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 .

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. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 1 . Providing this happens. These qualification titles are as they will appear on the learner’s certificate. 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.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 Diplomas The BTEC Higher National Diplomas in Hospitality Management are 16-unit qualifications of which seven are core units. assessment and quality assurance of these qualifications. BTEC Higher National Diploma programmes must contain a minimum of eight units designated at H2 level. the design of programmes of study and delivery modes. BTEC Higher National Certificate programmes must contain a minimum of five units designated at H2 level. Each unit sets out the required outcomes and content and includes advice regarding appropriate delivery and assessment strategies. 2 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . learning. The guidance contains further details of the teaching.

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.

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

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

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. 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 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 .

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 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.

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 .

10 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 (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.

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. depending on the match of the BTEC Higher National units to the degree programme in question. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 11 . BTEC Higher Nationals in Hospitality Management have been developed to focus on: • providing education and training for a range of management careers in hospitality. for example food and beverage manager. 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. 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. • • • • • This qualification meets the needs of the above rationale by: • • developing a range of knowledge and understanding. including those suggested above providing opportunities for learners to focus on the development of higher-level skills in a hospitality management context. 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. with a strong work-related emphasis. leisure and/or tourism sectors. 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. skills and motivation as a basis for future studies and career development in hospitality management.Key features BTEC Higher Nationals are designed to provide specialist vocational programmes. understanding and skills of learners in the field of hospitality management in a range of fields. food and beverage or leisure and tourism sectors. skills and techniques. linked to professional body requirements and National Occupational Standards where appropriate. BTEC Higher Nationals offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in their sector. including study within the licensed trade. licensed retail. 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. 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. knowledge. 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. 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. or specialist culinary arts. including investigatory and research skills focusing on management issues within the context of hospitality.

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

The BTEC Higher National Certificate in Hospitality Management mainly offers a progression route for learners who are employed in the hospitality industry. such as reports on the human resource challenges facing the hospitality industry or executive summaries from the annual ‘Chefs’ Conference’. conducting and reporting on investigations. Full-time learners have the opportunity to do this through formal work placements or their part-time employment experience. either directly on achieving the award or following further study to degree level. BTEC Higher National Diploma The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than the BTEC Higher National Certificate. Unit 2: The Developing Manager and Unit 26: Research Report designing.• the ability to read and use appropriate literature. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 13 . 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. 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. planning. with critical understanding the ability to think independently and solve problems. reflected in Unit 2: The Developing Manager obtaining and integrating several lines of subject-specific evidence to formulate and test hypotheses. Higher National Diplomas are mode free but are followed predominately by full-time learners. In some sectors there are opportunities for those wishing to complete an intensive programme of study in a shorter period of time. for example the outcomes of Unit 7: Industry Experience or Unit 26: Research Project. The BTEC Higher National Diploma in Hospitality Management provides opportunities for learners to apply their knowledge and practical skills in the workplace. understanding and practical skills required in the hospitality sector and also offers particular specialist emphasis through the choice of specialist units. 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 Certificate The 10-unit BTEC Higher National Certificate in Hospitality Management provides a specialist work-related programme of study that covers the key knowledge. They allow progression into or within employment in the hospitality sector. 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. particularly in Unit 1: The Contemporary Hospitality Industry. 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. The qualifications are mode free but they are primarily undertaken by part-time learners studying over two years.

use of conventions in the field of study. Learners must achieve all the outcomes in order to pass the unit. 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. 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. ‘merit’ or ‘distinction’. Description of unit A brief description of the overall purpose of the unit is given. theories and practices. All units will be individually graded as ‘pass’. Each unit is assigned a notional level indicator of H1 or H2. skills and understanding. learners may progress to degree or other higher-education studies in the hospitality sector or a related industry. indicating the relative intellectual demand. and an increasing independence in systematic enquiry and analysis. Unit format Each unit is set out in the following way. together with the key areas of study associated with the unit. Progression from this qualification may well be into or within employment in the hospitality sector. Summary of learning outcomes The outcomes of the unit identify what each learner must do in order to pass it. At H2 level the emphasis is on application and evaluation of contrasting ideas. 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. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. principles. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. 14 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Unit title. complexity and depth of study. greater specialisation in the field of study. assessors and those responsible for monitoring national standards. 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. 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. Alternatively. At H1 level the emphasis is on the application of knowledge. and learner autonomy. use of analytical skills and selection and organisation of information. Other learners may want to extend the specialism that they followed on the BTEC Higher National Certificate programme. Teaching.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.

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

eg in a sequential or holistic mode. 16 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . building on the application of the assessment criteria. Each of the generic merit and distinction grade descriptors can be amplified by use of indicative characteristics. reliable and fit for purpose. Consequently. making maximum use of work-related practical experience and reflecting typical practice in the sector concerned. pass requirements achieved all merit grade descriptors achieved. 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. Tasks/activities should enable learners to produce evidence that relates directly to the assessment criteria and grade descriptors. merit or distinction. they need to ensure that the instruments are valid. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. The creation of assessment instruments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. Centres are encouraged to place emphasis on practical application of the assessment criteria. 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. pass and merit requirements achieved all distinction grade descriptors achieved. and support the generic grade descriptors. 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.Assessment instruments are constructed by centres. 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. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. providing a realistic scenario for learners to adopt. 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. The merit and distinction grade descriptors can be achieved in a flexible way. 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. When centres are designing assessment instruments. These give a guide to the expected learner performance. Each unit will be graded as a pass. This means that learners are able to access the qualification through a unitised approach. to reflect the nature of the sector concerned. The indicative characteristics shown in the table for each of the generic grade descriptors are not exhaustive. Merit and distinction grades are awarded for higher-level achievement.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 17 . 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.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.

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 .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.

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. 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. in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Learners may have evidence that has been generated during previous study.uk). As with all evidence. Full guidance about Edexcel’s policy on APL is provided on our website (www.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. Assessors should assess this evidence against the Higher National standards in the specifications in the normal way. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 19 .edexcel.org. projects or investigations have been planned.

etc). together with the effectiveness of internal examination and standardisation processes. as higher-level vocational qualifications at Level 5 on the NQF. 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. We communicate all approvals in writing to the head of centre in the form of a qualification approval letter. The programme definition clearly states to the centre all units that comprise the qualification for which the centre is approved. enhancement of those requirements to accommodate new qualifications independent assessment — a measure that provides independence within the assessment process. The approval letter will also contain a programme definition for each qualification approved. which already apply to all further education centres. Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements. Edexcel reserves the right to confirm independently that these arrangements are operating to our satisfaction. chief executive. 20 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. where appropriate. centres may present evidence of their operation within a recognised code of practice. and should not create unnecessary barriers. Alternatively.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. such as that of the Quality Assurance Agency for Higher Education. Monitoring centres’ internal quality systems Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all programme areas. Such applications have to be supported by the head of the centre (principal. so that the certificated outcomes for each learner are not reliant on determinations by individuals or groups with a vested interest in the outcome. This measure should be consistent and reliable over time. 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. • • Centre and programme approval Approval to offer BTEC Higher National qualifications will vary depending on the status of the centre.

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 external examiner will revisit the centre in order to independently assess learner work and to evaluate centre assessor decisions on final outcomes. this will be reported to the centre and to Edexcel by the external examiner. (The senior subject examiner may become involved in such instances.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. selected by the external examiner. The external examiner will be expected to endorse the outcomes of assessment before certification can be authorised. together with the roles and responsibilities of the external examiners and will communicate the details to centres in a centre handbook. appointment and training process. Should any disparity occur between the judgement of centre assessors and that of the external examiner. The work of all learners not already sampled in the first year of the programme will be reviewed. from across the programme. This process of evaluation may focus upon work in units. Should the external examiner be unable to provide such endorsement.) The external examiner will be required to prepare a written report after each visit. When they visit centres. external examiners must be afforded reasonable access to the assessed parts of the programme. that present the most appropriate evidence for this exercise. Resolution of assessments will normally be handled at the centre’s final programme review board. Independence in confirmation of certificated outcomes In the final year of the programme. The centre will be required to agree appropriate corrective action as a result of this report. The function of the external examiner will be to review and evaluate objectively the assessment process and standards of learner attainment by independently reviewing. including evidence of learner performance on placement. 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 . Edexcel will define the selection. certification will be withheld until appropriate corrective action has taken place. in the first year of the programme. a sample of learner work (including the centre-designed assignments on which the samples are based) selected by the external examiner.

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

Requirements for specialist resources are detailed in each unit. The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment. Specialist resources should include case study materials. videos and documented examples of current practice eg reports from the hospitality industry. 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. therefore. The specifications contain a balance of practical skill development and knowledge requirements. Resources BTEC Higher National qualifications are designed to prepare learners for employment in specific sectors. centres may seek approval from Edexcel to make use of units from other standard NQF BTEC Higher National specifications. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 23 . 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.• • 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 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. together with support from the Sector Skills Council for the hospitality sector. real resources acquired from commercial operations. should normally be of industry standard. 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. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel. 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. Maximum use should be made of the learner’s experience. Some units will require access to specialist facilities such as kitchens or laboratories. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. some of which can be theoretical in nature. Please refer to the resource section in individual units for specialist resource requirements. Centres may not always be able to meet local needs using the units in this specification. as well as the local skills and training needs identified by organisations such as Regional Development Agencies and Local Learning and Skills Councils. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and. 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. In this situation.

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 . considering whether this profile shows an ability to progress to a Level 5 qualification. Travel and Tourism. the entry profile is likely to include one of the following: • • • a BTEC National Certificate or Diploma in Hospitality Supervision. In this case. 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. 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. 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. Business or a similar discipline an AVCE/Advanced GNVQ in an appropriate vocational area eg Hospitality and Catering. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should also show regard for Edexcel’s policy on learners with particular requirements. Centres will need strong evidence of the local need and the reasons why the existing standard units are inappropriate. Centres will need to review the profile of qualifications and/or experience held by applicants. Edexcel will need to validate these units. The cases where this will be allowable will be very limited. The use of these units cannot be at the expense of the core units in any qualification. Centres are required to recruit learners to BTEC qualifications with integrity. For learners who have recently been in education. 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. Travel and Tourism.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. 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 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.

The wider curriculum The study of the BTEC Higher Nationals in Hospitality Management provides opportunities for learners to develop an understanding of spiritual. Unit 7: Industry Experience or Unit 26: Research Project. 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 . social and cultural issues and an awareness of environmental issues. Spiritual. moral. health and safety considerations. Learners aged 15 and under cannot be registered for a BTEC Higher National qualification. Restrictions on learner entry The majority of BTEC Higher National qualifications are accredited on the NQF for learners aged 16 years and over. moral. For example. 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. 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. knowledge. Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications. ethical.edexcel. 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. This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualifications: Regulations and Guidance Relating to Learners with Special Requirements. 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. and European developments. which is on the Edexcel website (www.• • an Access to Higher Education Certificate awarded by an approved further education institution related work experience.uk). 2002) concerning learners with particular requirements. ethical. 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.org. Mapping of wider curriculum opportunities is provided in Annex C. understanding or competence.

