software. This unit also links to the following Management NVQ units: B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B5: Provide leadership for your team B8: Ensure compliance with legal. or through written results. regulatory. Links This unit is linked to: • • • • • • • • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 7: Industry Experience Unit 15: Marketing Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 36: Catering Technology. This unit would benefit from delivery in conjunction with Unit 4: Food and Beverage Operations.

Support materials Books Cousins J. 1998) ISBN 0750632860 Dittmer P R and Griffin G G — Principles of Food. It is essential for learners to read the trade press and up-to-date journals regularly in order to follow current developments within the industry. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Learners should also be provided with a range of investigative and research opportunities to examine different food and beverage service systems being operated on a commercial basis. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. The learning for this unit will require access to appropriate centre facilities including industrial-standard food and beverage service environments. Learners must also have access to library and research facilities. Centres should also ensure that they can involve visiting speakers where appropriate. Resources Tutors should have technical qualifications and experience of working in food and beverage service operations. Design and Construction: A Survival Manual for Owners. Beverage and Labor Cost Controls (John Wiley & Sons. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP08: Managing Food and Beverage Service. 1995) ISBN 0750620765 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. 2002) ISBN 0471397032 Durkan A and Cousins J — The Beverage Book (Hodder Arnold H&S. It would also be useful if this area utilised a food and beverage ICT system. Foskett D and Gillespie C — Food and Beverage Management (Longman.• • • F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. Experience of commercial operations through some form of work experience will be a distinct advantage. 2002) ISBN 0340847034 262 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . including use of the internet. Design and Investment in Food Service Facilities (Architectural Press. 2002) ISBN 0582452716 Davis B. 1995) ISBN 0340604840 Katz J — Restaurant Planning. Appropriate case study materials reflecting food and beverage service within commercial organisations could be used to highlight key issues that may not occur naturally in commercial environments. Access to a broad range of food and beverage service operations in the commercial field is important to provide a wide exposure to different systems and to support the experiential aspects of delivery. 1994) ISBN 0340595124 Lawson F — Restaurants. Clubs and Bars: Planning. 2003) ISBN 0340850418 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. Operators and Developers (John Wiley & Sons. 1997) ISBN 0471136980 Kinton R.

bii.org www.co.com www. 1995) ISBN 0110532279 Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hotel and Restaurant Magazine (Quantum) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.bda.uk/food www. Ruys H and Morrison B — Cost Management for Profitable Food and Beverage Operations (Hopitality Press.getfreemag.com www.bha-online.bbc.acfws.co. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons. 2004) ISBN 0471477869 Morrison P. 2001) ISBN 0471396885 Miller J E.beveragenet.askachef. 1996) ISBN 0340630787 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.caterer. 2000) ISBN 075064480X Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Food Safety (General Food Hygiene) Regulations 1995 (HMSO.uk. 1998) ISBN 1862504776 Peters R — Essential Law for Catering Students (Hodder Arnold H&S.net www.Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants.uk www.com www.uk Academy of Food and Wine Service Ask a Chef BBC Food pages British Dietetic Association Adams Beverage Group — an information source for the beverage alcohol industry British Hospitality Association British Institute of Innkeeping Caterer and Hotelkeeper website Dine Online — independent reviews BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 263 .org. 1996) ISBN 075062812X Wood R — Strategic Questions in Food and Beverage Management (Butterworth-Heinemann.dine-online.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www. Catering and Special Events (John Wiley & Sons.org www.

ecagb.hospitalitynet.com www.winespectator.food.www.ranw.hcima.foodservice411.foodserviceworld.com www.org www.uk www. 264 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .com/rimag www.co.people1st.com European Catering Association (Great Britain) eHotelier website — one-stop website for hoteliers Foodservice Consultants Society International Foodservice World Food Standards Agency University of Reading’s food law website Restaurants and Institutions magazine Hotel and Catering International Management Association Hospitality Net International Hotel and Restaurant Association Into Wine website — covering various aspects of wine British Nutrition Foundation People 1st (formerly Hospitality Training Foundation) Food & Beverage Manager Webtender — an online bartender Wine.webtender.org.com www.fcsi.uk www.uk www.uk www.com www.uk www.wine.intowine.nutrition.org www.com www.uk www.co.org.ac.com Wine Spectator online Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.gov.ehotelier.com www. These resources should be used with caution. Websites often make reference to other internet information sources.foodlaw.ih-ra.com www.rdg.

together with an appreciation of how such skills can be applied to contemporary gastronomy. safe and hygienic manner Apply sensory evaluation techniques to assess food and beverage acceptability and quality Analyse and evaluate the application of gastronomic principles and practices within contemporary food and beverage settings. they will apply their learning to the evaluation of food and wine using a gastronomic approach. skills and understanding of how the five senses can be used to assess the acceptability and quality of food and drink. The unit addresses essential academic and organoleptic skills. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 265 . The content is flexible. enabling learners to respond to trends as they develop and to anticipate where they may lead in the future. Learners will develop their knowledge. Learners initially develop an overview of gastronomy. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 5 Apply gastronomic study principles to an exploration of gastronomy Investigate contemporary gastronomic developments and trends and consider how these might develop in the future Use food preparation and cooking knowledge and skills to prepare a range of gastronomic dishes in a professional. Finally.Unit 33: Learning hours: NQF Level 5: Contemporary Gastronomy 120 BTEC Higher National — H2 Description of unit The aim of this unit is to develop learners’ knowledge. which leads to an investigation of gastronomic trends. skills and understanding of gastronomy and gastronomic principles. They will examine ratings scales and the values and criteria that determine results.

codes of practice 266 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . geographical. good hygienic practices. service development. cross contamination. menu and beverage provision. beverage selection. experiential. increased diversity. processes. entrepreneurial skills. client base and choices. high standard of personal appearance including proper uniform. body language. technological considerations. theoretical. effectiveness. regional/national/international. food orders. major influences eg historical. social. academic and organoleptic skills Exploring gastronomy: fine dining. role of skilled workers and their effects on quality. status in society. gastronomic milestones. timing. modern restaurant concepts. future development of trends 3 Food preparation and cooking Preparation: time planning. political. association of food and wine. events. changes in balance between food and wine. design Contemporary influences: key contemporary personalities. history and development. use of resources. regional gastronomy. vision and leadership Relationship between food and drink: construction of menus and dishes. food safety Cooking: methods. teamwork. codes of practice Safety and hygiene: key legislation eg food safety. European. other alcoholic/non-alcoholic beverages. availability of international foods. changing nature of dining.Content 1 Gastronomic study principles Approaches to the study of gastronomy: definitions. commodities and methods. treating colleagues with respect. service development Gastronomy principles: menu and dish construction. speaking. technical and food gastronomy. personalities. gastro-history and gastro-geography Professional study: academic. development and effects of concept cuisines. widening choice in New World wines. attentiveness. selecting and using appropriate equipment. wisdom and fallacies of food choice. practical. role. service methods. élite establishments. appearance and acceptability. branded food outlets. organic foods. maintaining quality. sourcing of commodities. potential key influences. table etiquette dissemination of knowledge. monitoring and control points. selecting and using appropriate equipment Professional: attitude. economic. attention to detail. relaying messages and orders accurately and promptly. phraseology of menus and wine lists 2 Contemporary gastronomic developments and trends Contemporary developments and trends: eg diversity of development. fundamental constructs of major culinary traditions. effective communications eg listening. quality. practical. trends in airline catering. operations and systems management.

working methods. making reasoned judgements based on available information. recommendations for improvement BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 267 . assessing and interpreting sensory perceptions. texture. timing. food and beverage harmony Food and beverage: aesthetic presentation of food and beverage. timing schedules. food and beverage service Evaluation techniques: collecting information. wisdom and fallacy of food and beverage choice Rating scales: eg hedonic. qualitative/quantitative feedback. quality. recording and analysing results. importance of smell. relationship between food and beverage. taste. numeric. dish analysis sheets. detection and perception of flavour and texture. presenting results 5 Application of gastronomic principles and practices Gastronomic approach: differences between fine dining and the consumption of foods and beverages. matching selections of beverages Environment: food preparation and cooking.4 Sensory evaluation techniques Human senses: the role of the five senses. colour. criteria and values Sensory techniques: understanding the senses. primary tastes and taste sensitivity. appearance.

dishes and the selection of appropriate beverages describe the equipment.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Apply gastronomic study principles to an exploration of gastronomy • • • • distinguish between practical. technical and food gastronomy summarise the development of gastronomy of a particular region identify major gastronomic influences on contemporary cuisine give examples of the fundamental principles of significant gastronomic traditions and cuisine explain a range of contemporary developments and trends in gastronomy justify the contemporary focus of the developments and trends identify key contemporary personalities and evaluate their role and effectiveness describe the principles of achieving the balance between food and wine and other beverages apply gastronomic principles in the construction of various menus. safe and hygienic manner Apply sensory evaluation techniques to assess food and beverage acceptability and quality • • • • • • 4 • • 268 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . theoretical. commodities and methods used to prepare and cook gastronomic dishes demonstrate skills in the preparation and cooking of a range of gastronomic dishes demonstrate a professional attitude at all times follow safe and hygienic working practices evaluate the inter-relationship between food and beverages and the five senses identify an appropriate rating scale with criteria and values to determine the acceptability and quality of food and drink apply various sensory evaluation techniques to assess the acceptability and quality of food and drink present and interpret the results of the assessment 2 Investigate contemporary gastronomic development and trends and how these might develop in the future • • • • • 3 Use food preparation and cooking knowledge and skills to prepare a range of gastronomic dishes in a professional.

• • distinguish between dining and the consumption of food and wine apply gastronomic principles in the practical preparation of foods and matching selection of beverages present foods. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 269 .Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 5 Analyse and evaluate the application of gastronomic principles and practices within contemporary food and beverage settings. dishes and matching selection of beverages in compliance with aesthetic and gastronomic principles analyse and evaluate the application of gastronomic principles.

although learners may need extensive support during the initial stages of delivery. Learners should explore the underpinnings for the subject before tackling contemporary issues. Learners also need to understand the need for professional study. Dishes should be produced to a standard that would be acceptable to paying customers. technical and food gastronomy. including the key personalities who are dominant in this field at the time of study.Guidance Delivery The delivery of this unit develops learners’ knowledge and understanding of contemporary gastronomy. Learners must have the opportunity to develop their skills and knowledge of gastronomy through demonstration. Visiting speakers will also support this area. for example Unit 26: Research Project. focusing on only one or two developments. Case study materials will usefully focus on specific issues that are not otherwise covered through theory. 270 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Academic skills may be cross-referenced with other units. provided that this is achieved within the scope of the unit and does not become stressful. The unit should develop their thinking processes. preparation and cooking of a range of gastronomic dishes. visits. visiting speakers or other research. Tutors should ensure that practical work carried out by learners reflects the purpose of the unit. including the development of academic and organoleptic skills. They should also consider and challenge traditional wisdom in food choices and the fallacies that have become evident in recent years. theoretical. As part of this section. or the constructs of culinary traditions. theoretical. Contemporary ideas should address a broad range of issues. Throughout the development of the knowledge base. tutors should demonstrate and highlight the application of gastronomy principles. Tutors should also consider the value of inviting visiting chefs with a gastronomic focus (such visits should be linked with an appropriate practical Culinary Arts pathway unit). linked with an analysis of the menu and dishes from a gastronomic perspective. The content of this section is flexible to allow learners to investigate current issues. Once this knowledge base is soundly established. Learners must be clear in their thoughts and in their evidence about why a particular issue is contemporary. Specialists may be invited in to deliver presentations to support practical. Initial discussions will help to assess learners’ level of knowledge at the outset of the unit and will support tutors in focusing delivery to support those areas where additional work may be necessary. delivery of the unit can move on to contemporary developments and trends in gastronomy. such as menu and dish construction. enabling them to consider such issues effectively during their future career. Common agreement is also important about what constitutes a contemporary issue. would not be acceptable. technical and food gastronomy. Tutors must also be conscious that the flexible nature of this unit may lead to a narrow perspective and should take steps to ensure that learners keep an open and broad approach to their investigations. Narrow thinking. This must be preceded by a shared understanding of the approaches to the study of gastronomy. The development of organoleptic skills can be achieved alongside the exploration of gastronomy through visits to appropriate establishments. learners need also to consider contemporary influences. Learners should also be encouraged to be creative in their work. including appropriate definitions of practical. the association of food and wine.

which they should determine. a particular aspect of contemporary gastronomy. Learners should be able to apply their knowledge of gastronomy to assess food and wine through the application of appropriate evaluation techniques. A large part of the assessment might be an individual assignment focused on the contemporary gastronomy of a specific region. Practical work will highlight the role of sensory aspects in food appreciation. they have access to the latest technological equipment eg laptop computers. Links This unit is linked to practical units within the qualification. It is strongly recommended that when learners are delivering presentations. but this could be appropriately supported by an academic paper developing the key points. presentation software. LCD projectors.Learners will need support to develop and apply their understanding of sensory perception. experimental and development work. or focused on key developments of. This unit also links to the following Management NVQ units: • • • • • • • • • A1: Manage your own resources A2: Manage your own resources and professional development B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. There are further links through the development of academic study with Unit 26: Research Project. Assessment Much of the evidence for this visit will be generated through assignment work. or influence on. they should be clear about the differences between the fine dining of a gastronomic circle and other instances of food and drink consumption. regulatory. particularly those within the Culinary Arts pathway such as: • • • • Unit 10: Food and Society Unit 30: Menu Planning and Product Development Unit 34: World Cuisine Unit 35: Creative Patisserie (double unit). Examples of rating scales. ethical and social requirements B11: Promote diversity in your area of responsibility C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation F9: Build your organisation’s understanding of its market and customers BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 271 . This should include ways of recording tasting sessions in a way that supports a gastronomic approach. their uses and ways of interpreting data will support understanding and enable learners to select and apply a suitable scale with appropriate criteria and values. At this stage. Evidence of key personalities should be included. The whole assessment can be drawn together through a presentation. The final goal of the unit is for learners to apply a gastronomic approach to the evaluation of food and wine.

1996) ISBN 1857994035 Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton. 2001) ISBN 0750652675 Katz J — Restaurant Planning. 2004) ISBN 0340811471 Cousins J. In addition learners should be strongly encouraged to read professional journals and relevant texts at every opportunity to support the development of their knowledge and to develop their awareness of contemporary issues. 1995) ISBN 0340604840 Fine G — Kitchens: The Culture of Restaurant Work (University of California Press. videos and documented examples of current practice eg reports from the hospitality industry. Access to outlets that support gastronomic principles. 2002) ISBN 0582452716 Davis B. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Resources In addition to formal lectures and seminars. Foskett D and Gillespie C — Food and Beverage Management (Longman. 2001) ISBN 2035850134 Gillespie C and Cousins J (editor) — European Gastronomy into the 21st Century (Butterworth-Heinemann. Operators and Developers (John Wiley & Sons. 1996) ISBN 0470235721 Ceserani V. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. such as a fine dining restaurant. 2003) ISBN 0340850418 272 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 1997) ISBN 0471136980 Kinton R. A bank of current case study materials (which may be drawn from the trade press) is also an essential resource. Support materials Books Ackerman D — A Natural History of the Senses (Phoenix. the learning for this unit should be supported by elements of experiential learning.• • • • • F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. 1998) ISBN 0750632860 Durkan A and Cousins J — The Beverage Book (Hodder Arnold H&S. Foskett D and Kinton R — Practical Cookery (Hodder & Stoughton. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP04: Food and Beverage Skills and Knowledge OP42: Food and Society. Provision of gastronomy-driven menus and dishes to a local gastronomy society will provide an ideal focus for many practical aspects of this unit and add realism and vocational relevance. Design and Construction: A Survival Manual for Owners. Specialist resources should include case study materials. 1996) ISBN 0520200780 Foulkes C (editor) — Larousse Encyclopaedia of Wine (Larousse Kingfisher Chambers. is essential to enable learners to experience gastronomy as a consumer.