26 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . • 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. Unit 8: Procurement is particularly useful from an environmental perspective. 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. Equal opportunities issues Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Hospitality Management. Discussions can also arise from managing customer service and the global implications of dealing with and responding to foreign cultures. Specific applications involving health and safety may not always occur.• 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. and discuss. as well as themselves. Learners will develop awareness of the safety of others. Health and safety issues BTEC Higher Nationals in Hospitality Management are practically based. the impact that changes in technology bring about regarding the disposable nature of almost all ICT equipment. 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. together with other units that involve the use and disposal of a wide range of equipment and products. 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. including the need to consider trends and changes in European models. 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. and health and safety issues are encountered throughout. For example. even though the context of delivery is within the UK. Learners should be aware of. 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. Understanding the relationship between a manager and their staff or clients can lead to discussions on a wide range of social/cultural issues. in all practical activities and consider the responsibilities of the hospitality manager for overarching health and safety issues. Discussions can be developed on issues such as organic and genetically modified foods and disposal of waste. 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. The European dimensions of hospitality are reflected in a number of units. but learners need to develop their knowledge and skills in the management of these issues. particularly those relating to the management of human resources. for example cooking oils.

org www. 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.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.bii.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.uk www. Please check the cost when you order.hcima.org. There is also a charge for postage and packing.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.org BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 27 . NB: Most of our publications are priced.org.org.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.bha-online.

uk). 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.org. The training we provide: • • • is active — ideas are developed and applied is designed to be supportive and thought provoking builds on best practice.managers.uk/msu2001 Professional development and training Edexcel supports UK and international customers with training related to BTEC qualifications.org.uk www. The national programme of training we offer can be viewed on the Edexcel website (www. 28 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .standards@managers.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.uk www. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.co.instituteofcustomerservice. 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.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.org.edexcel.

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.Our training will also underpin many areas of the Higher Education Staff Development Agency (HESDA)/FENTO standards for teachers and lecturers working towards them.org.uk. 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 .

They will develop their approach and thinking processes to enable them to predict potential trends and developments in hospitality provision and management. It establishes the framework of the industry using criteria defined by the centre and the learner cohort in a way that reflects their needs.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. 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. Learners then have the opportunity to research recent developments in the industry. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 33 .

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

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

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

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

international trade and city-based operations suffered as a result of customers’ unwillingness to travel abroad. Learners should also investigate wider issues affecting the hospitality industry. 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 the geographical nature of the locality. Tutors and learners must consider positive as well as negative aspects of such events. as British clientele developed wider use of the domestic market. reflect the trend in changes of ownership for sizeable groups of hotels. For example. These can result in longitudinal issues that affect the whole or major parts of the industry over a period of time. such as the increasing importance of a customer-centred culture. Learners will need to use forecasting techniques to justify their projections. where the question posed by the interviewer could be: ‘What are the challenges facing the hospitality industry over the next 5–10 years?’. Alternatively. circumstances enhanced trade for rural operations. This interview can be set in the context of a small. or through an integrated approach linking all four learning outcomes in a single piece of work. or for example as a role play of a shareholders’ meeting. Other issues for consideration include the changing roles of hospitality staff. 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. such as global issues. which in turn may lead to further evidence in different formats. leading to discussion focusing on large-scale mergers and acquisitions and the potential for the development of global brands. 38 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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). Developments in portfolio management. such as the effect of the foot and mouth outbreak on rural hospitality. a display or exhibition of information. One possibility for assessment evidence could be in the form of a mock interview. 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. or the type of hotel. The future is unpredictable but learners need to develop creative and proactive thinking to enable them to anticipate future trends and developments. Examples include the increasing focus on the customer-centred culture of hospitality and the trend for highlyskilled chefs setting up operations as owner-managers. privately-owned country hotel. Other chefs are beginning to establish franchise operations within hotel premises. it is most important for learners to be able to justify and rationalise their recommendations. which should be well-reasoned future insights for the hospitality industry. 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. following the Twin Towers attack. for example. or a professional discussion. or a large multinational contract catering provider. 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. When projecting trends and developments. This may be through a number of contrasting areas of study. However. using the development of the second and third learning outcomes as a basis.The remainder of the unit explores the contemporary hospitality industry. These may include a presentation to a group. 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. study may emphasise localised issues that may affect a particular focus.

A bank of current case study materials (which may be drawn from the trade press) is also an essential resource. Tutors and learners should agree on a suitable blend of types of evidence to suit the nature of the evidence and individual needs. 39 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Tutors may choose to implement a staged assessment. LCD projectors. both to support the presentation of evidence for this unit and to build their capabilities as future managers 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. Programme teams must be careful to consider overlap with other units. summarising recent developments and changes in roles. tutors should be conscious of the capabilities of individual learners and should encourage them to develop an appropriate range of skills. which may not be explored thoroughly in mainstream units. Learners must justify and rationalise their projections of potential trends and developments. they have access to the latest technological equipment eg laptop computers. dependent on the nature of their investigations. before progressing to the assessment of projections. When considering recent developments. However. However. to project that a recent development (such as branding) will continue in the future. It is strongly recommended that when learners are delivering presentations. learners may focus on one issue or a range. Their work should be challenging and reflect their developed ability to assess the future of the hospitality industry. They must also be creative in their thinking. Resources Links with industry are critical for successful delivery. Links This unit addresses a wide range of contemporary issues and can be linked with any other units within the programme. Learners must be encouraged to read publications such as the Caterer and Hotelkeeper at every opportunity to develop their awareness of contemporary issues.All of these types of evidence reflect the role of the manager in the hospitality industry. Many issues may occur naturally as part of other units. for example. 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. It is not acceptable. but the nature of this unit is to consider the contemporary aspects of different issues. 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. Tutors should seek to integrate this unit with others to underpin the relevance of the issues being studied. Tutors should also consider the advantages of group work and the diversity offered from presentations by different learners.

greenhotelier. 1999) ISBN 0787248649 Brotherton B — An Introduction to the UK Hospitality Industry: A Comparative Approach (Butterworth-Heinemann. Learners will need access to a library with a variety of texts and journals as well as access to the internet. jobs and employment opportunities are a further necessary resource. 1998) ISBN 0787258571 Jones P — An Introduction to Hospitality (Thomson Learning. In addition to links with industry. Support materials Books Borchgrevink C — Perspectives on the Hospitality Industry: An Introduction to Hospitality Management (Kendall Hunt. 2002) ISBN 0826460771 Lattin G W — The Lodging and Food Service Industry (Amer Hotel and Motel Association.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. journals and local and national guides for the hospitality industry. 2005) ISBN 0471706388 Walker J R — Introduction to Hospitality Management (Prentice Hall. Videos and websites which focus on different outlets within the hospitality industry.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 . 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.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. 2000) ISBN 0750647116 Brymer R A — Hospitality and Tourism: An Introduction to the Industry (Kendall Hunt.getfreemag. Tutors and learners must be aware of the speed with which information contained in textbooks and professional journals will date. Electronic databases of journal materials will provide details of extended publications. More details are listed on the following pages. newspapers. Learners should take this into consideration and not fall into the trap of believing published information to be up to date. this unit should be supported by directories.

co.uk Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.caterer.uk www.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.com www.Video/DVD Broadcasts of commercial programmes relating to the hospitality industry BBC Learning Zone — hospitality programmes Websites www.bha-online.uk www. These resources should be used with caution.people1st.ac.org.ih-ra.org. Websites often make reference to other internet information sources.hcima.com www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 41 .bized.

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

Using the knowledge developed throughout the programme. 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. The unit sets the scene by exploring a range of principles and practices of management behaviour. Their experience will enable them to consider how the unit and the qualification can contribute to their future career development. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 43 . This may be through part-time work. This unit is common to more than one Higher National qualification. a work placement or simulation. Learners can then apply this knowledge to self-appraisal. 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 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. examining their own potential as a prospective manager.

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

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

review and assess own performance against management skills carry out an analysis of personal strengths. • • 46 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 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. opportunities and threats set. current performance and future needs. weaknesses. 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. 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.

The unit should be delivered in a manner that promotes critical self-appraisal and selfdevelopment. technological factors. economic.Guidance Delivery This unit can be delivered in a wide variety of contexts. travel. Learners should be encouraged to contribute their own experiences. or contingency approaches that explore the effects of political. Learners will benefit from an understanding of different types of organisational structures. systems approaches that introduce the development of socio-technical systems. line and matrix. Links This unit addresses a wide range of issues relating to management and can be linked with any other units within the qualification. location. Assessment This unit’s focus on the development of managerial skills should be clear in assessment evidence. tourism. Management theory can be assessed through a short report. interacting with the external environment. Tutors should seek to integrate this unit with others to underpin the relevance of the issues being studied. demonstrating report writing skills which may be necessary in the learner’s future career. or hard and soft techniques. 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 . These should be witnessed and accounted for by the tutor. It is important for learners to understand the theories involved. Case studies will support delivery of the principles and practices of management. Tutors should also seek opportunities for professional discussions as a form of evidence. There should be an emphasis on learner-centred experiential learning and small-group work. product. sports. and spans and levels of control. including hospitality. thereby relating theory to practice. 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. such as functional. Further evidence should reflect the personable nature of the manager. maximising opportunities for presentations with audiences that include representatives from industry. social. for example. leisure and recreational industries.

Second Edition (FT Prentice Hall. 1996) ISBN 0333660951 Dresler G — Management: Principles and Practices for Tomorrow’s Leaders (Prentice Hall. Third Edition (Palgrave Macmillan. (Irwin. 2002) ISBN 0273657984 Dawson S — Analysing Organisations. It is important for learners to relate theory to observable practice in an appropriate service industry sector. Groups and Organisation (FT Prentice Hall. 2002) ISBN 0273655183 Brooks I — Organisational Behaviour: Individuals. 2001) ISBN 0333912438 Mullins L J — Management and Organisational Behaviour (FT Prentice Hall. 1989) ISBN 0135558220 Maund L — An Introduction to Human Resource Management: Theory and Practice (Palgrave Macmillan. Support materials Books Boddy D — Management: An Introduction. 2003) ISBN 0131044427 Hattersley M E and McJanet L — Management Communication: Principles and Practice. These individual experiences can then be fed back into the group. apply theory and observe in a reflective way. Resources A range of appropriate case study materials will help support the range of theories covered in this unit. 2004) ISBN 0072883561 Holt D H — Management: Principles and Practices (Prentice Hall.• • • • • • • • • • • 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. Learners should be encouraged to ‘adopt’ an appropriate service organisation and use that organisation as a context within which to assess current practice. Third Edition (Palgrave Macmillan. 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. 2002) ISBN 0333968077 48 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2004) ISBN 0273688766 Pettinger R — Introduction to Management. Texts and journals will further add to this resource bank.

bized.uk www.com www.org.ih-ra.greenhotelier. Barber L and Hirsch W — Personal Development Plans: Case Studies of Practice (Institute for Employment Studies. 1995) ISBN 1851842063 Wood J and Wallace J — Organisational Behaviour: A Global Perspective (John Wiley & Sons. Websites often make reference to other internet information sources.ac.getfreemag. 2003) ISBN 0470802626 Young T — The Handbook of Project Management: A Practical Guide to Effective Policies and Procedures (Kogan Page. These resources should be used with caution.com www. 2000) ISBN 0750645806 Tamkin P.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.uk www.uk www.org. 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.caterer.hcima.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.bha-online.people1st.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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 49 .co.Stredwick J — An Introduction to Human Resource Management (Heinemann Educational.