1995) ISBN 0110532279 Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hotel and Restaurant Magazine (Quantum) Hospitality Review (Threshold Press — published quarterly) Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www. 1992) ISBN 0140170790 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. Design and Investment in Food Service Facilities (Architectural Press. 2001) ISBN 0471396885 Martin D W et al — The Ultimate Wine Book: Everything You Need to Know about Wine Appreciation. 2004) ISBN 0471477869 Montagne P — The Concise Larousse Gastronomique: The World’s Greatest Cookery Encyclopedia (Hamlyn.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 273 .Lawson F — Restaurants. Evolution.getfreemag. Eccentricities and the Meaning of Table Manners (Penguin. 1996) ISBN 0415144167 Visser M — The Rituals of Dinner: The Origins. 1996) ISBN 075062812X Further reading Caterer and Hotelkeeper (Reed Business Information) Cornell Quarterly Croner’s Catering Magazine (Croner Publications) Current Awareness Bulletin for Hospitality Management (HCIMA — published quarterly) Food Safety (General Food Hygiene) Regulations 1995 (HMSO. 1999) ISBN 094205329X Miller J E. 1999) ISBN 019866236X Simon J — Wine with Food: The Ultimate Guide to Matching Wine with Food for Every Occasion (Mitchell Beazley. 1996) ISBN 0415133823 Tuor C — Wine and Food Handbook: Aide Mémoire for the Sommelier and the Waiter (Hodder Arnold H&S. Wine with Food and the Latest Health Findings (Discover Guides. 2002) ISBN 0340848529 Unwin T — Wine and the Vine: An Historical Geography of Viticulture and the Wine Trade (Routledge. 2002) ISBN 0340847034 Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants. Clubs and Bars: Planning. 1995) ISBN 0750620765 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. Catering and Special Events (John Wiley & Sons. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons. 2003) ISBN 0600608638 Robinson J — The Oxford Companion to Wine (Oxford University Press. 1999) ISBN 1840001798 Telfer E — Food for Thought: Philosophy and Food (Routledge.

beveragenet.webtender.ranw.ac. 274 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .uk www.com www.uk.com www.org www.uk www.winespectator. wine and health and wine resources British Nutrition Foundation People 1st (formerly Hospitality Training Foundation) Food & Beverage Manager Webtender — an online bartender Wine.rdg.uk www.com www.org www.acfws.bda.org.co.uk www.com Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.caterer.com Wine Spectator online www.hospitalitynet.com www. These resources should be used with caution.nutrition.intowine.uk www.org.bha-online.co.bii. covering wine regions. storage.com www.gov.uk www.wine.uk www.food.com/rimag www.net www.uk www.Websites www.com www.com www.people1st.org www.ih-ra.bbc. how wine is made. Websites often make reference to other internet information sources.org.foodserviceworld.ehotelier.uk/food www.fcsi.ecagb.foodservice411. enjoying wine.com Academy of Food and Wine Service Ask a Chef BBC Food pages British Dietetic Association Adams Beverage Group — an information source for the beverage alcohol industry British Hospitality Association British Institute of Innkeeping Caterer and Hotelkeeper website Dine Online — independent reviews European Catering Association (Great Britain) eHotelier website — one-stop website for hoteliers Foodservice Consultants Society International Foodservice World Food Standards Agency University of Reading’s food law website Restaurants and Institutions magazine Hotel and Catering International Management Association Hospitality Net International Hotel and Restaurant Association Into Wine website.co.com www.hcima.dine-online.org www.askachef.foodlaw.co.com www.

The unit also develops learners’ skills in evaluating dishes and suggesting improvements. commodities and methods used in world cuisine Use food preparation and cooking knowledge and skills to prepare dishes from different world regions in a professional.Unit 34: Learning hours: NQF Level 5: World Cuisine 60 BTEC Higher National — H1 Description of unit This unit introduces learners to aspects of world cuisine. They will have the opportunity to use specialist equipment. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine characteristics and trends in world cuisine Investigate equipment. following professional. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 275 . Learners will have opportunities to practice and develop their skills in preparing and cooking a range of dishes from different world regions. safe and hygienic practices. safe and hygienic manner Apply evaluation techniques and criteria to a range of dishes. Learners will develop an understanding of how menus are structured in different world regions and will investigate current and developing trends. commodities and specific methods relevant to different world cuisines.

Indian sub-continent. regional and cultural variations.Content 1 Characteristics and trends World regions: eg European. changes in menu structure 2 Equipment. bamboo shoots). seafood. nuts. anaphylactic shock. fish. noodles. tofu. vegetables (including exotic vegetables eg pumpkin. herbs and spices. dried fruits. yoghurt. batters. sesame seeds. lentils. baby aubergine). Caribbean. tamarind. ghee. changes in customer demand. Africa. dietary/special requirements. Middle East. Far East. herbs. okra. black bean). main courses. the following specialist equipment should be considered: • • • • • • handis (large surface-area saucepans) open ring stoves tandoori ovens and seekhs (skewers) atmospheric steamer bamboo steamer Chinese burner (wok cooker) Small equipment: in addition to conventional preparation and cooking equipment. melons. pulses. the Americas. rice wine 276 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . breads. sequencing of courses/dishes Trends: recipe development. rice vinegar. health issues eg lifestyle. Australasia Characteristics: conventional menu structures eg starters. spices (powdered and whole). Pacific Rim. water chestnuts. the following specialist equipment should be considered: • • • • • • • • • • • tawa (type of griddle pan) kadai (cast iron wok) karchi (type of stirring spoon) heavy-duty mixers/blenders thali (silver/stainless steel service dish) Chinese ladles chopsticks cleavers mortar and pestle (or grinder) rice bowls woks Commodities: meat. rice. fruit. balanced diet. Chinese fruit and vegetables (eg lychees. fusion with different cuisines. sweets. poultry. commodities and methods Large equipment: in addition to conventional preparation and cooking equipment. sauces (eg soy.

skinning. shallow/deep frying. food orders. braising. good hygienic practices. reasons for change BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 277 . timing. qualitative/quantitative feedback. monitoring and control points. boning. relaying messages and orders accurately and promptly. working methods. baking. grilling. specialised equipment. quality. sources of information eg customers. appearance. texture. liaison. treating colleagues with respect. poaching. cooking eg roasting. commodities and methods. marinading. broiling. attention to detail. selecting and using appropriate equipment. speaking. chilled. stewing. food safety Cooking: methods. cross contamination. aesthetic appeal. maintaining quality. effective communications eg listening. cost. colleagues. pot roasting. appearance and acceptability. attentiveness. timing schedules. making reasoned judgements based on available information. bhunno (browning). seasoning. colour. dicing. filleting. vacuum packed Methods: storage methods and procedures. high standard of personal appearance including proper uniform. steaming. blanching. preparation eg peeling. quality. dish analysis sheets. tandoori cooking 3 Food preparation and cooking Preparation: time planning. taste. body language. teamwork. selecting and using appropriate equipment Professional: attitude. dried. chopping. stir-frying. recommendations for improvement Criteria: timing. frozen. use of resources.Categories: eg fresh. baking. coating. sealing. processes. codes of practice Safety and hygiene: key legislation eg food safety. codes of practice 4 Evaluation techniques and criteria Techniques: collecting information.

Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine characteristics and trends in world cuisine • • compare and contrast the characteristics of different world region cuisines explain and justify trends in regional or world cuisine describe the equipment and methods used to prepare and cook dishes from different world regions compare and contrast the commodities and flavours used in different world cuisines demonstrate skills in the preparation and cooking of a range of dishes from different world cuisines demonstrate a professional attitude at all times follow safe and hygienic working practices when preparing and cooking dishes evaluate clearly and coherently a range of dishes from different world cuisines make valid recommendations for improvement. 2 Investigate equipment. 4 278 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . commodities and methods used in world cuisine • • • • • • • 3 Use food preparation and cooking knowledge and skills to prepare dishes from different world regions in a professional. safe and hygienic manner Apply evaluation techniques and criteria to a range of dishes.

whilst still involving the tutor as an informed observer. Learners must develop their theoretical understanding of different world cuisines before tackling practical work. for example. Tutors should promote the use of specialist equipment where this is available. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 279 .Guidance Delivery This unit is primarily practical and will focus on the preparation and cooking of dishes from different world regions. Learners should also be encouraged to discuss possible trends from an early stage. Such visits should be an on-going feature of delivery to respond to learners’ needs. which must cover the full spectrum of menu structure. Learners must have the opportunity to explore different cuisines through the preparation and cooking of a range of dishes. commodities. The evaluation of dishes when they have been prepared and cooked is an important element and learners will initially need guidance on how best to achieve this. Assessment Evidence for this unit should primarily be practical and assessed through observation of learners’ skills in preparing and cooking a range of dishes from different world regions. Dishes should be produced to a standard that would be acceptable to paying customers. This will provide the opportunity to experiment with possible trends. Guidance must also be given where appropriate regarding acceptable taste. Learners should also be encouraged to be creative in their work. Recommendations for improving dishes through changes to preparation or cooking methods. recorded as witness statements or in other appropriate formats. Indian or Chinese. Diaries or logs of activities would provide useful support for records of observation. Tutors should encourage the group to explore a broad range of world regional cuisine. Tutors can support learners’ investigations by giving them direction. enabling learners to develop a wide range of knowledge and skills. but encourage them to apply the investigative skills that will be useful to them in their future careers as chefs. for example with websites. It is important that tutors do not simply give learners a pack of information. It is important at the outset of the unit to deliver two or three sessions through demonstration. quality. or improved use of specialist equipment will need tutor support in the early stages of the unit. appearance. flavour and so on. during which different menu structures can be explained. enabling learners to appreciate regional variations. It is important for learners to have some exposure to such equipment through demonstration or practical work. Tutors should ensure that practical work carried out by learners reflects the purpose of the unit. Later in the unit. such as recipe development or fusion with other cuisines. These sessions can be supported or delivered by experienced visiting chefs. learners should take greater control over the evaluation of dishes. provided that this is achieved within the scope of the unit and does not become stressful. although learners may need extensive support during the initial stages of delivery. but this must not be detrimental to their understanding of the characteristics that reflect different regions. by arranging visits to suitable restaurants and encouraging them to read the trade press.

This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP04: Food and Beverage Skills and Knowledge OP42: Food and Society. such as the equipment. regulatory.It is important. ethical and social requirements B11: Promote diversity in your area of responsibility B12: Promote diversity in your organisation C1: Encourage innovation in your team C2: Encourage innovation in your area of responsibility C3: Encourage innovation in your organisation E1: Manage a budget E2: Manage finance for your area of responsibility E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F2: Manage a programme of complementary projects F9: Build your organisation’s understanding of its market and customers. Links This unit is linked to practical units within the qualification. Commodities and equipment have been included within the unit as they provide the vehicle for development of primary and creative skills. Evaluation of dishes can be evidenced through group discussions and again could be recorded in logs or diaries. This unit also links to the following Management NVQ units: • • • • • • • • • • • • • • • • • • A2: Manage your own resources and professional development B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. to ensure that evidence is presented to demonstrate knowledge and understanding of the characteristics and trends in different regional cuisines. particularly those within the Culinary Arts pathway: • • • • Unit 10: Food and Society Unit 30: Menu Planning and Product Development Unit 33: Contemporary Gastronomy (double unit) Unit 35: Creative Patisserie (double unit). Formal work involving written assignments is not appropriate for this type of unit. There are further links through the development of academic study with Unit 26: Research Project. commodities and methods used. 280 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . however.

2003) ISBN 8125025189 Shulman M R — Mediterranean Light: Delicious Recipes from the World’s Healthiest Cuisine (Morrow Cookbooks. Photographic evidence will support the learner’s portfolio development. 1994) ISBN 0340595124 Philip T E — Modern Cookery for Teaching and the Trade (Sangam Books. 2000) ISBN 0688174671 Sobell C — New Jewish Cuisine: Contemporary Kosher Cooking from Around the World (Interlink Books. Foskett D and Gillespie C — Food and Beverage Management (Longman. The use of such equipment and the substantial use of specialist commodities will be a heavy demand that centres must be sure they can meet. 2002) ISBN 1862055149 Van Aken N and Van Aken J — New World Kitchen: Latin American and Caribbean Cuisine (Ecco. 2003) ISBN 0060185058 Further reading Caterer and Hotelkeeper (Reed Business Information) Chef (Reed International) Croner’s Catering Magazine (Croner Publications) Hospitality (Reed Business Information) Kitchen equipment catalogues BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 281 .Resources The provision of commercial catering equipment that reflects Indian cuisine (eg tandoori ovens. 1995) ISBN 1858131499 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 2002) ISBN 0582452716 Doeser L — Classic Chinese Cooking: Tempting Tastes from the East (Lorenz Books. kadais) is essential to the delivery of this unit. Support materials Books Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton. ICT is not a major feature of this unit but will be useful in enabling learners to research different types of Indian cuisine. 2003) ISBN 0471202800 Cousins J. 2002) ISBN 0340848537 Civitello L — Cuisine and Culture: A History of Food and People (John Wiley & Sons. 2002) ISBN 0572028490 Hom K — The Taste of China (Paragon. 2004) ISBN 1566564514 Thompson D — Thai Food (Pavilion Books. 2001) ISBN 1862053030 Hobson W (editor) — The Classic 1000 Chinese Recipes (Foulsham. 2000) ISBN 075480092X Hellon J — The Blue Elephant Cookbook (Pavilion Books. 1996) ISBN 0470235721 Ceserani V and Foskett D — Advanced Practical Cookery (Hodder Arnold H&S. therefore access to appropriate equipment will be an advantage but not a priority.

co.uk www.food.uk www.uk www. These resources should be used with caution.gov.tarladalal.com www. Food Safety (Croner Publications) Video/DVD BBC Learning Zone — hospitality programmes Broadcasts of commercial programmes relating to the hospitality industry Websites www.foodlaw.com Caterer and Hotelkeeper website Chinese food information Chinese food and culture Croner Publishing International recipes and ingredients for Asian cuisine Food Standards Agency University of Reading’s food law website Restaurants and Institutions magazine Hotel and Catering International Management Association Hospitality Net Kitchen Link — world-wide recipes British Nutrition Foundation Pacific Rim cuisine People 1st (formerly Hospitality Training Foundation) Food & Beverage Manager Royal Institute of Public Health Tandoori Magazine Indian recipe site Thai cuisine recipes.uk www.com www.hcima.uk www.uk www.org.com www.riph.uk www.com/rimag www.org www.hospitalitynet.kitchenlink.org.co.com www.Menu specifications Tandoori magazine (Subcontinent Publishing) Voice of the BHA (British Hospitality Association) CD ROMs Catering.ethnicgrocer.uk www.com www.caterer.ranw.people1st.co. Health and Safety.chopstix. 282 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . restaurants and ingredients World cuisine recipes Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.org.croner. Websites often make reference to other internet information sources.com www.tandoorimagazine.com www.pacificrim-gourmet.world-cuisines.com http://chinesefood.about.foodservice411.rdg.com www.nutrition.ac.thaicuisine.

availability of seasonal produce or as a reflection of healthy eating. safe and hygienic kitchen practices Apply evaluation techniques and criteria to a range of patisserie items. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Explain the use of equipment and methods for creative patisserie work Use food preparation and cooking knowledge and skills to prepare different patisserie items Explain and demonstrate professional. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 283 . equipment and ingredients available. Learners will also be able to apply creative flair in the preparation of patisserie dishes and develop an innovative approach to their work. taking into consideration aspects such as food costs. materials. Learners need to be able to adapt to these changes. They will also have the opportunity to evaluate products and make recommendations as to how they could be improved. composition and presentation of patisserie items changes continually. The provision.Unit 35: Learning hours: NQF Level 5: Creative Patisserie 120 BTEC Higher National — H2 Description of unit This unit will develop learners’ knowledge and skills in the creative preparation of patisserie goods. either through evolving eating trends.

blending. pastry creams. re-heating. savarines.Content 1 Equipment and methods Equipment: large equipment eg conventional stoves/ovens. stippling. petits fours Chocolate: flavoured coating. pastillage and royal icing Marzipan and fondant: as an ingredient. spreading Processing: eg reducing. soufflés. sauces and decorative pieces for garnish. fresh and convenience fruits. choux. sponge products eg roulade. rubbing in. hot Ice confections: ice creams. poaching Finishing: eg grilling. use of sugar at different degrees. display items. mixing. filling. couverture. bains-marie. specialist equipment eg moulds. coupes. small. pie. salamanders. mixers. coating. kneading. portioning. as a covering medium. specialist sugar/chocolate equipment Preparation: eg creaming. flavouring. display pieces/items. savoury. individual. cutting. conditioning. use in other items eg tortes. blending. noodle. filo. colouring. bombes. slices Sundry items: hot and cold sweets. separating. sundaes Sugar work: boiling. display work. incorporating fat/salt/sugars/yeast. fresh/synthetic cream. small equipment eg knives. gateaux. moulding. parfaits. petits fours Mousses and Bavarin creams: charlottes. glazing. laminated dough Sponges and cakes: slab cake. sweet bread products eg cookies. piping. enriched dough. crème fraiche. doughnuts. emulsifying. premixes. extruding. strudel. chopping boards. cooling/chilling/freezing. afternoon tea goods Meringues: cold. spreading. melting Cooking: eg steaming. relaxing. liquidising. as an ingredient. frozen yoghurt. boiling. laminating. individuals. as a coating medium. piping. griddles. hot water. fermenting. fruit cake. Swiss roll. baking. flambé. dusting. provers. boiling. production of flavouring. as a decoration. dipping. water ices. Linzer. puff. thermometers/probes. extruding. decorating 2 Patisserie items Pastes: sweet. speciality pastes eg German. sorbets. Almond Fermented goods: rolls. aeration. sifting. folding. moulding/de-moulding. manipulating. developing. breads. whisking. glazing. short. warm. ravioli. cooling/chilling. stretching paste. puddings. almond fillings 284 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . shaping. tempering. rolling. shallow/deep-fat frying. Sable. chemically aerated goods.

good hygienic practices. codes of practice 4 Evaluation techniques and criteria Techniques: collecting information. codes of practice Safety and hygiene: key legislation eg food safety.3 Professional. treating colleagues with respect. colleagues. high standard of personal appearance including proper uniform. maintaining quality. cross contamination. timing schedules. effective communications eg listening. speaking. quality. body language. monitoring and control points. use of resources. reasons for change BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 285 . safe and hygienic Professional: attitude. relaying messages and orders accurately and promptly. dish analysis sheets. qualitative/quantitative feedback. attention to detail. making reasoned judgements based on available information. colour. appearance and acceptability. recommendations for improvement Criteria: timing. teamwork. taste. cost. attentiveness. sources of information eg customers. texture. appearance. working methods.