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

It will provide an appreciation of the importance of information gathered from customers and its relevance to improved delivery of services. 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 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. such as sports and leisure and hospitality and catering. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 51 .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. This unit is common to more than one Higher National qualification. The unit will develop an understanding of the nature of a customer service culture and quality service in the business and services management environment.

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

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

• • • 54 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 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. • 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.

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. Learners should be exposed to external methods of assessing the quality of service. Although this unit can be delivered as a stand-alone unit. 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. management and how these impact on the formulation of customer service policy. such as customers. Effective management of customer service is key to successful business operations. Investors in People and Total Quality Management will provide ideal case study examples for the development of evidence. as well as internal methods including standard operating procedures and other industry-devised methods. colleagues. It is important for tutors to develop appropriate links with commercial organisations willing to support the delivery of the unit. hospitality and catering. travel and tourism. Work experience may provide an ideal opportunity to investigate the development of customer service policies in specific organisations. For learners to gain the most benefit from this unit. particularly in the investigation of the process leading to specified customer service criteria.Guidance Delivery Customer service is increasingly becoming the lynchpin of successful business operations. The unit is not intended to focus on the delivery of customer service. it will benefit from an integrated approach. tutors should ensure that it is delivered in the context of study appropriate to the learners’ needs. such as International Standards Organisation (ISO). Useful materials to support the development of the unit would include examples of customer service policy from commercial organisations within the relevant industry. staff. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 55 . leisure or recreational management environment. business and services-related approach is essential. It is important for tutors and learners to recognise the management element of the unit. As a result. case studies or projects set during periods of work experience in a sport. presentations. A practical. Investors in People (IiP). such as the development of customer service policies and the customer focused culture. with links to the units listed below. Total Quality Management (TQM). 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. Support materials should reflect the focus of the context in which the unit is being delivered. All evidence must be relevant and sufficient to justify the grade awarded. hairdressing and beauty therapy. for example sports and leisure. Organisations that have achieved external quality standards such as ISO 9000. Assessment Evidence of outcomes may be in the form of assignments. much of the evidence may be accumulated by learners building a portfolio through work experience. Visiting speakers. Learners should examine a range of sources of feedback.

Holders of external quality standards provide an ideal focus. 1996) ISBN 0333660951 Goodman G S — Monitoring. have developed their customer care policies. both local and national. 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. 2004) ISBN 085199749X Cole G — Management Theory and Practice (Thomson Learning. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP1: Managing Customer Service in Hospitality. Work experience will provide an invaluable source of information for the unit. Case studies will usefully support this approach. Hospitality and Leisure — Volume 3 (Cabi Publishing. 1995) ISBN 0312124317 Dawson S — Analysing Organisations (Palgrave Macmillan. Measuring and Managing Customer Service (Jossey Bass Wiley. Support materials Books Crouch G et al — Consumer Psychology of Tourism. 1998) ISBN 0566080052 56 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .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. 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. Resources The use of real examples will focus the relevance of the unit and show how different organisations.

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

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

Due to the nature of the job. together with aspects of menu design. Learners must ensure that their evidence relates to the sector they are studying. They will investigate the importance of financial controls. The learning for the whole unit is drawn together through the planning. implementation and evaluation of a hospitality event. and a range of factors that affect menu compilation. implement and evaluate a hospitality event. financial and staffing implications for different outlets. hospitality managers need to have the basic practical skills to enable them to operate effectively within a kitchen and restaurant operation. Learners will also develop their understanding of the processes involved in planning and developing recipes. the methods that can be used. 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 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 will review and evaluate different food and beverage production and service systems. The focus of this unit is the development and application of practical activities within a food preparation and service environment. including costs and selling prices and aspects of the purchasing programme. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 59 .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.

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

implement and evaluate a hospitality event. 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. maintaining and monitoring the health.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. storage and issue of equipment. safety and security of the working environment evaluate the success of the event and identify issues to be addressed for future events. ensuring that customer requirements and satisfaction. 2 Investigate the importance of financial controls within food and beverage operations • • • 3 Plan and develop recipes and menus • • • • • 4 Plan. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 61 . cost control and financial targets are met implement quality standards.

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

Resources Centres should have access to a variety of food and beverage production and service systems. It also provides a basis for Unit 9: Hospitality Operations 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.Links This unit has significant links with the units in the Culinary Arts endorsed title. and the use of relevant software applications. This should include an industrial food and beverage production and service area. 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. 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. Access to a suitable outlet for the hospitality event is essential. It would also be useful if a number of operations areas utilised appropriate food and beverage computer systems. 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. which should be available through contacts with local industry. regulatory. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 63 .

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. 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.caterer. Foskett D and Gillespie C — Food and Beverage Management (Longman.getfreemag. 2002) ISBN 0340847034 Waller K — Customer-Centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.dudmc.com www.co. 1998) ISBN 0750632860 Kinton R.Support materials Books Cousins J.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) Websites www.cateringnet.uk www.bha-online. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold. 1999) ISBN 0340738103 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold.greenhotelier. Stone S and Lockwood A — Food and Beverage Management. 1994) ISBN 0340595124 Lillicrap D — Food and Beverage Service (Hodder Arnold.bacd.com 64 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .uk www. Third Edition (Butterworth-Heinemann.org.org. 2002) ISBN 0582452716 Davis B.

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

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

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. 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. 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.

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

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

• • • • 70 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 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.

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

front office staff. It is strongly recommended that when learners are delivering presentations. Social Skills and Management (Butterworth-Heinemann. 1999) ISBN 0750642300 Allen D — Accommodation and Cleaning Services: Operations — Volume 1 (Nelson Thornes. they have access to the latest technological equipment eg laptop computers. Case study materials will help to highlight specific issues. presentation software. 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. LCD projectors.As a result much of the evidence may be accumulated by learners building a portfolio through work experience. All evidence must be relevant and sufficient to justify the grade awarded. 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. 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. Topping S and Cullen S — Rooms Division Operations (Hodder Arnold. Support materials Books Abbott P and Lewry S — Front Office: Procedures. 1990) ISBN 0748703314 Baker S. and the organisation. 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. and the use of relevant software applications. 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. Further resources supporting the accommodation operations aspect of this unit will be necessary. 1990) ISBN 0748702903 Allen D — Accommodation and Cleaning Services: Management — Volume 2 (Nelson Thornes. Learners should also be encouraged to compare and evaluate different software packages in terms of benefits to the guest. 1995) ISBN 0340567708 72 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

2000) ISBN 0826447090 Bardi J A — Hotel Front Office Management (John Wiley & Sons.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. 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. 2002) ISBN 047101396X Braham B — Hotel Front Office (Nelson Thornes. 1998) ISBN 0582319315 Fellows J — Housekeeping Supervision (Longman.getfreemag.Baker S and Huyton J — Principles of Hotel Front Office Operations (Thomson Learning. 1985) ISBN 0713448075 Webster K — Environmental Management in the Hospitality Industry (Thomson Learning. 1999) ISBN 0304332348 Wood R and Verginis C S — Accommodation Management: Perspectives for the International Hotel Industry (Thomson Learning.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.co. Hostel and Hospital Housekeeping (Hodder Arnold.org BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 73 .britishcleaningcouncil. 1986) ISBN 027302552X Jones C and Paul V — Accommodation Management (BT Batsford. 1990) ISBN 0340525185 Dix C and Baird C — Front Office Operations (Longman.demon.uk British Cleaning Council PO Box 1328 Kidderminster DY11 5QH Telephone: 01562 851 129 Fax: 01562 850 109 Website: www.greenhotelier. 2004) ISBN 0748716327 Branson J C and Lennox M — Hotel.adom.

bha-online.uk www.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. These resources should be used with caution.com www.org.johnsondiversey.co.Websites www. Websites often make reference to other internet information sources.gov.uk www.informationcommissioner.uk www.caterer.org.com www.people1st.com www.instituteofcustomerservice.hcima. 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.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. Learners will have the opportunity to investigate control systems. income generation and methods of measuring and analysing performance. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 75 .

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

adjustments and notes explain the process and purpose of budgetary control calculate and analyse variances from budgeted and actual figures. 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.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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 77 . 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. 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. 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.

working exercises and learners should seek every opportunity to use appropriate financial software. 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. they have access to the latest technological equipment eg laptop computers. 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 . a given selling price with an identified group of costs will determine the gross profit percentage. It is strongly recommended that when learners are delivering presentations. including: • • • • • Unit 2: The Developing Manager Unit 8: Procurement Unit 15: Marketing Unit 20: External Business Environment Unit 22: Small Business Enterprise. Case studies of financial data should be a key element. To ensure maximum realism and relevance. It should be made clear to the learner that all units have financial components. Assessment Evidence of outcomes may be in the form of financial reports. LCD projectors. all examples and case study material should be in the context of the hospitality industry. Similarly. Links This unit may be linked to other units. regulatory. For example. A comprehensive case study would generate evidence for all learning outcomes. in-class tests. presentation software.Guidance Delivery This unit should have a strong emphasis on the use of practical. an identified group of costs together with a pre-determined gross profit percentage will generate a selling price. learners should be able to control any two of the three aspects to calculate the third. cost and profit. Learners should recognise that all activities in the workplace have an effect on revenue. Evidence may be accumulated by learners building a portfolio of exercises or activities. For Outcome 2. completed class exercises/activities.

1999) ISBN 1861524900 Messenger S J and Shaw H — Financial Management for Hospitality. is essential. Leisure and Tourism (Palgrave Macmillan. 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. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP13: Budgeting and Accounting in Hospitality Operations. Resources Adequate access to computer and appropriate software.org. 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. particularly spreadsheets.baha-uk. 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. 1993) ISBN 0333585283 Moncarz E S and Portocarrero N D J — Financial Accounting for Hospitality Management (Van Nostrand Reinhold International.• • • F3: Manage business processes F12: Improve organisational performance. 2002) ISBN 075065659X Harris P and Hazzard P — Accounting in the Hotel and Catering Industry (Nelson Thornes. 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. 1995) ISBN 1861524706 Drury C — Management and Cost Accounting (Thomson Learning.greenhotelier. 1986) ISBN 0870555057 Mott G — Management Accounting for Decision Makers (FT Prentice Hall. 1997) ISBN 0304329088 Atkinson H. 2004) ISBN 1844800288 Dyson J — Accounting for Non-Accounting Students (FT Prentice Hall.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 . Tutors should also develop suitable banks of case study materials and in-tray exercises for demonstration and practice by learners.

caterer.co. extends to cover systems specialists.uk www.bized.baha-uk.uk Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.ac. academics and others who retain an interest in the hotel.hcima. investment analysts.org. property professionals. bankers. Websites often make reference to other internet information sources.uk www.people1st.com 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. These resources should be used with caution.org.org British Association of Hospitality Accountants (BAHA) — for professionals involved in financial management and control within the hotel industry. hospitality consultants and accountants.bha-online. 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.getfreemag.uk www.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www. 80 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

justifying conclusions and associated recommendations. 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. The unit focuses on an action plan with aims. Learners review their progress and evaluate relevant sources of information and assistance within the host organisation. 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. objectives and targets that supports the development of a management report. in agreement with their line manager and tutor. objectives and targets. Learners must ensure that their evidence relates to the sector they are studying. The management report is reviewed against the agreed targets of the action plan and submitted as a formal report. objectives and targets of the management report with the appropriate manager within the selected organisation Monitor and evaluate progress in achieving aims. 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.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. using relevant sources of information Present report to colleagues. Learners focus on issues or problems relevant to them and the host organisation. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 81 .