• 4 Apply evaluation techniques and criteria to a range of patisserie items. • • 286 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . cooking and finishing skills for a range of patisserie items • 2 Use food preparation and cooking knowledge and skills to prepare different patisserie items Explain and demonstrate professional. processing. processing.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Explain the use of equipment and methods for creative patisserie work • describe a range of large. processing. social and technical skills when preparing. small and specialist equipment used in the preparation. cooking and finishing pastry items explain and demonstrate at all times safe and hygienic working practices evaluate clearly and coherently a range of patisserie items make valid recommendations for improvement. safe and hygienic kitchen practices • 3 • • demonstrate a professional attitude at all times use relevant personal. cooking and finishing of patisserie items explain the methods used for a range of patisserie items demonstrate preparation.

This unit is primarily practical and focuses on the development of preparation. Future employers will expect recruits to demonstrate a professional attitude to their work. Formal work involving written assignments is unlikely to be appropriate for this type of unit. Tutors must take great care throughout their work to reinforce the importance of maintaining the right professional attitude. although learners will need extensive support during the initial stages of delivery. particularly those within the Culinary Arts pathway: • • • • • • • • Unit 10: Food and Society Unit 30: Menu Planning and Product Development Unit 33: Contemporary Gastronomy (double unit) Unit 34: World Cuisine. provided that this is achieved within the scope of the unit and does not become stressful. Learners must also be encouraged to be creative in their work. whilst still involving the tutor as an informed observer. The evaluation of patisserie items is an important element and learners will initially need guidance on how best this can be achieved. processing. ethical and social requirements E1: Manage a budget E2: Manage finance for your area of responsibility BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 287 . Assessment Evidence for this unit should primarily be practical and assessed through observation of learners’ skills in preparing. processing. recorded as witness statements or other appropriate formats. Evaluation of dishes can be evidenced through group discussions and again could be recorded in logs or diaries. in terms of personal. cooking and finishing a range of patisserie items.Guidance Delivery Professionalism in the hospitality and catering industry is vital both to the success of the hospitality organisation and the learner’s future career. Dishes should be produced to a standard that would be acceptable to paying customers. to colleagues and to their employers. Links This unit is linked to practical units within the qualification. to themselves. Later in the unit. Learners must have the opportunity to develop a wide range of knowledge and practical skills. social and technical skills and safe and hygienic working practices when working with and communicating with others. learners should take greater control over the evaluation of dishes. Diaries or logs of activities would provide useful support for records of observation. cooking and finishing skills for patisserie items. This unit also links to the following Management NVQ units: A2: Manage your own resources and professional development B8: Ensure compliance with legal. regulatory.

food. Support materials Books Bacon J — Patisserie of Vienna (McGraw-Hill Education. ICT is not a major feature of this unit but will enable learners to research ideas and developments in patisserie work.uk Academy of Food and Wine Service Ask a Chef Caterer and Hotelkeeper website Food Standards Agency University of Reading’s food law website Hotel and Catering International Management Association 288 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .foodlaw.org.hcima. 1988) ISBN 0070720908 Further reading Caterer and Hotelkeeper (Reed Business Information) Croner’s Catering Magazine (Croner Publications) Hospitality (Reed Business Information) Hospitality Matters (British Hospitality Association) Hotel and Restaurant Magazine (Quantum) Voice of the BHA (British Hospitality Association) Websites www. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP04: Food and Beverage Skills and Knowledge OP42: Food and Society. 1993) ISBN 0316905593 Wright J — Patisserie of Italy (McGraw-Hill Education.caterer. 1993) ISBN 0750604301 Juillet C — Classic Patisserie (Butterworth-Heinemann.rdg.uk www. Resources The provision of commercial catering equipment is essential to the delivery of this unit.gov. Cookies. 1988) ISBN 0070233179 Hanneman L J — Patisserie (Butterworth-Heinemann.com www. 1994) ISBN 020718478X Roux M and Roux A — The Roux Brothers on Patisserie (Little Brown.ac.com www. Pastries.org www. 1998) ISBN 075063815X Maree A — Patisserie: An Encyclopedia of Cakes. Confectionery and Desserts (HarperCollins. Chocolate. Biscuits.uk www. The use of such equipment together with the substantial use of commodities will be a heavy demand that centres must be sure they can meet.acfws.askachef.• • • • • E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety.

uk Hospitality Net People 1st (formerly Hospitality Training Foundation) Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources. These resources should be used with caution.people1st.co.www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 289 .org www.hospitalitynet.

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Unit 36: Learning hours: NQF Level 5: Catering Technology 60 BTEC Higher National — H2 Description of unit The aim of this unit is to introduce learners to the principles and practical applications of catering technology. including the issues involved in large-scale production. such as taste. These will include subjective testing. Learners will initially explore the issues surrounding the development of a new product or the modification of an existing one. texture. They will also use testing techniques to investigate the quality of food products. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Develop a new or modify an existing food or beverage product Evaluate the issues of large-scale production Investigate food quality using subjective and objective tests Evaluate the responses of customers to the new product. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 291 . The unit also focuses on the creation of new food products and their assessment as suitable for a prescribed clientele. as well as scientificallybased objective testing. colour and flavour. This aspect will include evaluating the responses of customers to the new product.

presentation methods. specification manual. sampling. risk assessment Legislation: eg food labelling. food enhancers. tasting panels. flavour Objective tests: physio-chemical. microbiological and organoleptic techniques 4 Evaluate the responses Evaluation techniques: market research.Content 1 Modify an existing food or beverage product Design: concept research. pilots. small-scale development. selecting sample. additives. risk analysis Influences: eg food fashions. colour. validity Process: identifying opportunity. trend analysis. globalisation. technological developments. timescales for development. food safety. storage monitoring. new equipment requirements. ethnic cookery influences. distribution channels Equipment: appliances and their versatility. smell. operating procedures Technology systems: eg testing and evaluation equipment. temperature controls and recording. texture. vegetarian and healthy eating concepts 2 Large-scale production Production: project design and management Packaging: role of packaging in demand and acceptance. environmental issues. food stabilisers. analysis software and hardware. questionnaires. focus groups. costings. establishing procedure. materials. stock rotation systems 3 Subjective and objective tests Subjective tests: eg taste. corporate development programmes. consumer reactions. up-skilling/reskilling of staff. recording and analysing results 292 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

• 4 • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 293 . adhering to the design specifications and associated legislation and taking account of current influences explain the role of legislation in the development of a new product explain how the development of packaging. equipment and technological systems have affected large-scale production as well as the design and management of the product design.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Develop a new or modify an existing food or beverage product • design a new food or beverage product. implement and evaluate simple subjective and objective tests for sensory evaluation of food design and carry out a range of evaluation techniques to assess the success of a product evaluate the validity of each of the techniques used. • 2 Evaluate the issues of largescale production • 3 Investigate food quality using subjective and objective tests Evaluate the responses of customers to the new product.

Guidance

Delivery Tutors can begin the delivery of this unit through discussion groups to examine case studies of food or beverage products that have recently completed the development cycle. Learners can be given freedom to explore the influences that drive product development. Both tutors and learners must be aware that such influences change over time and may themselves be short or long-term. This will affect the development processes, particularly with respect to the cost of development. The discussions can lead to ideas from learners about products they might like to develop or modify. Some theoretical input will be required, particularly to cover issues of legislation. Learners will need considerable support to understand issues relating to large-scale production. Delivery will be enhanced by site visits and guest speakers from the industry. Such associations should ensure that the latest applications of ICT are properly covered. This is a rapidly changing aspect of catering technology that can only be satisfactorily covered through connections with industry. It is important that learners understand wider issues that would affect a major commercial operation, as well as smaller scale issues that will affect the development work they will undertake within the centre. Proper facilities must be provided for development and testing work, including appropriate storage, preparation and cooking equipment, as well as laboratory equipment to undertake objective tests. Suitable recording documentation should be provided, some of which may be designed by learners. Tutors should be aware of the potentially complex nature of recording documentation for scientific testing and should not allow design by learners to detract from the focus of the unit. The issue of subjective testing can then be extended into the market place by evaluating customer response to the new product. This needs to include decisions by learners about which evaluation techniques they will use and agreement on the process of involving potential customers with evaluation. Again, learners must be aware of the differing implications of implementing evaluation for a large-scale commercial operation and for the development work they have completed within the centre. Assessment Tutors should be aware of the highly practical nature of this unit and make appropriate provision for establishing evidence, such as reports and results of laboratory tests and examinations. These may be presented in a formal report format or delivered to a group, which may include representatives from industry. (This would be a useful opportunity to extend the involvement of visiting speakers or those who have hosted visits to commercial operations.) Such reports or presentations can be extended to include accounts of the exploratory and investigative reports that led to laboratory development, as well as the outcomes of the evaluation by potential customers. This would include all aspects of the development process from initial concept through to scale development. The outcome would result in the building of a portfolio of product development, as a complex but holistic piece of work that would reflect the outcomes of a client or company brief, if this were happening in industry. This approach would need careful initial briefing and subsequent close monitoring by the tutor as work progresses.

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It is strongly recommended that when learners are delivering presentations, they have access to the latest technological equipment eg laptop computers, LCD projectors, presentation software. Links This unit can be linked successfully with a range of practical and related units within the programme. • • • • • • • • • • • • • • • • • • • • • • • • • • • • Unit 10: Food and Society Unit 15: Marketing Unit 33: Contemporary Gastronomy (double unit) Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet.

This unit also links to the following Management NVQ units: A2: Manage your own resources B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates B3: Develop a strategic business plan for your organisation B4: Put the strategic business plan into action B8: Ensure compliance with legal, regulatory, ethical and social requirements C1: Encourage innovation in your team C2: Encourage innovation in your are of responsibility E1: Manage a budget E2: Manage finance for your area of responsibility E4: Promote the use of technology within your organisation E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective approach to health and safety F1: Manage projects F3: Manage business processes F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance.

This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP07: Managing Food Production Operations OP41: Hospitality Technology OP43: Food Science.

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Resources Proper facilities must be provided for development and testing work, including appropriate storage, preparation and cooking equipment. Learners will need access to a food laboratory with appropriate objective testing equipment and food sensory facilities for taste panels. Learners will need access to a library with a variety of texts, journals and packs on the associated legislation and food and equipment safety. Access to the internet is particularly important, together with the use of relevant software and hardware applications. Support materials Books Bell J — Doing Your Research Project (Open University Press, 2005) ISBN 0335215041 Cousins J, Foskett D and Gillespie C — Food and Beverage Management (Longman, 2002) ISBN 0582452716 Inwood D and Hammond J — Product Development: An Integrated Approach (Kogan Page, 1993) ISBN 0749410043 Jones P and Merricks P (editors) — The Management of Food Service Operations (Thomson Learning, 1994) ISBN 030432907X Knight J B and Kotschevar L H — Quantity Food Production, Planning and Management (John Wiley & Sons, 2000) ISBN 0471333476 Lockwood A (editor) — Quality Management in Hospitality: Best Practice in Action (Thomson Learning, 1996) ISBN 0304334855 Loken J K (editor) — The HACCP Food Safety Manual (John Wiley & Sons, 1995) ISBN 0471056855 Further reading Food Catalogue (Fisher Scientific) — a 128-page catalogue with dedicated ranges of laboratory essentials covering consumables, capital equipment, chemicals and microbiological media (available online from www.fisher.co.uk/catalogues/food.htm) Hotel and Catering Technology Websites www.foodtech.org.uk food technology website including online analytical tools, direct links with professionals; case studies supported by video clips

www.netcomuk.co.uk/~media/foodtech.htm food technology website that provides basic information for learners Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources. These resources should be used with caution.

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Unit 37:
Learning hours: NQF Level 5:

Food Hygiene and the Environment
60 BTEC Higher National — H2

Description of unit
The aim of this unit is to define the importance of the hygienic storage, preparation and serving of food in a controlled environment, and investigate the underlying principles of food hygiene. Food hygiene is becoming increasingly important from the perspective of both the operator and the consumer. The intention of this unit is to give a broad insight into the subject from a management perspective. Learners will initially develop their understanding of food poisoning and the processes that can prevent food spoilage and preserve food quality. They will also examine a range of prevention systems and how they can be implemented. Their learning will be underpinned through the analysis of the importance of risk assessment and quality control systems.

Summary of learning outcomes
To achieve this unit a learner must: 1 2 3 4 Describe the agents of food poisoning and food-borne disease Analyse the processes that can effectively prevent food spoilage and preserve food quality Explain the importance of effective prevention systems in the control of food contamination Analyse the importance of risk assessment and quality control systems.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005

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Content

1

Agents of food poisoning Bacteriology: main bacteria of concern — salmonella, clostridia, listeria, Ecoli, staphylococcus aureus, growth conditions, characteristics, incubation and onset times of illness Physical contamination: explanation of physical contaminants, prevention of physical contamination, methods of control Chemical contamination: types of chemical contaminants, prevention of chemical contamination, methods of control Food poisoning: causes, symptoms, duration Food-borne infections: difference between food-borne infection and food poisoning, agents of food-borne disease, sources of contamination, prevention measures High-risk foods: foods which are most likely to cause food poisoning

2

Processes Food spoilage agents: bacteria, yeasts, moulds, enzymatic activity Food preservation methods: chemical, physical Special processes to prolong shelf-life: irradiation, microwaves, vacuum packing

3

Effective prevention systems Storage: methods and types of storage, storage controls — temperature, humidity, cleanliness, labelling, stock rotation, use-by dates, cross-contamination Personal hygiene: legislation related to personal hygiene, protective clothing, crosscontamination, notification of illness, personal hygiene through training Cleaning and disinfection: definition of detergent, disinfectant, sanitiser, sterilant, storage and use of chemicals, Control of Substances Harmful to Health (COSHH) regulations, modes of action of cleaning materials, design, implementation and monitoring of cleaning schedules Pests: types of pests in food establishments, methods of entry, signs of infestation, control and monitoring Design and construction of premises: systems approach to designing premises, importance of barrier control, legislation of design, cleaning considerations Training: importance of training in how to monitor the systems employed

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BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005

4

Risk assessment and quality control systems Quality control systems: assured safe catering, risk assessment, good manufacturing practice and supplier safety assurance Hazard Analysis and Control of Critical Points (HACCP): implementation, process flow diagrams, monitoring and evaluation, training Legislation: Food Safety Act 1990, Food Safety (Temperature Control) Regulations 1995, Food Safety (General Food Hygiene) Regulations 1995; replacement legislation where applicable

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Describe the agents of food poisoning and food-borne disease

• • • •

determine the importance of bacteriology in the prevention of food poisoning describe physical and chemical contaminants and how they can be prevented define the causes, symptoms, duration and onset times of food poisoning with reference to specific causes explain the term ‘food-borne illness’, the associated agents and how it can be prevented summarise the types of food-spoilage agents and the conditions in which they grow describe the methods of food preservation and their effectiveness in controlling food spoilage identify the special processes available and how they work summarise the methods for safe storage of food describe the importance of personal hygiene in the control of food contamination assess cleaning and disinfection as an integral part of safe food production discuss the problems associated with various pests in food establishments evaluate the need for careful design and construction of premises with respect to food hygiene explain the importance of training as a management function describe the various types of quality control systems prepare a risk assessment and quality control system and apply current food safety legislation.

2

Analyse the processes that can effectively prevent food spoilage and preserve food quality

• • •

3

Explain the importance of effective prevention systems in the control of food contamination

• • • • • •

4

Analyse the importance of risk assessment and quality control systems.

• •

300

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005

the unit will require evidence of theoretical learning. Such environments may also clarify issues of design and construction of premises in a way that may not be so apparent in converted premises. Tutors should begin with the theory of agents of food poisoning. There are plentiful resources produced by the industry. Laboratory experiments can explore the scientific aspects of the processes. Further experimentation can examine the additional hazards posed by high-risk foods. also provide alternative forms of evidence. The final learning outcome will require delivery using a blend of theory and practice. particularly where the group includes industry specialists such as the local Environmental Health Officer or the food safety officer for the local hospital. which should be used to support vocational relevance. Theory should be supported by laboratory work in a controlled environment. Learners will be able to observe a range of effective prevention systems in practice within the centre’s realistic working environment. but tutors should reinforce the importance of such practices from the food hygiene perspective. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 301 . for example a hotel or restaurant. There are plentiful packages and support resources available in this area. However. the Environmental Health Office and other agencies such as the Royal Institute of Public Health that highlight a range of specific issues. Assessment By its nature. which is likely to be based on report writing. this aspect begins to link theory with practice.Guidance Delivery This unit would be best delivered as a stand-alone package in order to ensure all the learning outcomes are achieved. it should also be linked to practical units in order to underpin the relevance of the subject and the outcomes to the overarching hospitality industry. Learners will also have the opportunity to carry out risk assessment in a range of areas and compare their results with risk assessment in practice. such as the risk assessment and its outcomes. This work will lead to a range of effective prevention systems. Tutors should also use focused case studies. Logs of practical work. However. Visits to a range of commercial operations will expose learners to a wider variety of prevention systems. many of which are regrettably based in real life. as well as expected and unexpected forms of physical and chemical contamination. although some may necessarily take place over a longer time period to assess the effects of preservation processes. Issues relating to quality control and risk assessment are linked to other units within the programme. with a focus on the growth of food poisoning cultures. but nonetheless underpin the serious implications of this unit. Visiting speakers including food hygiene specialists should be used where possible to add currency and vocational relevance. such as controlled stock rotation and monitoring of storage temperatures in a hospital cook-chill system. Theory should establish the processes involved in the prevention of food spoilage and food preservation. Delivery should include theory supported by practical laboratory work. Although theory will be necessary to introduce concepts. Accounts of laboratory experiments will also be required. tutors should not overlook the advantages of presentations to a group.

Tutors should also develop a bank of case study materials. and the use of relevant software applications. Resources Learners will need access to a library with a variety of texts. ethical and social requirements E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E7: Ensure an effective organisational approach to health and safety F12: Improve organisational performance. This unit also links to the following Management NVQ units: B2: Map the environment in which your organisation operates B8: Ensure compliance with legal.There is the potential to design a single assignment covering all aspects of evidence required by the unit. journals and specialist CD ROMs associated with food hygiene as well as access to the internet. presentation software. It is strongly recommended that when learners are delivering presentations. 302 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Details of suggested reading materials are provided below. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP06: Managing Food Hygiene OP07: Managing Food Production Operations OP38: Statutory Regulations and Legal Requirements OP41: Hospitality Technology OP43: Food Science. This would make a comprehensive assessment vehicle that would add value to learners’ work but tutors must ensure that this is not at the expense of fundamental understanding of the subject. some of which will probably be drawn from the trade press. to add currency and vocational relevance. regulatory. Laboratory facilities would be helpful to support exploratory work. LCD projectors. they have access to the latest technological equipment eg laptop computers. Examples include: • • • • • • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 13: On-Licensed Trade Management Unit 27: Cellar and Bar Operations Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 35: Creative Patisserie (double unit). Links This unit provides and can be linked successfully with a wide range of units.

1997) ISBN 1900134055 Dillon M and Griffith C — How to HACCP: An Illustrated Guide (MD Associates.co.uk) Caterer and Hotelkeeper (Reed Business Information) Croner Guide: The A-Z to Catering (Croner Publications) Croner’s Catering Magazine (Croner Publications) Food Safety (General Food Hygiene) Regulations 1995 (Stationery Office Books. Engel D and Woffenden C (editor) — A Guide to HACCP: Hazard Analysis for Small Businesses (Highfield.Support materials Books Blanch S — Food Hygiene (Hodder Arnold H&S. 2002) ISBN 0750653493 Leach J — A Guide to Customer Perceptions of Food Hygiene (Chadwick House. 1996) ISBN 1871912903 Mortimore S. Wallace C A and Cassianos C — HACCP: Executive Briefing (Blackwell Science.fastrain. 1993) ISBN 034053740X Knowles T — Food Safety in the Hospitality Industry (Butterworth-Heinemann. 1996) ISBN 0834216809 Dillon M and Griffith C — How to Audit: Verifying Food Control Systems (MD Associates. 1997) ISBN 0900103000 Managing Food Safety (FST Interactive — www.fastrain. 2003) ISBN 1904306004 Macdonald D J. 2000) ISBN 1900134128 Garbutt J — Essentials of Food Microbiology (Hodder Arnold. 1995) ISBN 0110532279 Hospitality (Reed Business Information) Industry Guide to Good Hygiene Practice: Catering Guide (Department of Health/Chadwick House. 2004) ISBN 1904544258 Trickett J — Food Hygiene for Food Handlers (Thomson Learning. 2003) ISBN 0340858079 Chesworth N — Food Hygiene Auditing (Kluwer Academic/Plenum Publishers. 2001) ISBN 0632056487 Sprenger R A — Hygiene for Management (Highfield. 1997) ISBN 0340677015 Hobbs B C and Roberts D (editor) — Food Poisoning and Food Hygiene (Hodder Arnold. 1996) ISBN 1861526903 Further reading Assessing Food Hygiene (FST Interactive — www.co.uk) Voice of the BHA (British Hospitality Association) HCIMA produce a number of copyright-free technical briefs on most aspects of hospitality and catering which are available for free download — see the HCIMA website (details below). BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 303 .

uk www.phls.uk www.people1st.caterer.co.co.uk www.com Useful HSE publications include A Guide to Information.gov.fastrain.uk) Websites www.co. These resources should be used with caution.gov. Instruction and Training and Catering Guidance Sheets.riph.Health and Safety Executive Books are available from: HSE Books PO Box 1999 Sudbury Suffolk CO10 2WA Telephone: 01787 881 165 Website: www.hsebooks.org www.co.bha-online.hcima.uk www.org.food.co.cieh. 304 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .uk www. Websites often make reference to other internet information sources.rsph.uk British Hospitality Association Caterer and Hotelkeeper website Chartered Institute of Environmental Health Croner Publications Department for Environment. Food and Rural Affairs FST Interactive Food Standards Agency Hotel and Catering International Management Association Health & Safety Executive People 1st (formerly Hospitality Training Foundation) Health Protection Agency Royal Institute of Public Health Royal Society for Promotion of Health The Society of Food Hygiene Technology Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.sofht.uk www.org www.uk www.org.hse.croner.com www.uk www.gov.org.uk www.uk www. Video/DVD BBC Learning Zone — hospitality and catering programmes Broadcasts of commercial programmes relating to the hospitality and catering industry Essential Food Hygiene (Royal Society of Health) CD ROM Basic Food Hygiene (Highfield Publications — www.defra.co.highfield.

in order to devise and analyse menus for a variety of customers in various sectors of the hospitality industry. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Explain nutritional principles Investigate the links between diet and health Plan and analyse diet s and menus Examine the role of nutrition in hospitality management.Unit 38: Learning hours: NQF Level 5: Nutrition and Diet 60 BTEC Higher National — H2 Description of unit The aim of this unit is to investigate a number of areas of nutrition. including contemporary ideas regarding diet and health such as food choice and the influences of society. which underpin the links between diet and health. It is assumed that. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 305 . Learners will develop their understanding of nutritional principles. prior to undertaking the unit. Learners will also have the opportunity to plan and analyse diet and menus for a range of situations and customers. This will lead to wider issues relating to the role of nutrition in hospitality management. the learner has a basic knowledge of nutrition. They will then be able to use this to explore the role of nutrition in the planning and management of food production operations.

product development trends linked to customer demands. fatty and sugary foods). milk and dairy foods.and long-term). causes. nutrient and energy needs of population subgroups (children. weight-reducing and gluten-free diets Alcohol: physiological/psychological effects of alcohol in the body (short. diabetic. calculation and estimation of weights of foods in meals and diets. anaemia. transfatty acids) and effects on serum cholesterol (LDL and HDL). 1983 NACNE report. coronary heart disease. religious. salt and hypertension Deficiency diseases: folic acid deficiency. nutrient and food recommendations of 1994 COMA report Therapeutic diets: diabetic. evaluation of the suitability of menus for the intended customers Menu modification: adaptation of recipes. ethical. fruit and vegetables. diet (eg antioxidant vitamins) and cancer. body mass index (BMI). salt and increased fibre) 306 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . behavioural effects. media. National Food Survey). sensory perception). fibre/NSP (non-starch polysaccharides) and bowel disorders. polyunsaturates. physically active. measurement of food and nutrient intake (24 hour recall. dietary fats (saturates. bread and cereal foods. psychological. nutritional values of common foods Nutritional requirements: dietary reference values (DRVs) for nutrients and energy. use of food tables and computer programmes in the analysis of the nutrient and energy contents of a variety of menus and diets. cultural. other vitamin and mineral deficiencies Healthy eating: healthy eating guidelines. palatable meals and menus for a variety of situations and customers including vegetarian. snacking) Food classification: main food groups (meat. omega-3 fatty acids. weighed inventory. menus and diets to comply with healthy eating guidelines (reduced fat. colourings 3 Diets and menus Meal/menu planning: construction of healthy. vegan. current market share for alcoholic beverages Allergies: eg peanut. elderly. treatment. sugar. fish and alternatives. use of food tables 2 Diet and health Health: obesity and overweight (nature and extent. diet and dental health. weight-reducing and glutenfree diets Analysis of menus and diets: measurement. biochemical. monosaturates. current food trends (eg fast foods. pregnancy and lactation) Nutritional status: assessment of the nutritional status of populations and individuals (anthropometric assessment).Content 1 Nutritional principles Food choice: factors influencing food choice and dietary habits (socio-economic.

restaurants.4 Role of nutrition Food production methods: effects of different food production methods and cooking techniques on the nutritional values of foods (eg conventional large-scale cooking methods. hospitals. hotels. nutrition education BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 307 . microwave cooking. presentation of nutritional information to customers and staff. sous vide) Nutrition in different sectors of the industry: application of nutritional principles and relative importance of nutrition in a variety of catering outlets (eg schools. residential homes. fast-food outlets) Promotion of healthy eating: importance of a good diet. cook-chill. employee feeding.

obesity and coeliac disease appraise the effects of alcohol on the human body and the hospitality world prepare and develop healthy. palatable meals for a variety of customers and situations analyse menus and diets using food tables and computer programmes modify existing recipes. • • • 308 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . meals and menus to implement healthy eating principles describe the effects of different food production methods on the nutritional value of foods compare the importance of nutrition and the different nutritional principles involved in a variety of catering outlets produce material which provides nutrition information and promotes concepts of healthy eating suitable for use in the catering industry.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Explain nutritional principles • • • • describe the factors affecting food choice and current food trends classify foods according to type and nutrient content describe nutritional requirements of individuals and groups explain methods used for measuring nutritional status and food intake describe the relationships between diet and health explain the principles of healthy eating describe the use of diet in the treatment of diabetes. 2 Investigate the links between diet and health • • • • 3 Plan and analyse diets and menus • • • 4 Examine the role of nutrition in hospitality management.

Diet and health issues can be readily related to learners’ own lifestyles. Learners need to draw together their learning by examining the role of nutrition in hospitality management. photographs. Further visits to industry will enable learners to investigate management policy regarding the nutritional aspects of food provision and the choices available to managers and chefs in practical environments. Theoretical input will be required to develop learners’ knowledge of food classifications and nutritional requirements. which can be supported by visits to industry. such as posters. Initial discussions by small groups of learners. such as a nutritional specialist from the local hospital. particularly when the audience includes dietary specialists. particularly in the third world. Learners need to be able to link concepts of diet and nutrition to contemporary food and beverage provision. modified and ‘healthy’ recipes. Visual support for presentations. This is a useful opportunity to develop contributions from visiting specialists. theoretical input will form the basis of delivery. material or displays for promotion of nutritional and healthy eating concepts and particularly graphical representations of dietary analysis will add meaning and relevance to the presentation. such as evidence of deficiency diseases. where the effective application of diet and nutrition can be critical. such as the changes from junk fast food to healthier alternatives that can still be produced and provided quickly. Other possibilities may include sports coaches or food consultants with a remit for schools provision. thus extending substantially their range of knowledge. As such. It is important for them to understand that the concept extends beyond hospital and health care provision into everyday hospitality operations. opening opportunities for dietary analysis on a personal level. Visits to industry to observe the preparation of food and drink that reflects the broad coverage of this unit will provide vocational relevance. it is important to highlight the risks to the western diet. They need to understand the capacity of hospitality managers and practitioners to manage and influence dietary choice and to promote healthy eating. learners can explore a wide variety of user groups and provide feedback to their peers. Tutors should use case study material to highlight key diet issues. such as those caused by the passing trend of junk fast food. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 309 . However.Guidance Delivery This unit requires delivery using a combination of theory and practical application. lengthy reports are unlikely to be an effective assessment vehicle. followed by feedback and wider discussion. will help to focus learners’ current knowledge of diet and nutritional principles. When investigating the links between diet and health. Learners should also include evidence of how menus have been modified for a variety of customers and outlets. Tutors should focus on the capacity for menu modification to underpin healthy diets. Assessment Tutors and learners should be aware of the importance of persuading user groups to consider the implications of diet and nutrition. This can subsequently be extended to cover a range of other food users. If directed by the tutor. Presentations that enable learners to demonstrate a variety of communication skills will enhance the presentation of evidence.

Debruyne L and Whitney E — Nutrition and Diet Therapy (Wadsworth. Examples include: • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 35: Creative Patisserie (double unit) Unit 36: Catering Technology. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP05: Nutrition and Diet OP43: Food Science. Support materials Books Barasi M — Human Nutrition: A Health Perspective (Hodder Arnold. they have access to the latest technological equipment eg laptop computers. presentation software. 2003) ISBN 0521803888 Byrom S E — Pocket Guide to Nutrition and Dietetics (Churchill Livingstone. Links This unit provides and can be linked successfully with a wide range of units. 2002) ISBN 0443071365 Cataldo C B. 2003) ISBN 0340810254 Bender D A — Nutritional Biochemistry of the Vitamins (Cambridge University Press. Learners will need access to a library with a variety of texts and journals associated with nutrition and diet as well as access to the internet. 1999) ISBN 0534545947 Garrow J S and James W P T — Human Nutrition and Dietetics (Churchill Livingstone. Resources Learners will need access to laboratory facilities and software packages for analysis of diets and menus. ethical and social requirements F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction. This unit also links to the following Management NVQ units: B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. 1999) ISBN 0443056277 310 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . and the use of relevant software applications. LCD projectors.It is strongly recommended that when learners are delivering presentations. regulatory.

2002) ISBN 0340760699 Further reading Dietary Reference Values of Food Energy and Nutrients for the UK (Department of Health/Stationery Office Books. 2003) ISBN 0972018417 Shepard R — Handbook of the Psychophysiology of Human Eating (John Wiley & Sons. 1989) ISBN 0471914959 Stanfield M S — Nutrition and Diet Therapy (Jones and Bartlett. 2002) ISBN 0198508611 Parker R — Introduction to Food Science (Delmar. These resources should be used with caution. 2002) ISBN 0854044280 Manual of Nutrition (MAFF/Stationery OfficeBooks.co. 2001) ISBN 0766813142 Peckenpaugh N — Nutrition and Essential Diet Therapy (Saunders. 2002) ISBN 0721695329 Phillips B — Eating for Life: Your Guide to Great Health.50plushealth.uk www. 1996) ISBN 0752105957 Websites www.uk nutrition and diet advice for the over-50s nutritional and healthy lifestyle advice Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Fat Loss and Increased Energy (High Point Media. 2003) ISBN 0763721409 Webb G — Nutrition: A Health Promotion Approach (Hodder Arnold. 2003) ISBN 924120916X McCance and Widdowson’s The Composition of Foods: Summary Edition (Food Standards Agency/Royal Society of Chemistry.eatwellcard. Websites often make reference to other internet information sources. 1995) ISBN 0112429912 Nutritional Aspects of Cardiovascular Disease (Health Development Agency.Mann J and Truss S (editors) — Essentials of Human Nutrition (Oxford University Press. 1991) ISBN 0113213972 Diet. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 311 .co. Nutrition and the Prevention of Chronic Diseases (World Health Organisation.