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

objectives and targets of the management report with the appropriate manager within the selected organisation Monitor and evaluate progress in achieving aims. objectives and targets determine conclusions that are consistent with the original aims. • 2 • • • 3 • • • • 4 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 83 . 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. justifying conclusions and associated recommendations.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. objectives and targets for the management report with the line manager and tutor justify how the aims. objectives and targets. prioritise and agree appropriate aims. 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. • 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. using relevant sources of information Present report to colleagues.

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

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

greenhotelier.work-experience.com www.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.Support materials Books Blundel R — Effective Business Communication (FT Prentice Hall.ac. These resources should be used with caution. 2002) ISBN 0761972854 Hill S. Third Edition (Thomson Learning. 1991) ISBN 1857423194 Smith C and Irving R — No Sweat: The Indispensable Guide to Reports and Dissertations (Institute of Management. 1997) ISBN 1861520468 Easterby-Smith M and Thorpe R — Management Research: An Introduction (Sage Publications. Rees R and Yates J — How to Analyse and Promote Your Skills for Work (University of London Careers Service. Riley M.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. 1997) ISBN 0137427018 Clark M.getfreemag.uk www.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www.ukplacements.prospects. Websites often make reference to other internet information sources. 2000) ISBN 074943452X Schon D A — The Reflective Practitioner: How Professionals Think in Action (Arena. 86 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Wood R C and Wilkie E — Researching and Writing Dissertations in Hospitality and Tourism (Thomson Learning. 2000) ISBN 0718716213 Jankowicz A D — Business Research Projects. 2000) ISBN 1861525494 Moon J — Reflection in Learning and Professional Development: Theory and Practice (Routledge Falmer. 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. Hughes R.

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 .

The unit shows how procurement contributes to profit and how it helps to maintain a competitive edge.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. 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. This unit gives learners an understanding of procurement strategies and their importance in the sector. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 89 .

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

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

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

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. presentation software. they have access to the latest technological equipment eg laptop computers. This unit links to the following Management NVQ units: B8: Ensure compliance with legal. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP11: Managing Hospitality Operations. a practical approach should be adopted and efforts made to identify the variety of operational sourcing issues. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 93 . LCD projectors. Role-play activities in the form of a business game could be used to develop negotiation skills indicated in Outcome 3. 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. case studies and projects set during periods of work experience. Assessment Evidence of outcomes could be in the form of assignments. 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. 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. Time-constrained assessment based on case-study materials could also be included. This approach will add further vocational relevance and currency to the delivery of the unit.Guidance Delivery Wherever possible. Evidence could include individual or group assignments. regulatory. Investigations should be based on actual commercial operations wherever possible. Learners working in a purchasing/supply function in a commercial operation could base assignment work around their work place. The practical approach should not be at the expense of a sound theoretical base. It is strongly recommended that when learners are delivering presentations.

gov.uk www.org. provides a useful information source. Websites often make reference to other internet information sources.com www.dfes. 2004) ISBN 0471693146 Harrison M and Lysons K — Principles of Operations Management/Purchasing (FT Prentice Hall.caterer.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. 2004) ISBN 0273646893 Feinstein AH and Stefanelli J M — Purchasing: Selection and Procurement for the Hospitality Industry (John Wiley & Sons.com www.ac. These resources should be used with caution.Resources Purchasing and procurement textbooks should be supported by case studies.co.bized.uk www.uk www.uk www.hcima.org. 94 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . if possible.ih-ra. Part-time learners working in procurement can be used as a resource by sharing their experiences of different company approaches to procurement. 1996) ISBN 0273626914 Further reading Caterer and Hotelkeeper (Reed Business Information) Hospitality (Reed Business Information) Voice of the BHA (British Hospitality Association) Websites www.people1st. Support materials Books Baily P — Purchasing Principles and Management (FT Prentice Hall.bha-online. and the of use relevant software applications. 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. Access to procurement sections of local organisations.

It is intended for learners who aspire towards a career in general hospitality management.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. 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. 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. This will lead to the consideration of product development and the opportunities and constraints that affect such development. including customer profiles and patterns of demand. Learners will also consider a range of pricing and profitability strategies. It builds upon the content of Unit 4: Food and Beverage Operations and Unit 5: Rooms Division Operations. Learners will focus on a wide range of operational and economic characteristics. using ICT software to model different approaches.

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

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

evaluation and planning appropriate to hospitality operations.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. 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. • • 98 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . • 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.

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

As a result. regulatory. Assessment Evidence of the outcomes may be in the form of assignments. visiting speakers can add significant value through currency and vocational relevance. which in turn may lead to a reconsideration of product development.Once again. 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. 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. they have access to the latest technological equipment eg laptop computers. It is strongly recommended that when learners are delivering presentations. and/or projects set during periods of work experience in a food and beverage environment. It is possible to develop an integrated assignment that requires some aspect of each. LCD projectors. costs and profits. much of the evidence can be accumulated by learners building a portfolio through work experience. and appraising the whole operation as an integrated structure. 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. presentation software. Alternatively tutors may require some form of formal management report or a professional discussion. 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. appraising revenue. Learners should be clear about the outcomes of each aspect of appraisal as well as how this affects other aspects. which links to pricing and profitability concepts. Learning and assessment can be across units. It is important then for them to be clear about the different stages of appraisal: appraising individual or groups of products. The appraisal of operational performance is a key management function and learners need initially to develop their understanding of the processes. The format of evidence should reflect the nature of the unit. 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 . at unit level or at outcome level. case studies.

Delivery can also be supported by directories. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP11: Managing Hospitality Operations OP26: Managing Hotel Operations. 2002) ISBN 0582452716 Davis B. 1998) ISBN 0750632860 Johns N and Edwards J S — Operations Management: Resource Based Approach for the Hospitality and Tourism Industries (Thomson Learning. 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. Paul V and Jowitt V — Accommodation Management (BT Batsford. Resources Tutors should ensure that learners have adequate access to industry. 1994) ISBN 0304329223 Jones C. 1998) ISBN 0713469374 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 101 . Stone S and Lockwood A (editor) — Food and Beverage Management (ButterworthHeinemann. 2004) ISBN 0748716327 Cousins J. 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. Foskett D and Gillespie C — Food and Beverage Management (Longman. Videos and websites which focus on different outlets within the hospitality industry. Learners must be encouraged to read publications such as the Caterer and Hotelkeeper at every opportunity to develop their awareness of management issues. Support materials Books Abbott P and Lewry S — Front Office: Procedures. to support the development of knowledge and understanding through ‘theory in practice’. newspapers. These individual experiences can then be fed back into a group-learning context. ICT software must be provided to support financial modelling of pricing and profitability concepts. Social Skills and Management (Butterworth-Heinemann. journals. 1999) ISBN 0750642300 Braham B — Hotel Front Office (Nelson Thornes. local and national guides for the hospitality industry.• • • • • • • • • • 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. either through visits or through presentations by visiting speakers. A range of appropriate case study material can focus on specific issues. jobs and employment opportunities will add further material to support delivery of this unit. apply theory and observe in a reflective way.

getfreemag.hcima.uk www.co.org www.caterer. 1994) ISBN 0340595124 Mill R C.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.gov.uk www.org. 2000) ISBN 8175441984 Rutherford D G — Hotel Management and Operations (John Wiley & Sons.org.uk www.people1st. 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.com www.org.riph.instituteofcustomerservice.wset. 1996) ISBN 075062812X Webster K — Environmental Management in the Hospitality Industry: A Guide for Students and Managers (Thomson Learning.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Voice of the BHA (British Hospitality Association) Websites www.com www.hospitalitynet.co.com www.bha-online.greenhotelier. Kaushill S and Kamra K — Hospitality: Operations and Management (AH Wheeler.johnsondiversey.uk www. 1994) ISBN 0471285684 Verginis C S and Wood R C — Accommodation Management: Perspectives for the International Hotel Industry (Thomson Learning.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 .informationcommissioner.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.uk www.

Websites often make reference to other internet information sources.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 103 . These resources should be used with caution.

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

2 Evaluate food production and service • • 3 Analyse ergonomic considerations • • 4 Evaluate administrative procedures. • • • 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.

The delivery of this unit will also be enhanced by a visit from external speakers such as conference and/or banqueting manager. before. regulatory. 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. 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. at unit level or at outcome level. It is strongly recommended that when learners are delivering presentations. These may be set during periods of work experience within a conference and/or banqueting environment. Visits to such operations. and/or projects. presentation software. 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. during and after an event. They may also have the opportunity. with the approval of the operator. Visits to commercial operations of different types and sizes will add currency and vocational realism to the delivery of the unit. research-driven assignments or case-studies. Learning and assessment can be across units. 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. 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 . case studies. 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. they have access to the latest technological equipment eg laptop computers. Case study materials will also be useful to highlight key issues or to explore problem areas that learners may not otherwise experience. LCD projectors. Tutors should also be aware of the value of input from specialist providers of conference and banqueting services.

1992) ISBN 0304325058 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. 2002) ISBN 0340847034 Shone A — The Business of Conferences: A Hospitality Sector Overview for the UK and Ireland (Butterworth-Heinemann. some drawn from the trade press. Ceserani V and Foskett D — Theory of Catering (Hodder Arnold H&S. Case study materials. 1995) ISBN 0749417994 Cousins J. 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 .• • • • • F9: Build your organisation’s understanding of its market and customers F12: Improve organisational performance. Adams D and Messenger S — Managing Projects in Hospitality Organizations (Thomson Learning. 1998) ISBN 0750640995 Teare R. 1994) ISBN 0340595124 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. 1999) ISBN 0340738103 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. Resources It is important for centres to develop supporting relationships with local commercial providers. 1998) ISBN 0750632860 Kinton R. Learners will need access to a library with a variety of texts and journals associated with conference and banqueting operations. and the use of relevant software applications. as well as access to the internet. These should be used for visits and as a source of visiting speakers. Support materials Books Callow J — The Sportsworld Guide to Corporate Hospitality (Kogan Page. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. 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. 2002) ISBN 0582452716 Davis B. Foskett D and Gillespie C — Food and Beverage Management (Longman. are a necessary resource.

org.sounds-commercial.globalnet.users. conference venue finding Conference Venue Search website www. Websites often make reference to other internet information sources.bacd.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.co.uk www.caterer.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 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.conferencesearch. business meeting venues.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.co.bha-online.uk www.uk www.org. These resources should be used with caution.co.getfreemag. 116 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . venue search.com www.