312 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 313 . Learners will be able to examine the expansion and influence of the sport and leisure industry over the last twenty years as well as the interrelationship between the different partners within the industry. Learners will be expected to look at the role and impact of the political environment. growth and expansion of the sport and leisure industry. Learners must ensure that their evidence relates to the sector they are studying.Unit 39: Learning hours: NQF Level 5: The Sport and Leisure Industry 60 BTEC Higher National — H1 Description of unit The aim of this unit is to give learners an understanding of the sport and leisure industry and the environment in which the industry operates. Learners will also explore the significance of key impacts and current issues that affect the sport and leisure industry using relevant economic. This unit is common to more than one Higher National qualification. which influences the sport and leisure industry. as well as the role of both government and government agencies. Learners will also be able to evaluate the implementation of government policy at a local level. Learners will be expected to prepare management strategies to meet these impacts and issues at a local level. social/cultural and environmental theories. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the growth and influence of the sport and leisure industry Explore the range of sport and leisure providers Investigate the role of government and the political environment in the context of the sport and leisure industry Investigate the key impacts and current issues that affect sport and leisure. This unit develops the underpinning knowledge for this qualification so that learners have a broad understanding of the range.

elite training facilities and services eg growth of youth academies for different sports. geographical location. exhibitions. sales. inflation. sports councils to reflect national government policy on sport and associated areas eg fitness. socio-economic group. lottery funding. purpose built facilities. structure and significance of commercial. national stadia. health and obesity in school children. autocratic. minority sports. mission statements. economic growth. public eg local authority leisure. adventure tourism. health clubs and spas. values and ethics and their use within related activities. management by objectives. new sports colleges and centres of excellence 314 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . consumer consumption. professional bodies eg ISRM and ILAM 2 Sport and leisure providers Organisation: funding. health and safety. events management. democratic Mission. other stakeholders. local authority strategies. voluntary eg local sports clubs. customer friendly. sports development policy and planning. entertainment. government targets. major event planning Policy: support and priority for sport and leisure. relationships between the providers. parks and events. hospitality and exhibitions. crime prevention. profits and market share. professional sport. equality of access and opportunity eg women and disabled participants. recreation. health and social inclusion agenda. commercial activities by public and voluntary providers. key legal responsibilities to the consumer and employee. cinemas and theatres. professional clubs. fashionable sport and leisure and trends in sport and leisure. inner cities and crime rates. sports merchandise. other agencies and providers Growth and expansion: related to age.Content 1 Growth and influence Sport and leisure industry: facilities and activities. improved choice. schools and specialist sports colleges. lifestyle. Modern Apprenticeships 3 Role of government and the political environment Role: governmental departments and their interrelationship eg education and health. educational eg new sports colleges and centres of excellence. outdoor and indoor. social inclusion. venue. objectives. governmental imperatives. outdoor activities. lifestyle. voluntary and public provision. further education centres of excellence. sector skills councils. disability/health status. gender. drama groups. scientific management. commercial and private providers. full employment. management training for different aspects of the sector eg National Occupational Standards. specialist activities. central government policy in sport and leisure. data protection. government organisations. structure eg hierarchical. funding similarities. setting industry standards. ethical and environmental practices. level of service. quasi-governmental institutions and government sponsored bodies. health clubs. arts and entertainment. implementation and success. values and objectives: concept of corporate vision. widening participation. community activities by commercial providers Management: lines of communication within and external to the organisation. national governing bodies.

generation of revenue. disability. anti-drug. brown field sites versus green field sites. environmental eg pollution. use of non-work time and increased leisure time. policy planning and management structures. social and cultural impacts and issues. high levels of importation of related goods and services. anti-crime. barriers to participation eg age. transport. waste management and recycling Issues: economic. planning and land use. education and lifelong learning. health of the nation eg obesity. open days and access for specialist sports. improve revenue and facilities. environmental. sustainable transport links. marketing events. social and cultural eg income and employment. increased participation. development of national stadia. unemployment trends. land use. quality of life. pride. improved choice and ‘value for money’. regeneration of communities. gender. accessible facilities for different community groups eg age. energy conservation. work-life balance/leisure time Strategies: for economic. culture. health and well-being. hosting of a major games. loss of school playing fields. sports development policy and implementation 4 Key impacts and current issues Impacts: economic eg influence on the growth of other sectors within the economy eg manufacturing of sports-related goods. seasonality. greater provision by local authorities. activities and events BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 315 . higher leisure spend. media coverage and influence on participation eg use of selected advertisements to promote sports-related foods. achievement in school.Local authority: eg discretionary power to provide sport and leisure activities to improve health. work/life balance.

identifying areas of interest and potential conflict explain current government policy and its effect on the sport and leisure industry evaluate the implementation and success of current government policy and local authority strategy in a selected locality using relevant research data explain and assess the significance of key impacts and current issues that affect sport and leisure. • 2 Explore the range of sport and leisure providers • • • • 3 Investigate the role of government and the political environment in the context of the sport and leisure industry • • • 4 Investigate the key impacts and current issues that affect sport and leisure. cultural. governance and management of key sport and leisure providers explain the similarities and differences in the organisation of the key sport and leisure providers evaluate the extent to which local sport and leisure providers meet the needs of the community and predict future trends and possible changes describe the role and interrelationship of national government departments with a remit that includes sport and leisure related activities.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the growth and influence of the sport and leisure industry • use relevant data to analyse the growth. expansion and influence of the sport and leisure industry over the last 10 years explain the range of sport and leisure providers in terms of their roles. • • 316 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . effectiveness and contribution to the sector review the organisation. funding. assessing their impact. values and objectives of key sport and leisure providers. facilities and services explain the mission. participants. using relevant social. interrelationship. economic and environmental theories prepare strategies that can be used to manage a range of sport and leisure issues and impacts.

Learners should be able to visit a range of sports and leisure organisations in order to understand and discuss the breadth and influence of the industry. 2002) ISBN 0333726871 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 317 . formal lectures. It also links with occupational standards for professional qualifications such as those offered by the Institute of Sport and Recreation Management (ISRM) certificate and the Institute of Leisure and Amenity Management (ILAM) diploma. They will also need to be able to discuss current government policies and their impact on sport and leisure. 1995) ISBN 0748720596 Hill J — Sport. Support materials Books Cossons N and Anderton D — Looking at Leisure (Hodder Arnold H&S. A full discussion with local sports development officers can help raise awareness of local priorities that relate to government policies. Links This unit links to the following Management NVQ unit: • B2: Map the environment in which your organisation operates. Assessment Evidence for this unit can be presented as: • • • formal reports showing the expansion and growth of the industry over the last 10 years presentations for a selected audience illustrating the organisation of key sport and leisure providers a series of newspaper articles that show the range of issues that impact on sport and leisure and strategies for managing any changes that can meet the needs of the industry. 1999) ISBN 1900360497 Haywood L — Understanding Leisure (Nelson Thornes. Leisure and Culture in 20th Century Britain (Palgrave Macmillan.Guidance Delivery This unit can be delivered using a mixture of class discussions. Learners will also need to appreciate the role and significance of governmental departments. Resources Learners need access to a range of sport and leisure providers as well as current government policies on sport and leisure. 1992) ISBN 0340570415 Eastwood N — The Sports Funding Guide (Directory of Social Change. visits and case study material.

gov.isrm. These resources should be used with caution.gov.co.uk Audit Commission Department for Culture.co. 2000) ISBN 0631171541 Torkildsen G — Leisure and Recreation Management (Routledge.audit-commission.sportengland. 318 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .org www.Holt R and Mason T — Sport in Britain since 1945 (Blackwell.uk www.uk www.ilam. Websites often make reference to other internet information sources.uk www. 2001) ISBN 0582381657 Further reading Health Club Management Leisure Management Leisure Manager — ILAM journal Recreation — ISRM journal Sport and Recreation: Learning from Audit.culture. Inspection and Research (Audit Commission.uk www. Media and Sport Institute of Leisure and Amenity Management Institute of Sport and Recreation Management Sport England National Statistics Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. 2005) ISBN 0415309964 Wolsey C and Abrams J — Understanding Leisure Organisations (Longman. 2002) ISBN 1862403589 Websites www.statistics.gov.

This unit will provide an in-depth understanding of the economic growth development of the heritage and cultural industry. the organisations involved in the management of heritage and the different forms of ownership. The learner will also be able to look at potential conflicts within the industry and the influence of technology. Learners will also be expected to investigate the role and scope of interpretation within this sector and its impact on participants and management. This unit is common to more than one Higher National qualification. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate the growth and development of heritage and cultural providers within the contexts of natural and constructed environments Examine the roles of heritage and cultural attractions within the leisure industry Explore the ownerships and organisations involved in the heritage and cultural industry Investigate the role of interpretation within the heritage and culture providers. Throughout the unit learners will gain an awareness of definitions of heritage and culture.Unit 40: Learning hours: NQF Level 5: Heritage and Cultural Management 60 BTEC Higher National — H1 Description of unit The aim of this unit is to investigate heritage and cultural management and its role within the leisure sector. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 319 . Learners must ensure that their evidence relates to the sector they are studying.

erosion. potential role and impact of new technologies eg virtual reality and interactive software. advisory and legislative. Cadw. control of access and preservation of cultural heritage. overall status of heritage and culture as a leisure activity. analysis of its importance and interest Natural: aspects of heritage including landscape. government agencies eg English Heritage. sculpture and monuments Cultural heritage: role of heritage industry in shaping and sustaining cultural identity. income generation and links with tourism and urban regeneration. impact of visitors on sites and their immediate environments. folklore. woodlands. mission and values. specialist groups 3 Ownerships and organisations Ownership of heritage and culture: public and commercial ownership. conservation threats imposed by further growth. industrial heritage. coastlines. impact of issues such as the European Capital of Culture bids Conflicts of interest: access versus conservation. museums. changes in attractions and income generation. language and food. Environment Agency. management of change 2 Roles of heritage and cultural attractions Scope of heritage and culture: education. other habitats. training and up-skilling of staff. legend. quangos and voluntary bodies eg the Civic Trust. regional and national costume. public art. Historic Scotland. sites and venues. changing staff profiles Audiences: segmentation. artefacts. accessibility and sustainability of transport. transport. wildlife. new merchandising 320 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . planning and land use. myth. government departments eg DCMS. role of national governmental departments Roles and responsibilities: funding. training and conservation. recreation. historic buildings. entertainment Attractions: differing types of attractions. visitor levels and usage rates. sport-related heritage sites. impact of the leisure industry on the conservation and sustainability of such sites Constructed: built heritage environment. the National Parks. objectives and income generation. presentation of heritage and culture to visitors. role and operation of charitable trusts. role in education. mission and values. song. themed sites. forests. the Countryside Agency. changes eg new technologies. access to the new technologies eg capital costs and revenue generation. target groups. research. national parks. up-skilling and re-training staff. management roles and responsibilities Organisations: eg structure and remits of the National Trust.Content 1 Growth and development of heritage and cultural providers Heritage: definitions of heritage. dance. brown field sites versus green field sites. Wildlife Trusts. regional/local authority departments and specialist conservation groups. archaeological sites.

relevance of a thematic approach to interpretation Media for interpretation: published material. language levels. drama and role play. audio-visual.4 Role of interpretation Interpretation: importance of interpretation to the visitor experience. audio and other sensory techniques Meeting audience needs: importance of establishing audience needs for effective interpretation. combination of interpretative media to achieve appropriate effects BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 321 . interactive technology.

• • • 322 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . • • 2 Examine the roles of heritage and cultural attractions within the leisure industry • • 3 Explore the ownerships and organisations involved in the heritage and cultural industry • • • 4 Investigate the role of interpretation within the heritage and culture providers.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the growth and development of heritage and cultural providers within the contexts of natural and constructed environments • analyse the economic growth of the heritage and cultural industry using examples from the natural and constructed environments explain and exemplify potential conflicts between leisure activities and the conservation of heritage and cultural resources using relevant data. policies and legislation analyse the impact of technology on the management of the culture and heritage industry compare the scope of heritage and cultural providers and the range of attractions that need to be managed in order to meet the needs of different audiences and venues classify heritage and cultural attractions using audience profiles and venues compare the different forms of ownership within the cultural and heritage industry and the impact on income generation and responsiveness to changing audience needs summarise the structure and management of key heritage organisations and their inter-relationships evaluate the success of two organisations involved in the management of heritage and cultural sites explain the scope and affect of interpretation within the heritage and cultural industry evaluate the impact of contrasting media and the way they affect interpretation prepare an interpretation plan for a specific heritage site which takes account of potential audiences and their needs.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 323 . Where an oral presentation is used as the basis for assessment the learner should submit relevant supporting material. The presentation may be in written format or delivered orally. learners should acknowledge. In developing their submissions for this assessment. and their potential contribution to their management and development an evaluation of existing forms of interpretation used in the sites. The consideration of issues such as conservation versus access within the unit is an ideal mechanism for developing a wide range of analytical skills.Guidance Delivery Whilst much background information required for this unit can be delivered through lectures and seminars. the following areas should be included in the study: • • • • • • categorisation of the sites being compared an analysis of the scale of the sites in terms of their role as visitor attractions and their contribution to local economies potential conflicts between leisure activities and the sustainability of the sites and their local environments the impact of the different forms of ownership on the sites an outline of the heritage management organisations relevant to the sites. including an account of research sources. the role of heritage within the structure of the wider leisure industry and appreciate the significance of heritage attractions within the social contexts of leisure activity. The nature of the unit content also permits a wide range of opportunities for independent research. and a plan outlining their improvement using a range of media. these should include a wide range of heritage case studies to help emphasise the diversity of the sector and the variety of organisations involved in the management of heritage. The delivery programme should include as many site visits as possible so that learners can be encouraged to evaluate a range of approaches to conservation and interpretation in practice. Assessment This unit will be assessed through the presentation of a study of a chosen heritage cultural site. to the tutor. learners may benefit from considering the relevance of knowledge and understanding gained in other units. Whilst this unit deals specifically with the management of heritage and cultural attractions. Using case studies can promote the development of skills of analysis and synthesis. and be able to discuss. Whichever form of submission is used.

This unit also links to the following Management NVQ unit: • B2: Map the environment in which your organisation operates. the Heritage and the Public (University of London Institute of Archaeology. 1999) ISBN 1841500054 Goodey B — Heritage Interpretation Management (John Wiley & Sons.Links There are links between this unit and other related units such as Unit 39: The Sport and Leisure Industry and Unit 26: Research Project. 1998) ISBN 0471974048 Hooper-Greenhill E — Museums and Their Visitors (Routledge. 1997) ISBN 0471971200 Hall C M and McArthur S — Integrated Heritage Management (John Wiley & Sons. Support materials Books Ashworth G and Howard P — European Heritage Planning and Management (Intellect Books. Interpretation. 2003) ISBN 082645898X Leaske A and Yeoman I — Heritage Visitor Attractions: An Operations Management Perspective (Thomson Learning. 1999) ISBN 0304702927 Merriman N — Beyond the Glass Case: The Past. Resources Learners need access to a range of cultural and heritage sites as well as use of the internet and any related case studies. 1994) ISBN 0415068576 Howard P — Heritage: Management. 2000) ISBN 0905853377 Videos A Watching Brief (National Trust) Keeping House (National Trust) Living History (English Heritage) Protecting our Past (English Heritage) Role up (English Heritage) Sitework (English Heritage) The Past Replayed (English Heritage) Using Museums (Fulcrum/Channel 4) 324 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Identity (Continuum International. Various government papers and reports on the cultural and heritage industry would also be an advantage as well as documents produced by a range of organisations such as the National Trust.

Websites www.org.uk www.hlf.uk English Heritage Heritage Lottery Fund The National Trust Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources.uk www. These resources should be used with caution.english-heritage.nationaltrust.org. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 325 .org.

326 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

The unit explores the industry’s dynamic structure through an identification of trends in the public. entertainment and venue management industry. ice shows. opera. popular music concerts. This unit is common to more than one Higher National qualification. televised events and the attendant venue management problems relating to licensing. the influence of contrasting financial practices and the underlying trends within the arts and entertainment industry. health. safety and security.Unit 41: Learning hours: NQF Level 5: Entertainment and Venue Management 60 BTEC Higher National — H2 Description of unit This unit is designed to give an over-arching view of the arts and entertainment industry with a particular emphasis on venue management. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the contribution of the arts. operation and funding of live performance. private and voluntary sectors’ involvement in the world of entertainment. This will provide the learner with an insight into the management and operation of a range of activities and venues. A range of activities and venues and the corresponding levels of public usage and support are explored. entertainment and venue management industry Explore the management and operation of different types of venues Investigate current and future trends in the arts. entertainment and venue management industry to the national economy Investigate the range of activities offered by the arts. The impact of large-scale venues needs to be considered in the wider context of leisure management given the vast range of possible entertainment opportunities offered by multi-purpose arena and stadia offering venues for major sporting events. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 327 . Learners must ensure that their evidence relates to the sector they are studying.

National Lottery. media relations Employment: managerial and supervisory levels in each sector Staffing: work and responsibilities for selected venues commenting on current practices. performers Marketing needs: publicity. television. cabaret. scheduling. widening choice Venues: major entertainment venues eg Arenas. touring. community halls. box office Influences: status eg for-profit. amateur. safety and security. NEC. semiprofessional. General Household Survey Economy: ways the arts. photography Audiences: national usage figures. ‘space to sell’ concept. not-for-profit. cleaning and maintenance. film and video including recording. clubs. galleries. urban/rural provision For-profit sector: areas of private provision eg concerts. voluntary organisations eg ‘Friends’. by venue eg venue-specific. role of Government and funding agencies. bingo. non-dedicated spaces eg streets. arts centres. popular music and recording industry. their impact on the arts. by art forms eg live performance including music. regional arts boards. non-statutory provision. pubs. concert halls. outdoor spaces. clubs. cinemas. catering and bars. festivals. voluntary. commercial sponsorship Not-for-profit sector: public and voluntary sectors. theatre. administration eg licensing. resource planning Audience and performance needs: health. staffing. dance. opera. entertainment and venue management industry Data: analysis of data from the entertainment and venue industry eg DCMS Annual Reports. local authorities. private. entertainment and venue management industry 2 Range of activities Activity: by type eg public. visual arts and crafts including exhibitions. promotion. principles of revenue and capital subsidy. direction eg programming. by performers eg professional. festivals. front of house operations. opportunity-led provision. Target Group Index. arts sponsorship. deployment of staff to ensure a smooth and effective organisation 328 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . dedicated spaces eg theatres. age and socio-economic breakdown. direct and indirect economic benefits 3 Management and operation Strategies: management and operational strategies of organisations within the industry Income generation: revenue generation and procedures within the industry. spectator and participatory activity. the Henley Centre. Leisure Tracking Survey. Arts Council. BMRB International. cinema. comedy. entertainment and venue industry have contributed to the national economy and the development and distribution of different activities Agencies: comparison of local. merchandising and point-of-sale. Stadia. schools. theatre. homes. technical and production staff. regional and national funding agencies.Content 1 The arts. budgeting.

4 Current and future trends Opportunities: current opportunities in the arts and entertainment industry Future trends: purpose built. new technologies. effect of technological changes BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 329 . partnership funding. cultural provision as part of major international sports events Technological influences: technical. production. commercial approach to management. multi-purpose facilities.

entertainment and venue industry to the national economy • analyse data from the arts entertainment and venue industry highlighting ways that they have contributed to the national economy and the development and distribution of different activities compare local. entertainment and venue industry compare the scope of the arts entertainment and venue industry and the range of activities offered classify performing arts and entertainment activities using audience profiles and venues compare management and operational strategies for two selected venues.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the contribution of the arts. • • • 330 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . commenting on their revenue generation and procedures evaluate different areas of work and responsibilities for two selected venues. entertainment and venue management industry Explore the management and operation of different types of venues • • • 3 • 4 Investigate current and future trends in the arts. regional and national funding agencies and their impact on the arts. commenting on current practices. • 2 Investigate the range of activities offered by the arts. deployment of staff to ensure a smooth and effective organisation analyse current trends in the arts entertainment and venue industry explain the affect of current funding arrangements in the arts and entertainment industry and future potential developments analyse the impact of technological changes in the management and operation of arts and entertainment providers. entertainment and venue management industry.

Guidance Delivery This unit uses both primary and secondary research methods. F10: Develop a customer focused organisation. project-based enquiry. regulatory. case study discussion and contact with arts practitioners and managers. Evidence for this unit can be: • • a report on the current and future trends in the management. socio-economic grouping are identified and analysed. These include: • • local and national press company. human resource management and marketing. It is advised that research and analysis is undertaken at two levels. It is important that at the national level statistics such as participation rates by age. The complex nature of the industry however means that obtaining such findings is time consuming and it is suggested that this work should be carried out in teams with information pooled. agency and venue reports eg Arts Council. This will enable the learners to understand and explain the context within which arts practitioners operate. gender. Assessment should be of a formative inter-linked nature to enable learners to develop and build upon the knowledge and skills identified in the learning outcomes. This unit also links to the following Management NVQ units: • • • B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. Resources Learners should be given access to a wide range of publications to reflect the diverse nature of this subject area. Links This unit can be linked to a number of others which relate to the principles of financial management. BBC BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 331 . operation and funding in the arts and entertainment world a case study of a related heritage and/or cultural provider that can be used as a management tool for implementing change such as the use of new technologies to increase audience type and income generation. At the local level it is suggested that the learners concentrate individually on the investigation of two contrasting local venues and that the subsequent analysis of findings is undertaken within the over-arching context of the national arts and entertainment industry. ethical and social requirements. Assessment This is an internally assessed unit with continuous assessment taking place.

EAM. 1994) ISBN 0582239052 Further reading Leisure Management Leisure Manager NME Sight and Sound The Stage Websites www.org.ilam. 1995) ISBN 041918970X Torkildsen G — Leisure and Recreation Management (Routledge. Rowntree statistics as provided by DCMS Annual Reports. tourism and visitor material professional bodies eg ILAM.• • • • local authority information eg economic development. Leisure Tracking Survey.uk National Virtual Museum Arts Council Department for Culture.uk www.uk www. LA charitable trust publications eg Carnegie. the Henley Centre.uk www. 2005) ISBN 0415309964 Waters I and Duffield B S (editor) — Entertainment.org. General Household Survey.gov.culture. Target Group Index. Gulbenkian. Media and Sport Institute of Leisure and Amenity Management Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. These resources should be used with caution.artscouncil. Support material Books Pick J and Anderton M — Arts Administration (Spon Press.24hourmuseum. Websites often make reference to other internet information sources. BMRB International. Arts and Cultural Services (Longman. 332 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .co.

Learners must ensure that their evidence relates to the sector they are studying. In this unit. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 333 . Emphasis is given to the role of sport and leisure-related tourism in the economy and its socio-cultural and environmental implications. learners will be able to examine the theoretical concept of tourism.Unit 42: Learning hours: NQF Level 5: Sport and Leisure Tourism 60 BTEC Higher National — H2 Description of unit The aim of this unit is to provide learners with an understanding of the tourism industry particularly in relation to sport and leisure. Learners will also be expected to prepare data to support a particular sport and leisure-related activity. This unit is common to more than one Higher National qualification. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Investigate the structure of the sport and leisure-related tourism industry Explore the trends and demands for sport and leisure tourism Examine the economic. socio-cultural and environmental issues that affect sport and leisure tourism Investigate strategies that can be used to maximise the growth of sport and leisure-related tourism. its structure and organisation. Throughout the unit learners will be expected to use relevant data in order to analyse the trends and nature of demand for sport and leisure tourism.

hostels. national and international professional organisations Tourism law: effects of EU and international legislation. sector-specific studies eg accommodation surveys. voluntary sector organisations eg hotels. independent surveys. National Training Organisations. effects of intercultural contact on tourists Environmental: positive and negative environmental impacts. planning regulations. local government. role of transport. measuring economic impact. comparative government structures Role of private and voluntary sectors: private sector organisations eg tourist attractions and accommodation providers. competition and conflict issues. socio-cultural and environmental issues Economic: national. cost and benefit analysis. future markets. tourism infrastructure including air. definitions of tourism and tourists. introduction of paid holidays. local and regional impacts. partnerships. laws relating to tourist attractions 2 Trends and demands Sources of tourism data and statistics: international sources. government and organisational body initiatives 334 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . public sector initiatives. classification of tourism types. political costs and benefits Socio-cultural: social impact models. ownership and operation of airports. effects of intercultural contact on host communities. career pathways Tourism resources: natural. local. labour. constructed. socio-cultural costs and benefits.Content 1 Sport and leisure-related tourism industry Concept of tourism: models and approaches. tourism-related employment. consumer protection law. mass tourism. technological developments in sport and leisure-related tourism Role of public sector: government legislation. sustainable development. rail and coach travel. national. protection measures. tourism motivators and barriers. tourism authorities. sea and road. sources of finance for tourism. national and regional tourist boards. supply characteristics. international statistics Characteristics and contribution of tourism: patterns of demand. tourism sectors including products and services Historical developments: early origins. growth of spa and seaside towns. airlines. eco-tourism. multiplier and leakage effects. tourist movement law eg passports. environmental impact assessments. funding and grants. passenger carriage law. shipping. impact of tourism and infrastructure on tourism demand 3 Economic. regional tourist boards. amenity agencies. contribution to national economy and balance of payments. effects of deregulation.

juvenile crime. strategies related to employee recruitment and training and management expertise Events: eg sporting and leisure events. new technologies eg interactive software. education and training. transport sustainability. crime prevention.4 Strategies Regional and national strategies: eg Health of the Nation. Premier League events BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 335 . corporate-related. anti-social behaviour. Ryder Cup. educational Influence: of major initiatives eg Commonwealth Games. Grand National. accessibility. corporate. Wimbledon.

socio-cultural and environmental issues that effect sport and leisure tourism Investigate strategies that can be used to maximise the growth of sport and leisure related tourism. • • • 2 Explore the trends and demands for sport and leisure tourism • • 3 Examine the economic. national and local strategies that have influenced the growth and demand for sport and leisure-related tourism activities prepare data that can be used to manage the growth and demand for a selected sport and leisure-related tourism activity. commercial and voluntary sectors to the growth and development of the sport and leisure-related tourism sector analyse the impact of historical developments and concepts on the growth of the sport and leisurerelated tourism industry evaluate the value of EU and international law that affect the sport and leisure-related tourism industry present a statistical analysis identifying trends and the nature of demand for sport and leisure-related tourism in the UK evaluate the nature and availability of sport and leisure related tourism resources evaluate the contribution of the sport and leisurerelated tourism industry to the UK economy analyse the socio-cultural and environmental factors and their impact on the sport and leisure-related tourism industry evaluate regional.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the structure of the sport and leisurerelated tourism industry • compare the structure and operation for two selected sport and leisure-related tourism providers analysing their audience profiles and range of activities evaluate the contribution of the public. • • 4 • • 336 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

which tourism has on the destination. and any legal obligations which influence or affect tourism operations. Place and Space (Routledge. The evaluation should include details of the historical development of the destination. Learners should also be encouraged to draw on their own experiences of travel and tourism and look at the range of materials produced by different tour operators. 1999) ISBN 0300078463 Pender L. the organisations involved in its management and development. Assessment Assessment for this unit should take the form of an evaluative case study of a major tourism destination where sport and leisure has had an impact. 1998) ISBN 0748727833 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 337 . Resources Learners will need access to a range of sport and leisure-related tourism venues as well as suitable case study material. Gray P and Seaton P — Marketing Management for Travel and Tourism (Nelson Thornes. the evaluation should be substantiated with references and a supporting bibliography of research sources. using visitor profiling and a range of promotional media. The destination report may be delivered orally but whether written or oral. 2001) ISBN 0415250811 Judd D R and Fainstein S S (editors) — The Tourist City (Yale University Press. Current marketing for the destination should be analysed. This unit also links to the following Management NVQ unit: • B2: Map the environment in which your organisation operates. and visits to relevant tourism destinations where learners can discuss relevant data trends and developments. An analysis of relevant trends and statistics should be included. both positive and negative. Access to material produced by the English Tourism Council and other organisations such as major tour operators will also be useful.Guidance Delivery Whilst much of the factual information relevant to this unit may be delivered through lectures and seminars there is considerable scope for the deployment of case study approaches. with recommendations for its improvement. as well as substantive comment on the impacts. Visiting talks can also help stimulate discussion as well as opportunities to visit different providers. Links There are links between this unit and other units within the Leisure and Tourism endorsed title. Abson D. Support materials Books Hall C M and Page S J — The Geography of Tourism and Recreation: Environment.

visitbritain.com/ukindustry Visit Britain UK industry website Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. 1997) ISBN 0273620525 Further reading Journal of Travel and Tourism Marketing Tourism Geographies Websites www3. 1999) ISBN 0750632836 Veal A J — Research Methods for Leisure and Tourism (FT Prentice Hall. Websites often make reference to other internet information sources. 338 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . These resources should be used with caution.Swarbrooke J and Horner S — Consumer Behaviour in Tourism: An International Perspective (Heinemann Educational.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 339 . Learners must ensure that their evidence relates to the sector they are studying. The unit examines the historical evolution of tourism. Learners will also undertake an investigation of international and national policies and assess their influence on the tourism industry.Unit 43: Learning hours: NQF Level 5: The Travel and Tourism Environment 60 BTEC Higher National — H1 Description of unit This unit will provide learners with an understanding of the global environment within which the travel and tourism industry operates. This unit is common to more than one Higher National qualification. The effects of political change on the industry’s operation will also be examined. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the history and structure of the travel and tourism industry Explore the influence of local and national governments and international agencies on the travel and tourism industry Investigate the effects of supply and demand on the travel and tourism industry Investigate the positive and negative impacts of tourism. the current structure of the tourism industry. the external influences on tourism and the impact tourism has on host communities and the environment.

public and voluntary sectors 2 Influence of local and national governments and international agencies Influence: direct. over-dependence. globalisation. macro-economics eg influence of currency exchange rates. social eg loss of amenity to host community. current. seasonality. inter-relationships International agencies: eg United Nations. regional. Liepers tourist system. political stability. functions. possible future developments Structure of the travel and tourism industry: tourist boards. types of products. overcrowding. infrastructure improvement. International Civil Aviation Organisation. influence on the growth of other sectors within the economy. private. cross cultural exchange and education Negative: economic eg leakage. direct and indirect employment. indirect. planning to minimise negative effects of tourism Government: levels eg local. post industrial revolution. environmental eg conservation and enhancement of natural areas. reinforcement of stereotypes. interest rates. sustainability 4 Positive and negative impacts of tourism Positive: economic eg direct and indirect income. loss of authenticity. relationships and links between. inflation. environmentalism. technological. inflation. multiplier effects. commercialisation of culture. time. attractions. service. contribution to Gross National Product. International Air Transport Association. transport providers. World Tourism Organisation. functions. seasonality.Content 1 History and structure History: ancient times. World Travel and Tourism Council. regional tourist boards. government sponsored bodies eg Visit Britain. European Union. levels of integration. economic policy. waste disposal. increasing environmental awareness by tourists and host communities. tour operators. post war. freedom of movement. chain of distribution. rise in crime 340 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . social conditions. damage to natural and built environment. generation of foreign exchange and government revenues. wildlife. water overuse. ancillary services. infrastructure. quality. environmental eg pollution. changing work patterns and workforce. English Heritage. political change. technology intermediaries. level of disposable income Supply: provision eg accommodation. factors facilitating growth eg technology. inter-relationships with governments 3 Effects of supply and demand Demand: demographics. English Countryside. historic and cultural sites. tour operators and travel agents. accommodation providers. emerging economies. national. money. social eg conservation/preservation of cultural heritage.

government sponsored bodies and international agencies in travel and tourism explain how local and national economic policy influences the success of the travel and tourism industry explain the implications of political change on the travel and tourism industry in two countries describe the main factors affecting tourism demand explain how supply has changed to meet the effects of demand identify the main economic. 2 Explore the influence of local • and national governments and international agencies on the travel and tourism • industry • 3 Investigate the effects of supply and demand on the travel and tourism industry Investigate the positive and negative effects of tourism • • • • 4 • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 341 . environmental and social impacts of tourism explain strategies that can be used to minimise the negative impacts whilst maximising the positive impacts analyse the inter-relationship between these impacts.Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the history and structure of the travel and tourism industry • • summarise key historical developments in the travel and tourism industry describe the structure of the travel and tourism industry explain the function of government.

Learners can work either individually or in groups but tutors will need to be able to assess each team member’s contribution. case studies. Tutors will need to balance the needs of both groups of learners in their delivery strategy. the inter-relationship between sectors. class discussions. this unit could link generally to all other units studied within the travel and tourism pathway. Links As the environment within which the travel and tourism industry operates is crucial to the overall study of the industry. etc. site visits. Assessment should encourage learners to apply and reflect on their studies within and across units. and local and national economic policies. formal reports. the structure of the industry and basic functional distinctions such as that between a travel agent and a tour operator. It is not a requirement of the course to have studied travel and tourism before. lectures. The assessment strategy should be designed to suit the needs of the individual learners and the local work environment. ethical and social requirements. regulatory. This unit may be delivered through the use of group discussions. 342 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . It should incorporate all the criteria set but should also reflect current issues that influence the travel and tourism environment. so some learners may be unfamiliar with definitions of tourism. Centres could help learners with this research by inviting guest speakers on such topics as politics. trade journals. Learners should be encouraged to keep up to date with current issues that may influence the industry. seminars. and watching news and current affairs programmes on television. This unit maps to the following Management NVQ unit: • B8: Ensure compliance with legal. impacts of tourism development. It should be strongly recommended to learners that they engage in regular research through a variety of sources eg reading quality newspapers. oral presentations. chains of distribution. external speakers and individual projects.Guidance Delivery This unit forms the basis of learners’ study for the whole course. There are various ways for learners to present their evidence including case studies. audio/visual aids. Assessment This unit is internally assessed and should involve learners in an examination of the environment within which the travel and tourism industry operates.