This unit will address the scope of strategic. 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. The learner will appreciate the services and products within this diverse sector. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 117 . operational and financial decisions which affect the success and development of this sector. and will recognise those factors which optimise management and business performance.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.

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

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

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. • • • • 120 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. 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. 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. human resource issues. • • 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.

researchdriven assignments or case-study scenarios. regulatory. Assessment Evidence of outcomes may be in the form of tutor-led tests. at unit level or at outcome level. Learning and assessment can be across units. As a result much of the evidence for this unit may be accumulated by learners building a portfolio through 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 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 . This unit links to the following Management NVQ units: A3: Develop your personal networks B8: Ensure compliance with legal. presentation software.Guidance Delivery Wherever possible a practical approach should be adopted using hands-on exercises. 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. case studies and/or projects set during periods of work experience in the contract and event management sectors. assignments. This unit will also benefit from a visit from an external speaker such as a contract catering manager or event management organiser. 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 11: Conference and Banqueting Management Unit 15: Marketing Unit 23: Financial Management. LCD projectors. It is strongly recommended that when learners are delivering presentations.

are a necessary resource. 2003) ISBN 0470832606 Bowdin G et al — Events Management (Butterworth-Heinemann. 1997) ISBN 0442022077 McDonnell I. Support materials Books Allen J — The Business of Event Planning: Behind the Scenes Secrets of Successful Special Events (John Wiley & Sons. as well as access to the internet. Allen J and O’Toole W — Festival and Special Event Management (Jacaranda Wiley. 2004) ISBN 1932156844 Watt D — Event Management in Leisure and Tourism (Longman. 2001) ISBN 0750647965 Callow J (editor) — The Sportsworld Guide to Corporate Hospitality (Kogan Page. 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. Case study materials. 2002) ISBN 047083188X Allen J — Event Planning Ethics and Etiquette: A Principled Approach to the Business of Special Event Management (John Wiley & Sons. 2004) ISBN 1551803674 Goldbatt J J — Special Events: The Art and Science of Modern Event Management (Van Nostrand Reinhold. Learners will need access to a library with a variety of texts and journals associated with contract and event management operations. 1995) ISBN 0749417994 Foster-Walker M and Lemaire C — Start and Run an Event Planning Business (Self-Counsel Press. Resources It is important for centres to develop supporting relationships with local commercial providers. and the use of relevant software applications. 1999) ISBN 0471339342 Teare R (editor) — Managing Projects in Hospitality Organizations (Thomson Learning. 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.• • • • F9: Build your organisation’s understanding of its market and customers F10: Develop a customer focused organisation. 1992) ISBN 0304325058 Thoren-Turner K — Start Your Own Event Planning Business (Entrepreneur Press. some drawn from the trade press.

com 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.co. conference venue finding Conference Venue Search website www.people1st.globalnet.co.sodexho. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 123 .conferencesearch.co.uk www.uk www.co.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.co. These resources should be used with caution.users.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.co.sounds-commercial.org.getfreemag.uk www.caterer.bha-online. business meeting venues.uk www.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.bacd. Websites often make reference to other internet information sources. venue search.laca.uk www.org.

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This unit is common to more than one Higher National qualification. Learners will explore the current structure of the licensed trade. They will examine issues relating to the design. knowledge and techniques learned in other units to its unique situations. covering different types of agreements and licensed premises. Learners must ensure that their evidence relates to the sector they are studying. development and operation of licensed premises and aspects of marketing.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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 125 . They will then undertake and review a case study based on a local operation and provide feedback to the owner/manager. 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 on-licensed premises Develop a marketing strategy for on-licensed premises Undertake and review a case study of an on-licensed premises development. It provides learners with both the theoretical and practical skills required to pursue a career in the licensed trade.

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

systems and financial investment evaluate the project against original objectives. 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.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. including a development strategy outline the product development area. targets. 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. • • • • • 4 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 127 . timescales and resources to be used. identifying appropriate control systems detail the constraints upon any design and development activity identify appropriate food. design. 2 • • • • 3 Develop a marketing strategy for on-licensed premises Undertake and review a case study of an on-licensed premises development.

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

regulatory. 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. 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. 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. Resources Access to a sufficient number of commercial operations to sustain the delivery of the unit is essential. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 129 . These premises should provide access to the latest ICT capacity supporting the licensed trade industry. 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. and the use of relevant software applications. Trade journals and newspapers should be made available to all learners. Learners will need access to a library with a variety of texts associated with the licensed trade as well as access to the internet.

2002) ISBN 0749438460 Cousins J.org. 1994) ISBN 0340595124 Malison S — The Fundamentals of Hospitality Marketing (Thomson Learning.org. Ritchie C and Roberts A — Public House and Beverage Management: Key Principles (Butterworth-Heinemann.hcima. Kaushill S and Kamra K (editor) — Hospitality: Operations and Management (AH Wheeler.com www.uk www. 1999) ISBN 0304704288 Johns N and Edwards J S — Operations Management: Resource Based Approach for the Hospitality and Tourism Industries (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 . 1996) ISBN 075062812X WSET — Behind the Label (Wine and Spirit Education Trust.camra. 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. 2002) ISBN 0582452716 Davis B. 2000) ISBN 8175441984 Rutherford D (editor) — Hotel Management and Operations (John Wiley & Sons.caterer.org.bha-online. 1999) ISBN 0304704725 Bruning T and Blyth D (editors) — The Publican’s Handbook (Kogan Page.hospitalitynet. 1994) ISBN 0304329223 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 2000) ISBN 0826448321 Mill R C.uk www. 2000) ISBN 0750646780 Forsyth P — Maximising Hospitality Sales: How to Sell Hotels. Foskett D and Gillespie C — Food and Beverage Management (Longman. 1994) ISBN 0471285684 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.Support materials Books Boella M and Pannett A — Principles of Hospitality Law (Thomson Learning. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann.uk www. 1998) ISBN 0750632860 Flynn M. Venues and Conference Centres (Thomson Learning.

uk www. Websites often make reference to other internet information sources.uk www.www.wset. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 131 .org.co. These resources should be used with caution.co.people1st.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.riph.

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travel.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. This unit is common to more than one Higher National qualification. Learners must ensure that their evidence relates to the sector they are studying. such as hospitality. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 133 . sports. tourism. 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. leisure and recreation. procedures and constraints that influence the management of people within a work environment. The unit recognises the critical role that managing people has in the effectiveness and efficiency of an organisation. The unit provides learners with the opportunity to examine the various practices.

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

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

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

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

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. such as data protection. software packages and appropriate management games can be used to support and enhance the delivery of this unit. Maxwell G and Watson S — Human Resource Management: International Perspectives in Hospitality and Tourism (Thomson Learning. regulatory. 2004) ISBN 0131119834 Goldsmith A and Nickson D — Human Resource Management for Hospitality Services (Thomson Learning. 2002) ISBN 0826457657 Denham P. Support materials Books Barker D and Padfield C — Law Made Simple. Tenth Edition (Heinneman Educational. 1997) ISBN 1861520956 138 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .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. Otter R and Martin J — Law: A Modern Introduction (Hodder Arnold H&S. Other sources of information can be provided by external organisations eg Advisory. Resources Videos. 1992) ISBN 0749407840 Boella M J — Human Resource Management in the Hospitality Industry (Nelson Thornes. 1998) ISBN 0273625276 D’Annunzio-Green N. 2000) ISBN 0748754660 Corbridge M and Pilbeam S — Employment Resourcing (FT Prentice Hall. 1998) ISBN 0750639148 Bland M and Jackson P — Effective Employee Communications (Kogan Page. It is advisable that learners have access to personnel software so that they can familiarise themselves with the processes and issues involved. 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. Conciliation and Arbitration Service (ACAS) and the Chartered Institute of Personnel and Development (CIPD). 1999) ISBN 0340704810 Gilmore S A — Cases in Human Resource Management in Hospitality (Prentice Hall.

co.Hollinshead G. 1999) ISBN 027362525X Jerris L — Human Resources Management (Pearson US Imports.co.uk www.gov.cipd. Taylor S and Hall L — Human Resource Management (FT Prentice Hall.uk Websites www.investorsinpeople.uk www.uk www.uk www. 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. 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.org.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. 1999) ISBN 013209164X Maund L — Understanding People and Organisations: Introduction to Organisational Behaviour (Nelson Thornes.org.co. Team Spirit? and Where There’s a Will. 1997) ISBN 0748724044 Mullins L — Management and Organisational Behaviour (FT Prentice Hall. Examples include Managing Problem People. Nicholls P and Tailby S — Employee Relations: A Contemporary Perspective (FT Prentice Hall.cbi.bized.videoarts.ac. Websites often make reference to other internet information sources.dfes. Further details and catalogues are available from: Video Arts 6–7 St Cross Street London EC1N 8UA www.uk www. 1996) ISBN 0750627298 Torrington D.tuc. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 139 .

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

sports. 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. Learners must ensure that their evidence relates to the sector they are studying. leisure.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. and recreation. tourism. moving on to the functional and operational aspects of marketing as the unit progresses. 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. travel. Learners will investigate marketing in the context of one of today’s competitive service industries. including hospitality. The focus of this unit is initially on the concepts of marketing. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 141 .

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

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

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. 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. • • • • 144 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. using examples. 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.

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

This unit also links with the following block of the HCIMA Corpus of Knowledge: OP14: Marketing. depending on the style of delivery and learning. 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. including use of the internet. 146 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . Commercial operations within the relevant services industry should be approached to supply authentic material for analysis or to support the development of case studies. Learners must have access to a library and research facilities. Upto-date journals are important for learners to follow current developments in this competitive.Links This unit can be linked to other units. including: • • • • • • • • • • • • • • • • • • • • Unit 3: Customer Service Unit 17: Quality Management Unit 20: External Business Environment Unit 21: Business Health Check Unit 22: Small Business Enterprise. ever-changing industry. Resources Tutors should have experience of working at a senior level in marketing and ideally within the relevant services industry. regulatory. 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.