2000) ISBN 041513305X Lickorish L and Jenkins C — An Introduction to Tourism (Heinemann Educational. Holidays from Hell BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 343 . 2001) ISBN 0273655639 Inglis K — The Delicious History of the Holiday (Routledge. Tourists and Society (Elm.Resources Learners must have access to library and research facilities. travel and tourism publications and information on the organisations involved in the industry. It could be beneficial for learners to visit travel and tourism organisations. 2000) ISBN 0719051703 Withey L — Grand Tours and Cook’s Tours: A History of Leisure Travel 1750–1915 (Aurum Press. magazine and journal articles. Media coverage of the industry is high profile and learners should have access to newspaper. Leisure and Tourism (Butterworth-Heinemann. 1998) ISBN 1854105485 Further reading Insights Journals eg Tourism Intelligence Quarterly. Question Time Travel programmes eg Wish You Were Here. Support materials Books Bray R and Raitz V — Flight to the Sun: The Story of the Holiday Revolution (Thomson Learning. 1991) ISBN 0436199939 Holloway J C — The Business of Tourism (FT Prentice Hall. 1999) ISBN 1854504177 Tribe J — The Economics of Recreation. 2001) ISBN 0826457622 Brendon P — Thomas Cook: 50 Years of Popular Tourism (Secker and Warburg. 1976) ISBN 0855272295 Sharpley R (editor) — The Tourism Business: An Introduction (Sunderland Business Education Publishers. 1997) ISBN 0750619562 Pimlott J A R — Englishman’s Holiday: A Social History (Harvester. Journal of Tourism Management Quality newspapers Tourist board reports Trade magazines eg Travel Trade Gazette. 1999) ISBN 0750661801 Van Harssel J — Tourism: An Exploration (Prentice Hall. A range of guest speakers would also be beneficial. 2002) ISBN 1901888231 Sharpley R — Tourism. Travel Weekly TV programmes Current affairs programmes eg Newsnight. television/videos. 1995) ISBN 0139233431 Walton J — The British Seaside: Holidays and Resorts in the Twentieth Century (Manchester University Press. and the travel trade press. including the worldwide web.

com www.gov.com www.Websites www.uk www.statistics. These resources should be used with caution.travelmole.uk www.wttc.keynote.visitbritain.com www.org Key Note — market information Mintel — provides media.staruk. Websites often make reference to other internet information sources. product and consumer information English tourism statistics National Statistics Online — official UK statistics Travel and tourism news Visit Britain — travel guide to Britain World Travel and Tourism Council Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.com www. 344 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .mintel.co.

regional and local framework. environmental impact and the guest-host relationships as they relate to current tourism initiatives eg access. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the rationale for planning in the travel and tourism industry Investigate the various approaches to tourism planning and development Examine the need for planning for sustainable tourism Investigate current issues related to tourism development planning. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 345 . This unit is common to more than one Higher National qualification. national. enclave tourism. The stages in the planning process are identified and learners will be encouraged to apply theoretical models to practical case studies and site visits.Unit 44: Learning hours: NQF Level 5: Tourism Development Planning 60 BTEC Higher National — H2 Description of unit The aim of this unit is to increase learners’ awareness of the need to plan and manage tourism at all levels within an international. Emphasis is placed on current trends in planning for tourism development in a range of destinations. conservation. Learners must ensure that their evidence relates to the sector they are studying. The principles and philosophy of sustainable development are introduced in this unit and learners will be required to show an in-depth understanding of issues such as carrying capacities.

international. developer. tourism industry. quantitative. to maximise benefits. tourists and host community. co-ordinate development. regional. social. moral and ethical issues of enclave tourism 346 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . social. co-ordination between public/private partners. new build 3 Sustainable tourism Sustainable tourism: definitions eg Brundtland Report (1987). heritage. Environmental Impact Studies. cultural. enclave tourism eg advantages and disadvantages to the local community. consumer protection. Triple Bottom Line. national. tourist. imposition of limits. World Travel and Tourism Council (WTTC) Principles for Sustainable Development (1995) 4 Current issues Current issues: conflict eg tension between the planner. strategic. tour operator. provide infrastructure. local. Responsible Tourism. human resources 2 Planning and development Planning: environmental.Content 1 Rationale Rationale: to achieve the determined objectives eg improved employment opportunities. qualitative. involvement of stakeholders eg developers. guest-host relationship. access eg balance of supply and demand. impacts eg economic. interactive planning systems and processes Development: preservation. Pro Poor Tourism. public/private partnerships and advantages/disadvantages of. protection and conservation of wildlife. effective use of resources eg infrastructure. local community. economic. government. pressure on finite resources. short term. natural. conservation. environmental. methods of measuring tourism impact eg Cambridge Economic Impact Model (STEAM). landscape.

• • 2 Investigate the various approaches to tourism planning and development • • • 3 Examine the need for planning for sustainable tourism • • • 4 Investigate current issues related to tourism development planning. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 347 .Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Examine the rationale for planning in the travel and tourism industry • explain how all stakeholders can benefit from planning of tourism developments with reference to a current case study summarise the rationale for careful planning in the development of new tourist attractions explain the advantages and disadvantages of public/private sector tourism planning partnerships drawing on a current example analyse the main features of tourism development planning at different levels evaluate the significance of interactive planning systems and processes in tourism developments examine the different methods available to measure tourist impact define ‘sustainable tourism’ and justify the introduction of the concept of sustainability in tourism development examine factors that may prevent/hinder sustainable tourism development analyse the main stages in planning for sustainability and apply to a case study/destination that has been through such a planning process explain the most appropriate methods of resolving a conflict of interests to ensure the future well-being of a developing tourism destination critically analyse the implications of balancing supply and demand evaluate the moral and ethical issues of enclave tourism.

systems. Resources Learners will need access to a library with a wide variety of texts and journals associated with their project as well as access to the internet and the relevant software applications. TV current affairs and travel videos) and texts to bring the planning issues to life. This unit maps to the following Management NVQ units: • • B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates. Tutors could also make considerable use of case studies (educational. models and techniques as accessed through texts such as Cooper. presentations or written reports. Assessment Evidence of outcomes may be in the form of assignments. new tourism attractions have benefited from interactive planning processes. Use should be made of local case studies and guest speakers from interested/involved organisations. These could be studied as examples of best practice and should support the theoretical study of tourism planning processes. 348 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Tourism development planning can be a dry subject and it is strongly recommended that delivery and assessment of the theory. principles and concepts be undertaken within contextual studies of destinations. Learners should be strongly encouraged to become familiar with the Brundtland Report and with various definitions of ‘sustainable tourism’ and ‘responsible tourism’. This can be achieved through a residential trip. Unit 43: The Travel and Tourism Environment and Unit 45: Tourism Destinations. public/private partnerships and the adoption of sustainable principles. visits to relevant destinations in the UK and abroad should be undertaken.Guidance Delivery Where possible. new hotel/country club/health club developments. airport extensions and upgrades. There are a number of examples throughout the UK of planned urban regeneration schemes. Gunn and Hall (see Resources). visits and/or the use of case studies and videos. Links This unit has links with Unit 26: Research Project. Learning and assessment can be undertaken by integrating the outcomes into a series of case studies on various destinations.

org Department for Culture. Websites often make reference to other internet information sources. Cases (Routledge. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 349 . 1999) ISBN 0582320283 Middleton V — Sustainable Tourism: A Marketing Perspective (Butterworth-Heinemann.staruk.com www. Concepts. Leisure and Recreation (Nelson Thornes. 1998) ISBN 0750623853 Nagle G — Focus on Geography: Tourism. Media and Sport The International Ecotourism Society English tourism statistics Tourism Concern The Tourism Society Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.gov.org.tourismconcern. 2001) ISBN 9284401836 Websites www.ecotourism.Support materials Books Cooper C et al — Tourism: Principles and Practice (FT Prentice Hall. These resources should be used with caution.tourismsociety. 2002) ISBN 0415932696 Hall M C — Tourism and Planning (Prentice Hall.uk www.org www.uk www. 1999) ISBN 0174447051 Further reading In Focus Insights Journal of Sustainable Tourism National and Regional Tourism Planning: Methodologies and Case Studies (World Tourism Organization.culture. 2004) ISBN 027368406X Gunn C A and Var T (editor) — Tourism Planning: Basics.

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learners should be more aware of past issues affecting tourism.Unit 45: Learning hours: NQF Level 5: Tourism Destinations 60 BTEC Higher National — H1 Description of unit The aim of this unit is to introduce learners to the location of tourist destinations. as part of the essential selling skills and knowledge needed by managers within the travel and tourism industry. statistics and other relevant data. social and physical features of those destinations and the issues and trends that affect their popularity. Through studying visitor numbers. social and physical features distinguishing tourist destinations Explore how the characteristics of destinations affect their appeal to tourists Investigate issues likely to affect the popularity of tourist destinations. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the main tourist destinations of the world Determine cultural. It recognises that not all learners studying the BTEC Higher National will have studied travel and tourism previously. This unit is common to more than one Higher National qualification. Learners must ensure that their evidence relates to the sector they are studying. enabling them to appreciate the impact they can have on a destination and its continued popularity. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 351 . the cultural.

Content

1

Main tourist destinations Main: by income generated, visitor numbers and tourism statistics Tourist destinations: major tourist destinations selected from UK, Europe and the rest of the world Generators: source of tourists

2

Cultural, social and physical features Cultural: resources eg museums, monuments, churches, megaliths, festivals, food, and drink Social: social groups eg national, regional, religious, needs of different customer groups, impact of tourism on resources and the local community, carrying capacity, sustainability eg policy dilemma, alternatives to mass market Physical: landscape eg geology of lakes, mountains, coastline, profile of beaches, flora and fauna, preferences of landscape, effects of people and the need for conservation

3

Characteristics of destinations Characteristics: cultural aspects eg behaviour, norms, lifestyles, stereotypes, needs and requirements, social aspects, values, traditions, customs, historical, wildlife, and urban resources, accessibility eg modes of transport Destinations: selected from UK, Europe and the rest of the world, leading destinations, developing destinations Appeal: popularity, change in visitor numbers, types of visitor eg business, pleasure, visiting friends and relatives, change, product life cycle

4

Issues Issues: eg climate, global warming, Arctic flows, ocean current, natural disasters, natural phenomena, political, growth of nationalism and religious fundamentalism, terrorism, economics, trade links, sports links, linguistic links, ethical, role of the media Popularity: visitor numbers, statistics, economic data, tourist generation eg factors determining demand, reason for growth, world distribution — domestic and international

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Examine the main tourist destinations of the world

determine the main tourist destinations and generators of the world in terms of visitor numbers and income generation analyse statistics to determine tourism destination trends and predict future trends analyse cultural, social and physical features of tourist destinations explaining their appeal to tourists compare the features of top contrasting tourist destinations compare and contrast the features of one developing and one leading tourist destination evaluate the appeal of a current leading tourist destination with that of a currently developing tourist destination examine how the characteristics of a tourist destination affect its appeal examine the issues that affect the popularity of tourist destinations analyse the potential for responsible tourism to enhance the host community at worldwide tourist destinations.

• 2 Determine cultural, social and physical features distinguishing tourist destinations •

• •

3

Explore how the characteristics of destinations affect their appeal to tourists

• • •

4

Investigate issues likely to affect the popularity of tourist destinations.

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Guidance

Delivery The unit lends itself to a variety of teaching and learning styles, such as discussions and debates on issues affecting demand and the impact of tourism. Learner-centred learning can be used to enhance the delivery and learning within the unit. Learners could lead seminars on current socio-political issues affecting the popularity of tourism destinations and this would enhance their research and presentation skills. Links with the sales and promotion wings of tourism organisations would bring extra relevance to the unit. Opportunities could also be built into the teaching schedule for learners to visit industry. A field study to a destination would also be valuable. Assessment Evidence of outcomes may be in the form of assignments, case studies, presentations and comparisons. The following are suggestions that could be used to support evidence collected: • • assignments — written reports or accounts discussing findings and providing valid, thorough conclusions case studies — examining current characteristics, features and issues affecting the appeal of destinations and sites where responsible tourism has been effective.

Links This unit links with Unit 26: Research Project and Unit 43: The Travel and Tourism Environment. This unit maps to the following Management NVQ unit: • B2: Map the environment in which your organisation operates.

Resources Learners must have access to library and research facilities, including the worldwide web, travel and tourism publications and statistics. Learners must have access to newspaper/magazine articles, television/video, and the travel trade press. Support materials Books Boniface B and Cooper C — Worldwide Destinations: The Geography of Travel and Tourism Casebook (Butterworth-Heinemann, 2005) ISBN 0750664401 Frechtling D — Forecasting Tourism Demand: Methods and Strategies (ButterworthHeinemann, 2001) ISBN 0750651709 Harrison L C and Husbands W — Practising Responsible Tourism: International Case Studies in Tourism, Planning, Policy and Development (John Wiley & Sons, 1996) ISBN 047112236X

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Laws E — Tourism Destination Management: Issues, Analysis and Policies (Thomson Learning, 1995) ISBN 0415105919 Swarbrooke J and Horner S — Consumer Behaviour in Tourism: An International Perspective (Heinemann Educational, 1999) ISBN 0750632836 Further reading Insights Quality newspapers’ travel supplements Tourism Intelligence Quarterly Travel Trade Gazette Travel Weekly Video/DVD The Holiday Programme News/current affairs programmes Travel, geographical and environmental documentaries Wish You Were Here Websites www.mintel.com www.statistics.gov.uk www.tourismconcern.co.uk www.staruk.com www.visitbritain.com Mintel — site provides media, product and consumer information National Statistics Online — official UK statistics Tourism Concern English tourism statistics Visit Britain

Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. Websites often make reference to other internet information sources. These resources should be used with caution.

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Unit 46:
Learning hours: NQF Level 5:

Tour Operations Management
60 BTEC Higher National — H1

Description of unit
Learners will investigate the tour operations sector of the travel and tourism industry, including the different types of operator, their products and services, the scale of the sector and how it has been affected by trends and developments. Management issues will be covered by examining strategic and tactical decision making in order to develop learners’ own decision-making skills. Learners will explore the stages involved in developing a package holiday and develop skills associated with determining a selling price for a holiday from given information. The role of the brochure will be reviewed against the introduction of new methods of promoting package holidays. Learners will also review distribution methods used by tour operators to sell holidays, including the traditional use of travel agencies and the emergence of methods such as the internet and television. This unit is common to more than one Higher National qualification. Learners must ensure that their evidence relates to the sector they are studying.

Summary of learning outcomes
To achieve this unit a learner must: 1 2 3 4 Investigate the tour operations sector of the travel and tourism industry Explore the stages involved in developing packages Review the role of brochures and methods of distribution used to sell package holidays Examine strategic and tactical decision making for tour operators.

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Content

1

Tour operations sector Tour operations: as defined by Package Directive, UK; different types of tour operators including outbound operators, domestic operators, incoming operators, specialist operators, direct sell operators Sector: identification of major tour operators, their origins, ownership, market segments, competition, identification of specific operators within each category; scale eg number of passengers carried, market share, turnover; products and services to meet different markets; vertical and horizontal integration in leading operators, impact of integration; European and global links; trends eg changing trends in package holidays (eg mass market tourism to customisation, product range, all-inclusive holidays), un-packaging the package, expansion of the cruise market; environmental awareness of tour operators, responsible tourism; effect of economy and other external factors eg discounting, emergence of e-commerce, budget airlines; role of trade bodies including Association of British Travel Agents (ABTA), Association of Independent Tour Operators (AITO), Federation of Tour Operators (FTO), British Incoming Tour Operators Association (BITOA), Civil Aviation Authority (CAA)

2

Stages Stages: eg market research; planning and scheduling; forecasting; contracting eg allocation, commitment, ad hoc, time series charters, split charters, ad hoc chartering, scheduled services, using air brokers; costing the package (fixed and variable costs, direct and indirect costs, load factors, mark-up, profit margins, seasonal flexing, competitive pricing, skimming, special offers, discounting strategies, currency exchange eg forward buying of currency, interest earning, cash flow); timescales

3

Brochures and methods of distribution Brochures: recognition of the planning issues eg deciding the format (content, structure, style, paper quality, size), based on product, target market and budget, determining print specifications, print run, multiple editions; timescales and stages of production including creative brief, copywriting, proofing, colour proof, printing; brochure launch; recognition of legal implications; other formats eg CD, video, internet, intranet, television; examination of distribution channels eg direct mail, specialist carriers, haulier, consolidated delivery companies, travel agencies, intensive/selective distribution systems; racking agreements Methods of distribution: eg direct sell, agencies, call centres, internet, teletext, telephone

4

Strategic and tactical decision making Strategic: examination of strategic decisions eg volume, pricing strategies, surcharge policy, positioning and image/branding, choice of product in relation to customer portfolio, distribution decisions, investment funded by capitalisation eg cruise ships and aircraft Tactical: responses eg triggered by competition, price wars, external factors; decisions eg fluid pricing, yield management, maximising occupancy of contracted beds, utilisation of coach and aircraft seats, consolidations; tactical marketing eg discounting, late sales

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Outcomes and assessment criteria Outcomes Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1 Investigate the tour operations sector of the travel and tourism industry • • describe the tour operations sector of the travel and tourism industry explain the effects of current and recent trends and developments on the tour operations sector of the travel and tourism industry describe the stages and timescales involved in developing the holiday package explain the suitability of different methods of contracting for different components of the package holiday and different types of tour operator determine a selling price for a package holiday from given information explain the planning decisions taken for a specified brochure explain the suitability of alternatives to a traditional brochure for different types of tour operator explain the suitability of different methods of distribution used to sell a holiday for different types of tour operator explain the strategic decisions made by different types of tour operator explain the tactical decisions that could be taken by a specified tour operator in different situations. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 359 . 2 Explore the stages involved in developing packages • • • 3 Review the role of brochures and methods of distribution used to sell package holidays • • • 4 Examine strategic and tactical decision making for tour operators.

supported by a variety of guest speakers to enable learners to gather sector specific information which cannot be found elsewhere. 360 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . the size. in which learners propose suitable contracting methods for a simulated programme. Assessment Evidence for the outcomes may follow a number of formats: research projects. Outcomes 2 and 3 could be combined within an industry set or simulated product development case study. Visits to tour operators and talks by tour operating personnel would help to support knowledge and understanding for others units within the qualification. Given the diversity of the tour operating sector. This can be achieved by using specialist guest speakers and through visits to tour operators to support independent research and delivery. This would involve learners in some of the practical aspects of developing and distributing tour operator packages. it is important that learners are given first-hand experience of different types of tour operator to support learning for outcomes 2. Aspects of core subjects such as marketing and finance would be included automatically on a well-structured visit to a tour operator while specialist subjects including overseas resort management could be covered in some depth with selected operators. This unit maps to the following Management NVQ units: • • • B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates F4: Develop and review a framework for marketing. assignments. The assignment should encourage learners to research extensively and independently. set tasks or a combination of these. to appreciate how the industry has developed. explain the stages of development. It is essential that a visit to at least one tour operator is organised. Links This unit can be linked successfully with Unit 43: The Travel and Tourism Environment. evaluate and recommend distribution.Guidance Delivery It would be beneficial if tutors have relevant experience of working in the tour operations sector of the industry. prepare a package costing. The content for this unit is extensive and not all aspects of tour operations can be explored in detail. Outcomes 1 and 4 would lend themselves to a report on tour operations in the twenty-first century. An integrative approach to visits and industry guest speakers should be explored to ensure maximum benefit is derived from such activities. case studies. 3 and 4. draw up timescales. scale and complexities of tour operations today and to examine the implications of current trends and decision making on the industry. Industry set projects may be sought to add vocational relevance and currency to the unit.