2001) ISBN 0471354627 Shaw M and Morris S V — Hospitality Sales: A Marketing Approach (John Wiley & Sons. 1994) ISBN 1862504431 Wearne N and Baker K — Hospitality Marketing in the E-Commerce Age (Hospitality Press. 2000) ISBN 0198775512 Raza I — Heads in Beds: Hospitality and Tourism Marketing (Prentice Hall. Third Edition (McGraw-Hill Education. 2003) ISBN 186250511X Woodruffe H — Services 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. 2000) ISBN 0471332704 Lovelock C. 1999) ISBN 0471296791 Wearne N — Hospitality Marketing (Hospitality Press. 1999) ISBN 013095991X Malison S — The Fundamentals of Hospitality Marketing (Thomson Learning.Support materials Books Adcock D et al — Marketing: Principles and Practice (Pearson Education. 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 . 2000) ISBN 0826448321 Palmer A — Principles of Marketing (Oxford University Press. 2002) ISBN 0273657917 Christopher M. 2003) ISBN 0877785856 Brassington F and Pettitt S — Principles of Marketing (FT Prentice Hall. 1998) ISBN 0273634216 Zeithaml V and Bitner M — Services Marketing (McGraw-Hill Education. 2004) ISBN 0131101005 Reid R and Bojanic D C — Hospitality Marketing Management (John Wiley & Sons. 2001) ISBN 0077096134 Kotler P. Lewis B and Vandermerwe S — Services Marketing: European Perspectives (FT PrenticeHall. Payne A and Ballantyne D — Relationship Marketing (ButterworthHeinemann. 2002) ISBN 0471348856 Jobber D — Principles and Practice of Marketing. 1993) ISBN 0750609788 Hsu C H and Powers T — Marketing Hospitality (John Wiley & Sons.

148 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2001) Websites www. Websites often make reference to other internet information sources.ac.bized. 1998) What is Marketing? (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.gov.Marketing Business Marketing Review Marketing Week Quality daily newspapers contain business sections and market reports.dfes. These resources should be used with caution. Video/DVD The Marketing Mix at Cadbury’s (TV Choice. 1998) Marketing Decisions (TV Choice.uk www.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 149 . hairdressing and beauty therapy. 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. used internally and externally. sports and leisure. Learners must ensure that their evidence relates to the sector they are studying. covering both theory and practical application of tools and techniques. such as hospitality and catering. The unit is broad-based in its approach. travel and tourism. This unit is common to more than one Higher National qualification. to maximise sales from all aspects of the product mix.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.

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

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. 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. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 151 .

off-sales. 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. food. assignments. clothing and related sports goods the product mix: ratios of wet to dry. The use of speakers from the management in the sector will also greatly enhance the quality of delivery in this unit. 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. Resources Learners need access to different providers so that they can examine the range of products that are offered. 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. completed tests and/or evaluations of class-based exercises. Amusement with Skills (AWS). analytical case studies. sales volumes/average spend per head relationship. Learners need to appreciate: • the product: eg alcoholic and non-alcoholic beverages. 152 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. • Assessment Evidence for this unit may include individual or group industry-based projects.Guidance Delivery This unit encourages a learner-centred. snacks. research-based approach. exploring in more depth some of the theories and how to apply those to the licensed retail sector of the hospitality industry. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP02: Sales Management in Hospitality. Amusement with Prizes (AWP). accommodation. regulatory. Links This unit is closely linked with Unit 15: Marketing. relative profit contributions.

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

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. Video/DVD The Marketing Mix at Cadbury’s (TV Choice.dfes.Further reading Campaign Marketing Marketing Business Marketing Review Marketing Week Quality daily newspapers contain business sections and market reports. 1998) What is Marketing? (TV Choice.gov. 2001) Websites www. Websites often make reference to other internet information sources. These resources should be used with caution.uk www. 154 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .bized. 1998) Marketing Decisions (TV Choice.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 155 . Learners will investigate the major quality schemes and evaluate these in terms of the benefits to the organisation and to the customers they serve. 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.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. Learners must ensure that their evidence relates to the sector they are studying.

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

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

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.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. • • • 158 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 159 . presentation software. case studies. It is strongly recommended that when learners are delivering presentations. they have access to the latest technological equipment eg laptop computers. LCD projectors. In doing so learners could also demonstrate the key skill of interacting with groups. group work (eg a quality circle) and discussion. therefore. It is. 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. reports and individual presentations. 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). 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. Links This unit links with a wide range of others that are dependent on quality issues. 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. Other assessment instruments that would be appropriate to this unit include case studies. 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. The unit could be delivered by other inputs including lead lectures. This unit requires a considerable amount of research and guided reading will be an integral part of the delivery. 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. 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. 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.

They should also have full access to the internet for research purposes. Support materials Books Banks J — The Essence of Total Quality Management (Prentice Hall. 1997) ISBN 0273626353 Brown M G — Baldridge Award Winning Quality: How to Interpret the Baldridge Criteria for Performance Excellence (Productivity Press. Resources Examples of quality management manuals. 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. regulatory. 2005) ISBN 0750648376 Bendell T. Case studies at this level will need careful preparation and management. Learners should be encouraged to read the trade and specialist press and associated websites regularly. policies and strategies will support learners’ work. 2000) ISBN 1563272326 160 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . There are numerous examples of case studies focusing on business excellence in the public domain.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. Boulter L and Gatford K — The Benchmarking Workout: Toolkit to Help You Construct a World Class Organisation (FT Prentice Hall. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP22: Managing Quality. 1992) ISBN 013284902X Bell D et al — Managing Quality (Butterworth-Heinemann. frequently through appropriate journals.

1996) ISBN 0866120696 Zairi M — Benchmarking for Best Practice (Butterworth-Heinemann. 2005) ISBN 0789027542 Woods R H — Quality Leadership and Management in the Hospitality Industry (SOS Free Stock.Camp R — Global Cases in Benchmarking (McGraw-Hill Education. 2001) ISBN 0750652713 Thyne M and Laws E — Hospitality. 1996) ISBN 0304334855 Oakland J S — Total Organizational Excellence: Achieving World Class Performance (Butterworth-Heinemann. 1994) ISBN 0412602709 Juran J M — Juran’s Quality Handbook (McGraw-Hill Education. 1997) ISBN 1853963623 Lockwood A (editor) — Quality Management in Hospitality: Best Practice in Action (Thomson Learning. 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 . 1999) ISBN 078795084X Fitzsimmons J A and Fitzsimmons M J (editors) — New Service Development: Creating Memorable Experiences (Sage. 2001) ISBN 0789011417 Kunst P and Lemmink J — Managing Service Quality — Volume 3 (Paul Chapman. 2000) ISBN 0071165398 Kandampully J. Tourism and Lifestyle Concepts: Implications for Quality Management and Customer Satisfaction (Haworth Press. 2000) ISBN 0761917411 Huxtable N — Small Business Total Quality (Kluwer Academic. 1998) ISBN 0873893883 Chang R Y and Kelly P K — Improving Through Benchmarking: A Practical Guide to Achieving Peak Process Performance (Pfeiffer Wiley. Mok C and Sparks B A — Service Quality Management in Hospitality. Tourism and Leisure (Haworth Press.

gov.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.dfes. 162 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .com www.bha-online.uk www. Websites often make reference to other internet information sources.Websites www.uk www.org.hcima.org.caterer. These resources should be used with caution.

Learners will also evaluate and review the quality and effectiveness of the facilities operation. universities. public arts venues. as distinct from the primary function of the organisation or venue. 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. Learners must ensure that their evidence relates to the sector they are studying. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 163 . hospitals. the legal. This unit focuses on the operational and administrative functions of the facilities role.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. tourist complexes. These include hospitality and leisure venues. halls of residence. Learners will address the broad responsibilities and duties of a facilities manager. educational establishments such as colleges. museums and many other operations which are becoming increasingly dependent on facilities operations. This unit is common to more than one Higher National qualification. health and safety obligations that fall within the remit of facilities operations and the various administrative systems that support facilities operations.

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

• • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 165 . 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. 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. using examples.

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

Support materials Books Alexander K (editor) — Facilities Management: Theory and Practice (Spon Press. 1995) ISBN 0750623802 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 167 . 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 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. Tutors should also gather a bank of documentation used in facilities operations. regulatory. 1998) ISBN 0713469374 Kirk D — Environmental Management for Hotels: A Student’s Handbook (ButterworthHeinemann. Resources It is important that centres establish supportive contact with a range of facilities operations in the local area. Case studies will offer the opportunity to develop specific issues. such as marketing and administrative materials. 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. including Unit 19: Facilities Management. 2003) ISBN 0632064455 Jones C et al — Accommodation Management (BT Batsford. 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.Links This unit has links with a number of other units within this qualification.

bized. 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.future-energy-solutions.fmlink.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. 168 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .gov. Websites often make reference to other internet information sources.Medlik S and Ingram H (editor) — The Business of Hotels (Butterworth-Heinemann. 2000) ISBN 0750641150 Ransley J and Ingram H — Developing Hospitality Properties and Facilities (ButterworthHeinemann.uk www.com www. These resources should be used with caution.uk www.ac. 2004) ISBN 0750659823 Spedding A (editor) — CIOB Handbook of Facilities Management (Longman.dfes.uk www.bifm.

services and fabric Consider the strategic issues facing a facilities manager. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 169 . such as: procurement. 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. The unit focuses on external issues including customer services.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. financial and people management. including project management and health and safety. They will also explore a range of strategic issues. ICT. as well as the use and management of buildings. Learners must ensure that their evidence relates to the sector they are studying. Learners will also examine a range of support functions. quality and environmental issues. This unit is common to more than one Higher National qualification.

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

services and fabric • • • • • 3 4 Consider the strategic issues facing a facilities manager. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 171 . 2 Examine the support functions needed to underpin facilities management Assess a range of issues relating to buildings.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. using examples. 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.

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

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. 2003) ISBN 0632064455 Cole G A — Management Theory and Practice (Thomson Learning. Case studies will also offer the opportunity to develop specific issues. such as customer service policies. Information management and technology forms a key area and centres should ensure they have appropriate software for demonstration purposes. including Unit 18: Facilities Operations. 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. 1996) ISBN 0419205802 Barrett P and Baldry D — Facilities Management: Towards Best Practice (Blackwell Science. Tutors should include their own centre when considering such facilities. regulatory. 2003) ISBN 1844800881 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 173 .Links This unit has links with a number of other units within this qualification. service specifications for outsourcing or procurement procedures. 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 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. 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.

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 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. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 181 .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. Learners must ensure that their evidence relates to the sector they are studying. Learners will also develop techniques that review management and staffing skill and enable them to respond to new challenges.

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

2 Develop plans for the business Evaluate and develop skills of management and staff. • • • • • 3 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 183 .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.

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

where consultants may be asked to provide feedback in different ways. In return. A clear policy statement from the centre reflecting this may encourage local industry to support both delivery and the generation of appropriate evidence. This is to ensure the accuracy and validity of the guidance being proposed. for example. Specialists could be invited in as guest speakers. 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. Alternatively. members of professional associations and through internet chat rooms. although there are issues of confidentiality and tutors should consider the time required to observe such presentations on an individual basis. learners can then carry out an effective business health-check based on a real business with potential outcomes. Links This unit has links with a number of other units within this qualification.Learners can also discuss the benefits to be gained from personal contacts. Assessment Evidence should be gathered where possible from links with local business organisations willing to support the delivery of this unit. or through the development of networks. for example. discussion groups. which would add valuable currency to the focus of the unit. the evidence can be presented in written report format. suppliers. 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 . The results of learners’ work can be demonstrated through a presentation. Learners must respect the confidential nature of data and other business-orientated information generated by their investigations. with business associates. It is essential that learners confirm the outcomes of their work with the tutor before presenting them to a business manager or owner. Either form of assessment is equally valid in the business world. Learners can arrange to work in pairs and share the delivery of the presentation. through training events. which itself will result in a more in-depth business health-check being carried out. trade associations or clubs.