2000) ISBN 0750644710 Yale P — The Business of Tour Operations (Longman. 1995) ISBN 058280731X Holloway J C — The Business of Tourism (FT Prentice Hall.co.com www.uk www.abtanet.thomascook.firstchoiceplc.tui. as well as access to the internet and the use of relevant software applications.com www.caa. 384 International Passenger Survey Package Travel Regulations Travel Trade Gazette Travel Weekly Websites www. 1995) ISBN 0582277973 Further reading ABTA/AITO Code of Conduct ABTA Handbook ABTA Information Bureau Holiday Statistics CAA document number 221.co.co.mytravelgroup. 1996) ISBN 0415113474 Middleton V T C and Clarke J R — Marketing in Travel and Tourism. These resources should be used with caution.com www.co.aito.fto.uk www.Resources Learners will need access to a library with a variety of texts and journals associated with their project.com Association of British Travel Agents Association of Independent Tour Operators Civil Aviation Authority First Choice Holidays Federation of Tour Operators My Travel Group Thomas Cook TUI Group Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 361 . Third Edition (Butterworth-Heinemann. Websites often make reference to other internet information sources. 2001) ISBN 0273655639 Laws E — Managing Package Tourism (Thomson Learning. Support materials Books Bull A — The Economics of Travel and Tourism (Longman.uk www.uk www.

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The QCA qualification and unit codes will appear on the learner’s final certification documentation. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 363 . Each unit within a qualification will also have a QCA NQF unit code. The QANs for the qualifications in this publication are: 100/4906/X 100/4907/1 Edexcel Level 5 BTEC Higher National Certificate in Hospitality Management Edexcel Level 5 BTEC Higher National Diploma in Hospitality Management These QANs also apply to the relevant qualification’s endorsed titles.Annex A QCA codes The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN).

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Rationale The BTEC Higher Nationals in Hospitality Management have been developed to focus on: • • providing education and training for a range of management careers in hospitality. personal qualities and attributes essential for successful performance in working life developing the individual’s ability to make an immediate contribution to employment in the hospitality management industry. licensed retail. skills and motivation as a basis for future studies and career development in hospitality management. • • • • Aims of the qualification This qualification meets the needs of the above rationale by: • • developing a range of knowledge and understanding. leading to a nationally recognised level four vocationally specific qualification providing opportunities for full-time learners to gain a nationally-recognised vocationally specific qualification to enter employment in hospitality management or progress to higher education vocational qualifications such as a full-time degree in hospitality management or related area developing the knowledge. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 365 . understanding and skills of learners in the field of hospitality management providing opportunities for learners to focus on the development of higher level skills in a hospitality management context providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life. food and beverage or leisure and tourism sectors providing opportunities for hospitality managers to follow specialised areas of study directly relevant to individual vocations and professions within the hospitality industry. in line with any overarching annex agreed with QCA. skills and techniques.Annex B Qualification Requirement BTEC Higher Nationals in Hospitality Management This Qualification Requirement should be read in conjunction with overarching guidance from Edexcel. through effective use and combination of the knowledge and skills gained in different parts of the programme providing opportunities for specialist study relevant to individual vocations and contexts enabling progression to an undergraduate degree or further professional qualification in hospitality management or related area providing flexibility. knowledge.

366 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . applying theories. facilities operations. sales development and merchandising. implications for Hospitality Operations Management. principles and concepts. management of customer care. human resource management. conference and banqueting management and on-licensed trade management. Pathway 3 — Culinary Arts: menu. marginal costing. front office and rooms division systems. final accounts. scope and diversity of the leisure and tourism Industries. product and service development. details of research methodology. Optional curriculum Optional specialist units can be developed to address one of the following pathways within a hospitality management context. financial controls. food and society. Contract and Event Management. world cuisine. the roles and responsibilities of the manager and opportunities for career development. Sales Development and Merchandising. OnLicensed Trade Management. financial and legal requirements. techniques to maximise and measure occupancy and rooms revenue. Marketing. explaining and solving work-related problems. including administrative. Hospitality Operations Management. including legislation. the learner’s potential as a prospective manager. food art and presentation. Sales Development and Merchandising. food processing. the customer cycle. Gastronomy. plan and operate food production and service areas. use of quantitative and qualitative research approaches in the context of the topic. Conference and Banqueting. Financial Management. Information Management and Technology. recipe and menu planning and development. current issues and trends. scope and diversity of the hospitality industry. profit and cash budgets. Management development: principles and practices of management behaviour. food hygiene and the environment. E-commerce.Mandatory curriculum Contemporary hospitality industry: the scale. Professional body recognition Learners studying for this qualification will be able to seek student membership of the British Institute of Innkeeping. Accounting in hospitality: elements of cost. business performance and ratios. The Business Environment including small businesses. Research: responding to changing and future positioning of organisations and the external environment in which they operate. Human Resource Management. hospitality operations management. marketing. brewing science. catering technology. interpreting data. contemporary gastronomy. Human Resource Management. Pathway 2 — Licensed Retail: cellar and bar operations. Conference and Banqueting Management. on-licensed trade management. hospitality operations management. On-Licensed Trade Management. Food/beverage and rooms division operations: food and beverage systems. patisserie. current issues and trends. catering technology. Pathway 4 — Leisure and Tourism: scale. Pathway 1 — Hospitality Management: Facilities Operations and Management. budgeted balance sheets. nutrition and diet. Learners who successfully complete the Diploma may wish to apply for Associate Member of the Hotel and Catering International Management Association. Marketing. conference and banqueting management. business issues such as e-commerce. Facilities Management. associated business aspects including small business enterprise.

Links to National Occupational Standards There is the opportunity for the BTEC Higher Nationals in Hospitality Management to provide some of the underpinning knowledge. Higher-level skills and abilities Learners will be expected to develop the following skills during the programme of study: • • • • • • • • analysing. Entry prerequisites There are no particular entry requirements for this qualification. Advanced GNVQ or AVCE in a related subject (eg Business Studies. conducting and reporting on investigations. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 367 . synthesising and summarising information critically the ability to read and use appropriate literature with critical understanding the ability to think independently and solve problems the ability to take responsibility for their own learning and recognise their own learning style obtaining and integrating several lines of subject-specific evidence to formulate and test hypotheses applying subject knowledge and understanding to address familiar and unfamiliar problems recognising the moral and ethical issues of enquiry into hospitality management and appreciating the need for ethical standards and professional codes of conduct designing. Learners who enter with at least one of the following are likely to benefit more readily from a hospitality management programme: • • • • a BTEC National. please refer to Edexcel guidance on entry requirements. Hospitality and Catering) at least one GCE A-level pass in a relevant subject with appropriate supporting passes at GCSE an Access to Higher Education Certificate awarded by an approved further education institution appropriate industry experience. planning. understanding and skills for the NVQs in Management.

368 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Moral issues Social issues Ethical issues Cultural issues Spiritual issues Units 1—25 Annex C Wider curriculum issue Equal opportunities HNC/D titles Environmental issues Health and safety issues European developments Wider curriculum mapping 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 8: Procurement 3 3 3 Unit 1: The Contemporary Hospitality Industry Unit 2: The Developing Manager Unit 3: Customer Service Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9: Hospitality Operations Management Unit 10: Food and Society Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing Unit 16: Sales Development and Merchandising Unit 17: Quality Management Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise Unit 23: Financial Management 369 Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business .

370 HNC/D titles Moral issues Social issues Ethical issues Cultural issues Spiritual issues Units 26—46 Wider curriculum issue Equal opportunities Environmental issues Health and safety issues European developments 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 26: Research Project Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy Unit 34: World Cuisine Unit 35: Creative Patisserie Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet Unit 39: The Sport and Leisure Industry Unit 40: Heritage and Cultural Management Unit 41: Entertainment and Venue Management Unit 42: Sport and Leisure Tourism Unit 43:The Travel and Tourism Environment Unit 44: Tourism Development Planning Unit 45: Tourism Destinations Unit 46: Tour Operations Management BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Units 1—25 NVQ unit titles Annex D A1: Manage your own resources B1: Develop and implement operational plans for your area of responsibility B2: Map the environment in which your organisation operates HNC/D titles A2: Manage your own resources and professional development A3: Develop your personal networks B3: Develop a strategic business plan for your organisation National Occupational Standards Mapping against the NVQ in Management 3 3 Unit 3: Customer Service Unit 1: The Contemporary Hospitality Industry 3 3 3 Unit 4: Food and Beverage Operations 3 Unit 2: The Developing Manager 3 3 3 3 3 Unit 5: Rooms Division Operations Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience Unit 8: Procurement The following grid maps the knowledge covered in the NVQ in Management against the underpinning knowledge of the Edexcel Level 5 BTEC Higher National Certificate/Diploma in Hospitality Management. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9: Hospitality Operations Management Unit 10: Food and Society Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing 3 3 3 3 Unit 16: Sales Development and Merchandising Unit 17: Quality Management Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise Unit 23: Financial Management 371 Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business .

ethical and social requirements B6: Provide leadership in your area of responsibility B11: Promote diversity in your area of responsibility B5: Provide leadership for your team 3 Unit 1: The Contemporary Hospitality Industry 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 2: The Developing Manager Unit 3: Customer Service Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience Unit 8: Procurement Unit 9: Hospitality Operations Management Unit 10: Food and Society Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing Unit 16: Sales Development and Merchandising Unit 17: Quality Management Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise Unit 23: Financial Management Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .372 HNC/D titles NVQ unit titles B10: Manage risk B12: Promote diversity in your organisation B7: Provide leadership for your organisation B9: Develop the culture of your organisation C1: Encourage innovation in your team B4: Put the strategic business plan into action B8: Ensure compliance with legal. regulatory.

NVQ unit titles C5: Plan change C4: Lead change C6: Implement change D4: Plan the workforce D1: Develop productive working relationships with colleagues D2: Develop productive working relationships with colleagues and stakeholders C3: Encourage innovation in your organisation C2: Encourage innovation in your area of responsibility D6: Allocate and monitor the progress and quality of work in your area of responsibility Unit 1: The Contemporary Hospitality Industry HNC/D titles D5: Allocate and check work in your team 3 3 3 3 Unit 2: The Developing Manager Unit 3: Customer Service Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience Unit 8: Procurement BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 3 3 Unit 9: Hospitality Operations Management Unit 10: Food and Society 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing Unit 16: Sales Development and Merchandising Unit 17: Quality Management Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment 3 3 Unit 21: Business Health Check 3 3 3 Unit 22: Small Business Enterprise Unit 23: Financial Management 373 Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business .

374 Unit 1: The Contemporary Hospitality Industry Unit 2: The Developing Manager Unit 3: Customer Service HNC/D titles NVQ unit titles F1: Manage projects E1: Manage a budget F2: Manage a programme of complementary projects E4: Promote the use of technology within your organisation D7: Provide learning opportunities for colleagues E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E2: Manage finance for your area of responsibility E3: Obtain additional finance for the organisation E7: Ensure an effective organisational approach to health and safety 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 4: Food and Beverage Operations Unit 5: Rooms Division Operations Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience Unit 8: Procurement Unit 9: Hospitality Operations Management Unit 10: Food and Society Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing Unit 16: Sales Development and Merchandising Unit 17: Quality Management Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise Unit 23: Financial Management Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

NVQ unit titles F12: Improve organisational performance HNC/D titles F7: Support customer service improvements F5: Resolve customer service problems F3: Manage business processes F9: Build your organisation’s understanding of its market and customers F6: Monitor and solve customer service problems F11: Manage the achievement of customer satisfaction F8: Work with others to improve customer service F10: Develop a customer focused organisation F4: Develop and review a framework for marketing 3 3 3 3 3 3 Unit 1: The Contemporary Hospitality Industry Unit 2: The Developing Manager Unit 3: Customer Service Unit 4: Food and Beverage Operations 3 3 3 3 3 3 3 3 3 Unit 5: Rooms Division Operations 3 3 Unit 6: Management Accounting for Hospitality Unit 7: Industry Experience Unit 8: Procurement BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9: Hospitality Operations Management Unit 10: Food and Society Unit 11: Conference and Banqueting Management Unit 12: Contract and Event Management Unit 13: On-Licensed Trade Management Unit 14: People Management Unit 15: Marketing Unit 16: Sales Development and Merchandising Unit 17: Quality Management Unit 18: Facilities Operations Unit 19: Facilities Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise Unit 23: Financial Management 375 Unit 24: Information Management and Technology Unit 25: Introduction to Internet and E-Business .

376 HNC/D titles NVQ unit titles Units 26—46 B9: Develop the culture of your organisation A1: Manage your own resources B1: Develop and implement operational plans for your area of responsibility B4: Put the strategic business plan into action B8: Ensure compliance with legal. ethical and social requirements B2: Map the environment in which your organisation operates A2: Manage your own resources and professional development A3: Develop your personal networks B5: Provide leadership for your team B3: Develop a strategic business plan for your organisation 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 26: Research Project Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy Unit 34: World Cuisine Unit 35: Creative Patisserie Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet Unit 39: The Sport and Leisure Industry Unit 40: Heritage and Cultural Management Unit 41: Entertainment and Venue Management Unit 42: Sport and Leisure Tourism Unit 43:The Travel and Tourism Environment Unit 44: Tourism Development Planning Unit 45: Tourism Destinations Unit 46: Tour Operations Management BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . regulatory.

select and keep colleagues B12: Promote diversity in your organisation D1: Develop productive working relationships with colleagues D2: Develop productive working relationships with colleagues and stakeholders C3: Encourage innovation in your organisation C2: Encourage innovation in your area of responsibility C1: Encourage innovation in your team B11: Promote diversity in your area of responsibility D5: Allocate and check work in your team 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy 3 3 3 3 3 3 3 Unit 34: World Cuisine Unit 35: Creative Patisserie Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet Unit 39: The Sport and Leisure Industry Unit 40: Heritage and Cultural Management Unit 41: Entertainment and Venue Management Unit 42: Sport and Leisure Tourism Unit 43:The Travel and Tourism Environment Unit 44: Tourism Development Planning Unit 45: Tourism Destinations Unit 46: Tour Operations Management 377 .NVQ unit titles D4: Plan the workforce Unit 26: Research Project HNC/D titles D3: Recruit.

378 HNC/D titles NVQ unit titles F1: Manage projects E1: Manage a budget F2: Manage a programme of complementary projects F3: Manage business processes E4: Promote the use of technology within your organisation D7: Provide learning opportunities for colleagues E5: Ensure your own action reduce risks to health and safety E6: Ensure health and safety requirements are met in your area of responsibility E2: Manage finance for your area of responsibility E7: Ensure an effective organisational approach to health and safety 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 26: Research Project Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy Unit 34: World Cuisine Unit 35: Creative Patisserie Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet Unit 39: The Sport and Leisure Industry Unit 40: Heritage and Cultural Management Unit 41: Entertainment and Venue Management Unit 42: Sport and Leisure Tourism Unit 43:The Travel and Tourism Environment Unit 44: Tourism Development Planning Unit 45: Tourism Destinations Unit 46: Tour Operations Management BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

NVQ unit titles F12: Improve organisational performance Unit 26: Research Project HNC/D titles F7: Support customer service improvements F9: Build your organisation’s understanding of its market and customers F11: Manage the achievement of customer satisfaction F8: Work with others to improve customer service F10: Develop a customer focused organisation F4: Develop and review a framework for marketing 3 3 3 3 3 3 3 3 3 3 934rl110705LT\PD\HIGHER NATIONALS\BH016271 HN IN HOSPITALITY MANAGEMENT L5.DOC.1-388/1 3 3 3 3 3 3 3 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 Unit 27: Cellar and Bar Operations Unit 28: Law for Licensed Premises Unit 29: Introduction to Brewing Science Unit 30: Menu Planning and Product Development Unit 31: Planning and Managing Food Production Unit 32: Planning and Managing Food and Beverage Service Unit 33: Contemporary Gastronomy 3 Unit 34: World Cuisine Unit 35: Creative Patisserie 3 3 3 3 3 3 3 3 3 3 Unit 36: Catering Technology Unit 37: Food Hygiene and the Environment Unit 38: Nutrition and Diet Unit 39: The Sport and Leisure Industry Unit 40: Heritage and Cultural Management Unit 41: Entertainment and Venue Management Unit 42: Sport and Leisure Tourism Unit 43:The Travel and Tourism Environment Unit 44: Tourism Development Planning Unit 45: Tourism Destinations Unit 46: Tour Operations Management 379 .

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