1995) ISBN 0333624890 Cole G A — Management: Theory and Practice (Thomson Learning. Product or Service (Dearborn Trade Publishing. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP19: Establishing a Small Business. 1995) ISBN 0333608887 Butler D — Business Planning: A Guide to Business Start-up (Butterworth-Heinemann. 1999) ISBN 157410117X Bangs D H — The Market Planning Guide: Creating a Plan to Successfully Market Your Business. in return for practical guidance through the outcome of learners’ work. or as part of a real business health-check being provided for a local organisation. 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. 2002) ISBN 0340804939 Chattell A — Managing for the Future (Palgrave Macmillan.• • • • • • • • • 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. 2001) ISBN 1567204759 Foster-Walker M and Lemaire C — Start and Run an Event Planning Business (Self-Counsel Press. 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. 2000) ISBN 075064706X Chapman J — Successful Business Recovery Planning in a Week (Hodder Arnold H&S. Tutors should also establish relationships with business consultants and other providers of business support. This should be supported by case studies used to illustrate theoretical points and issues. 2002) ISBN 0793159717 Bowman C and Asch D — Managing Strategy (Palgrave Macmillan. This can be delivered to learners either as stand-alone presentations of business practice. together with current cuttings and reports from the business press. 2001) ISBN 0750652683 Arkebauer J B and Miller J — Leading Edge Business Planning for Entrepreneurs (Dearborn Trade Publishing. 1996) ISBN 1858051665 De la Torre J and Truitt W B — Business Planning: A Comprehensive Framework and Process (Greenwood Press. which will contribute to vocational realism. 2004) ISBN 1551803674 186 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

cbi.uk www.bized.org. 2004) ISBN 0967840236 Thoren-Turner K — Start your own Event Planning Business (Entrepreneur Press. 2004) ISBN 1405801549 Websites www.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. Websites often make reference to other internet information sources.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. These resources should be used with caution.bizcoach.gov.ac.dfes.uk www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 187 . 2004) ISBN 1932156844 Woods K — From Acorns: How to Start Your Brilliant Business from Scratch (Prentice Hall.uk BizCoach.org www.

188 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 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.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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 189 . 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. Learners must ensure that their evidence relates to the sector they are studying. This unit is common to more than one Higher National qualification.

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

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. 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. • • • 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.

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. wherever possible learners should focus their investigation on real businesses in order to minimise the levels of simulation that are necessary. case study material may be provided for the learner. learners would benefit from guest speakers. When proposing changes to improve the performance businesses. Although there are generic issues which affect all small businesses. 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. In order to gain an insight into the issues facing small businesses. In developing an awareness of business objectives and plans. Assessment Learners will be expected to provide evidence of an investigation into the performance of a selected small business. such as those operating a small business or organisations that support small businesses. Some learners may be in a position to use their own employment as a basis for the course. including high susceptibility to economic fluctuation and small profit margins. Tutors should be aware that evidence collected from a real business is always most useful for learners but. if necessary. Family businesses may also provide opportunities for generating evidence. Although there are limitations to the level of reality that can be achieved. Links The unit can be linked with a number of others. 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.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 realistic and demonstrate an awareness of the environment in which small businesses operate. 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 should consider realistic scenarios and understand the implications of proposed changes on the operation of the business. 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. learners should consider some of the hospitality-specific issues. Visits to local business enterprises would also help to develop learners’ understanding of the current issues affecting these enterprises.

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

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

uk www.gov. Websites often make reference to other internet information sources.cim.uk www.co.companies-house.uk www.co.uk www.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.co.dti.www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 195 .gov. These resources should be used with caution.sfedi.

196 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 programme they are undertaking. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 197 . It will allow the learner to contextualise operational financial considerations into the wider financial context.and long-term financial decision-making.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. identifying external as well as internal financial constraints upon performance and investment decisionmaking. This unit is common to more than one Higher National. 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.

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

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. evaluating their potential for risk and reward compute personal and business tax liability for sole traders. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 199 . evaluating their suitability of application to long-. medium.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. • • 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. offering a comparative analysis of its performance to other comparable companies.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. presentation software. However. LCD projectors. 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. It is strongly recommended that when learners are delivering presentations. 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. 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.Guidance Delivery All worked examples and case study material should be based in the hospitality industry to ensure maximum relevance and realism. 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. they have access to the latest technological equipment eg laptop computers. 200 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

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. 1998) ISBN 0582312957 Wood F and Sangster A — Business Accounting — Volume 2 (FT Prentice Hall. 1999) ISBN 1861524900 Mott G — Management Accounting for Decision Makers (FT Prentice Hall. 2004) ISBN 1844800288 Dyson J R — Accounting for Non-Accounting Students (FT Prentice Hall. is essential. Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 2002) ISBN 075065659X. 1994) ISBN 0340595124 Kotas R — Management Accounting for Hospitality and Tourism (Thomson Learning. 2003) ISBN 0273679627 Drury C — Management and Cost Accounting. 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 . 2000) ISBN 0273651617 Guilding C — Financial Management for Hospitality Decision Makers (ButterworthHeinemann. Resources Access to computers and appropriate software.org. 1997) ISBN 0273683853 Glautier M W and Underdown B — Accounting: Theory and Practice (FT Prentice Hall. Support materials Books Atkinson H. and spreadsheets in particular. 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. 1995) ISBN 1861524706 Atrill P and McLaney E — Accounting and Finance for Non-Specialists (FT Prentice Hall. Tourism and Leisure (Longman. and the of use relevant software applications. 1991) ISBN 0273033182 Owen G — Accounting for Hospitality. 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.baha-uk. Sixth Edition (Thomson Learning.

hcima.co.org www.people1st.uk www.uk www. 202 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .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.uk www.baha-uk.com www.getfreemag. These resources should be used with caution.bized.org.Hospitality Year Book (HCIMA) Hotels (official journal of the International Hotel and Restaurant Association — an online copy is available from www.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.org.bha-online.caterer.ac.

Summary of learning outcomes To achieve this unit a learners must: 1 2 3 4 5 Explain techniques for effective collection. The unit also enables learners to make informed decisions about using ICT to enhance management effectiveness. The unit enables learners to apply their understanding to effectively manage information. This unit is common to more than one Higher National qualification.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. It develops appreciation of the fast-changing nature of information and communication technology and its effects on the management of information. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 203 . Learners must ensure that their evidence relates to the sector they are studying.

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

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. 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. 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. 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.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. • 5 • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 205 . • 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.

The unit is designed to be delivered with a learner-centred focus involving a large proportion of ‘hands-on’ practical experience. codes of practice. 206 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. establishing the link between the academic underpinning theory and its practical application. travel.Guidance Delivery This unit can be delivered in a wide variety of contexts. case studies) are relevant. learner-designed materials. 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. Links This unit can be linked successfully with most of the other units. reports. examples of relevant legislation. Delivery will benefit from guest speakers from both the context industry and the ICT industry and should include materials-based learning. witness testimony or a video/audio tape of learner work. leisure and recreational industries. ethical and social requirements E4: Promote the use of technology within your organisation F12: Improve organisational performance. sports. observed presentations. 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. Assessment Evidence may be in the form of completed tests or questionnaires set by the tutor. Assignments can be based on real problems or case studies. tourism. The unit content allows for changing information needs and the fast-evolving nature of information technology. including hospitality. Some of the underlying principles will need to be delivered by lecture or demonstration. printouts of automated procedures. Centres should take account of new developments when delivering this unit. staff handbooks. particularly with information communication technology. regulatory.

2004) ISBN 0131273116 Lucey T — Management Information Systems (Thomson Learning. Development and Management for the E-Business (FT Prentice Hall. This will enable learners to use general-purpose and industry-specific application software. 1998) ISBN 0750639148 Chaffey D. memos. software and communication systems are required for the delivery of this unit. Design and Practice (FT Prentice Hall.. 2001) ISBN 0273646702 Laudon K C and Laudon J — Essentials of Management Information Systems: Managing the Digital Firm (Prentice Hall. 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. 2004) ISBN 0273687921 Harry M — Business Information: A Systems Approach (FT Prentice Hall. Sharpe Inc. 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. E.com) Journal of Hospitality and Tourism Research (International Council on Hotel and Restaurant Education (CHRIE)) Journal of Management Information Systems (M. Greasley A and Hickie S — Business Information Systems: Technology. reports from industry — will illustrate the dynamic nature of this unit and add to its currency and vocational relevance. 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 . information transmission and retrieval. Bocij P.getfreemag. videos and documented examples of current practice — eg letters.Resources Case studies. as well as communication systems for email. Appropriate ICT hardware. Support materials Books Anderson D L — Management Information Systems (Addison Wesley. 2002) ISBN 027365540X Cobham D and Curtis G — Business Information Systems: Analysis.

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.ac. Websites often make reference to other internet information sources.gov. 208 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .htm www. These resources should be used with caution.brint.dfes.uk www.Websites www.com/isresearch.bized.

The features of good website design (ease of navigation. Learners must ensure that their evidence relates to the sector they are studying. and the limitations. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 209 . It also provides sufficient understanding of internet technology for learners to appreciate the potential.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. 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. of using the internet for business. speed) are also covered. This unit is common to more than one Higher National qualification.

POP. why this is an important consideration Introduction to HTML: the main features of HTML as the language of the www.Content 1 Scope of e-business Definitions: the internet. the role of the browser to interpret the HTML and present the data to fit the user’s computer screen. body. charging per transaction for the provision of a service eg airline booking. how messages are transferred across the global communications network using packet switching. forms. 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. title. charging a subscription for an information service eg news. or media services eg reports or music. break. from an attractive website 210 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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). but not its content as in EDI. highlight the number of software packages available to users who can now build pages without learning HTML brief overview of XML Clients. defines format of the information and how it is presented. tables. 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. HTTP. servers and browsers: the functions of servers and clients and use of two-tier and three-tier architectures. 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. (Elements (<Tags>)) — head. extranets. an intranet and an extranet. supplying electronic information. lists. flights. links and images). the worldwide web (www) intranets. advertising revenue. paragraphs. TCP/IP. or service eg CDs. bandwidth as a measure of capacity. FTP. IMAP and the use of URLs. how the use of internet technology can reduce transaction costs Trust for e-business: the risks of conducting business through the internet. 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. headings.

keywords. clear and informative. body — content and links) Attractive web pages: the design features that make a web page attractive to the visitor ie speed. description. attractive page layout. builds trust. encourages visitor to return Website usability: what makes a website easy for the visitor to use (meets needs of different stakeholders. availability in different languages to suit the visitor). pictures and links. good website navigation.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. consistent with image of the business (brand). colour scheme. 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 .

• • • • 212 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . the language of the web differentiate between the internet. intranets and extranets describe how the internet can be used for selling a product. 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.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. 2 Describe how the internet works • • • 3 Differentiate between e-business models • • • 4 Investigate features of good website design.

usually a personal computer The preferred pattern for a teaching session would be for instruction to be given on a topic. 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. including web-page editor software. The opportunity to design a simple web page using a web page editor may also be provided to learners. or examinations. 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. Exercises in the use of search engines should also be encouraged. to encourage creativity and stimulate an appreciation of web page design. or concept. where the resources. regulatory. followed by discussion of their findings to consolidate learning. Links This unit is an introduction to e-business and the internet and has some links with Unit 15: Marketing. therefore. then for learners to review its application for selected websites. Learners would also be expected to explore the use of these techniques by independent research of texts and websites. 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. Assessment Assignments that require learners to demonstrate their understanding of theories and concepts by reviewing e-business websites are recommended. but can also be used for examination questions. seeing the application of theories in practice. Knowledge of internet terminology can best be assessed in short-answer tests.Guidance Delivery This unit should to be taught with learners exploring websites and. They could work individually or in pairs around an internet access point. These are most suitable for coursework assignments where learners have more scope to develop their ideas. An appreciation of website design can be developed and assessed by learners designing their own web page.

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

bized.aw-bc.gov. Websites often make reference to other internet information sources.cabinetoffice.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.Websites www.uk www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 215 .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. These resources should be used with caution.informationcommissioner.ac.com/laudon-traver www.gov.

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

The unit addresses a variety of research methodologies. including the opportunity to carry out interventionist or action research. 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. The study undertaken should build on knowledge. This unit is common to more than one Higher National qualification. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 217 . Tutor approval should be sought before commencing study. The study should use both primary and secondary sources of information. Learners must ensure that their evidence relates to the sector they are studying. and should be an exploration of a current major issue. skills and understanding that have been achieved in other units.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.

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

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. • • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 219 . 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.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.

The learner will need to demonstrate the ability to work independently. achievable and economically viable within the scope of the unit. including the different methodologies. Learners will need further guidance to support the presentation and evaluation of their work. 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 proposal. the context of their area of learning. Assessment Evidence for this unit should be generated through a written assignment or report. 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 . demonstrating a sound understanding of research methods and protocol. It is important that learners understand the elements that make up formal research. their focus of interest and the anticipated outcomes. Tutor approval should be sought before beginning the study. action planning. with correct referencing and bibliography details. Tutors should deliver an appropriate session to underpin this approach. It should look at the present day and the current culture and operation of the service. There should also be an appreciation of historical events which impact most strongly on current structure and operations. The research project itself is dependent on the learner. learners will need to establish relationships with commercial and industrial organisations in order to generate data that will lead them to such conclusions. The study should show evidence of both primary and secondary research.Guidance Delivery Learners may have developed a range of investigative skills during the programme of study. and to provide evidence of an individual approach in the finished work. Tutors will need to cover the theory underpinning formal research to enable learners to complete this unit satisfactorily. 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. with a view on the issues which impact most strongly upon it. but the teaching of presentation skills should not be the focus of this area of work. carrying out the research itself and presenting their findings. 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. To accomplish this. but this unit formalises the research into a style similar to a thesis. Learners will require close supervision and organised tutor support in order to design a study which is realistic. The presentation of their research should follow formal presentation practice.

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

2003) ISBN 0415300835 Veal A J — Research Methods for Leisure and Tourism: A Practical Guide (FT Prentice Hall. 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.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 .Saunders M N K. 2002) ISBN 0273658042 Seale C (editor) — Social Research Methods: A Reader (Routledge. Lewis P and Thornhill A — Research Methods for Business Students (FT Prentice Hall.

BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 223 . 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. staffing. This unit will give learners an introduction to these principles by involving them in practical activities.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. hygiene and safety. Learners will review contemporary cellar and bar management techniques. They will also explore developments in technology and the benefits they provide. Learners will also examine a range of ethical issues relating to the customer and to business operations. quality issues. including operational aspects.

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

• • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 225 . 2 Review bar management techniques • • • • 3 Investigate the application of technology • • 4 Deal with ethical issues.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 need to be keenly aware of the impact on the operation’s reputation of good or bad handling of ethical issues. Tutors should expose learners to the differences between large corporate operations and small privately owned premises. role plays. either through links with suitable commercial operations or as part of a realistic working environment within a centre. Case study materials can highlight problem issues that may not occur naturally. they have access to the latest technological equipment eg laptop computers. Learners must be given the opportunity to practice the preparation and changing of kegs and cask barrels and CO2 cylinders. presentations and projects. as well as maintaining. case studies. Evidence generated through a work placement within licensed premises would be particularly applicable. For both cellar and bar management techniques. This unit would be enhanced by a period of work placement in a licensed retail outlet. Tutors should again introduce issues based on the differences between large corporate operations and small privately-owned premises. environmental health and so on. Tutors should seek to expose learners to the latest applications of technology through visits to commercial operations. Discussion groups can explore initial ideas about cellar and bar management techniques. visits to commercial operations and presentations by visiting specialists will add currency and vocational relevance to delivery. 226 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . LCD projectors. Lectures and discussion groups will expand the content of bar management techniques. 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. These aspects also relate well to the content of technology and its applications. Learners also need to develop a sound understanding of ethical issues. 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. These relate to customers and the public relations aspects of bars management.Guidance Delivery This unit is essentially practical in nature and tutors should ensure that learners have access to an appropriate working environment. particularly in the light of the substantial changes to bar management and the potential for the future. cleaning and operating dispense equipment. Case studies will again highlight problem issues in a safe manner. Such continuous assessment should be supported by appropriate assignments. It is strongly recommended that when learners are delivering presentations. Learners should develop their knowledge of historical development and their expectations for the future. trade fairs and exhibitions and associations with manufacturers and suppliers. as well as the operational issues of relationships with licensing justices. presentation software. The key issues of safety and hygiene in cellar management are best explored through visits to appropriate organisations. Cellar operations must by their nature be delivered in a practical environment.

This unit should also be closely linked with: Unit 4: Food and Beverage Operations Unit 37: Food Hygiene and the Environment. regulatory. Resources The provision of an appropriate working environment is essential to the success of this unit. clean and operate dispensing equipment. This unit also links with the following blocks of the HCIMA Corpus of Knowledge: OP33: Licensed Retail Management OP38: Statutory Regulations and Legal Requirements. 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.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. This unit also links to the following Management NVQ units: B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. Centres must provide appropriate facilities for practical demonstrations. Access to commercial operations that are able to demonstrate the latest technology in action are also critically important. such as the capacity to prepare and change keg and cask barrels. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 227 . either through links with suitable commercial operations or as part of a realistic working environment within a centre. maintain.

org.uk www.camra.hcima.bha-online.bbc.org www.people1st.uk www. including nutritional.org www.caterer. 2000) ISBN 0750646780 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S.uk/food www.uk www.wset.hospitalitynet.co. Websites often make reference to other internet information sources. 2002) ISBN 0340847034 Waller K — Customer-Centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. 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.bii. 2002) ISBN 0749438460 Davis B. and the of use relevant software applications. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Support materials Books Bruning T and Blyth D (editors) — The Publican’s Handbook (Kogan Press. 1998) ISBN 0750632860 Flynn M. 228 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .org.org.co. as well as access to the internet.uk www.riph.uk www.uk BBC website with online information.org. Ritchie C and Roberts A — Public House and Beverage Management: Key Principles (Butterworth-Heinemann.com www.Learners will need access to a library with a variety of texts and journals associated with cellar and bar operations. These resources should be used with caution.co. 1996) ISBN 075062812X Websites www.

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. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 229 . employer liability and issues relating to misleading information. including weights and measures. types of licensed premises. Learners will focus on health and safety legislation and regulations and the duties and responsibilities of the licensee. as well as the legislative responsibilities of employers in relation to their staff. 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. Learners will also investigate consumer protection. and conduct and security issues relating to the management of licensed premises. the procedures involved in applying for a licence. Learners will examine the effects of licensing legislation. They will look at types of licences.

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

• • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 231 .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. safety and hygiene legislation • • • • 4 Examine the legislative responsibilities of employers in relation to staff. 2 Investigate consumer protection • • • 3 Review the implications of health.

this should have a specific focus on the licensed trade. including key legislation. together with visits to appropriate. a small privately-owned operation and a more unusual example such as a nightclub or an outside catering operation. Assessment Tutors should consider the nature of the unit when looking at types of evidence. 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. for example a national chain of family pubs. Other visiting speakers from local licensed premises could underpin the unit content relating to the conduct of licensed premises. Suitable case study materials will help provide examples of key issues. 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. as well as adding currency by highlighting topical issues. A certain amount of formal input will be required. Tutors should ensure that this legislation is delivered in the context of the licensed trade. LCD projectors. 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 .Guidance Delivery This unit suits being delivered through a blend of theory and practice. 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. for example by relating to issues about working hours. Again. Case studies. Health and safety legislation is underpinned by the content from other units. 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. would be a useful way of presenting a wide variety of information within a single assignment. they have access to the latest technological equipment eg laptop computers. The procedures for applying for a licence could be presented to the learners by a visiting specialist eg a licence holder. It is strongly recommended that when learners are delivering presentations. contrasting premises. Learners could also provide personal accounts from any work placements they may have experienced. Case studies and other examples of legal cases can help to clarify issues relating to the legal responsibilities of employers for their staff. Formal input will be required to support different aspects of the unit relating to consumer protection. A visiting speaker could deliver an overview of the role of HM Customs & Excise and the importance of weights and measures. presentation software. for example.

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. as well as access to the internet. Resources Access to a range of licensed premises is important. together with support from visiting speakers. who will add currency and vocational relevance to the unit. there are links with units in that pathway. particularly where problem areas or other contentious issues cannot be covered elsewhere. for example: • • • • • • • • • • • • • • • • Unit 4: Food and Beverage Operations Unit 7: Industry Experience Unit 14: People Management Unit 15: Marketing Unit 19: Facilities Management.• • Unit 27: Cellar and Bar Operations Unit 29: Introduction to Brewing Science. 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. 2000) ISBN 0826452736 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 233 . Learners will need access to a library with a variety of texts and journals associated with the licensed trade. As this unit underpins much of the Hospitality Management (Licensed Trade) pathway. and the use of relevant software applications. Support materials Books Barth S and Hayes D — Hospitality Law: Managing Legal Issues in the Hospitality Industry (Wiley. Tutors should develop a bank of up-to-date case study materials which highlight key issues. 2001) ISBN 0471402729 Boella M and Pannett A — The Principles of Hospitality Law (Thomson Learning. 2001) ISBN 047134849X Barth S et al — Restaurant Law Basics (Wiley.

co.cieh.org.uk www.org www.uk www. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann.com www. 1998) ISBN 0750632860 Flynn M.org www. 2005) ISBN 1845920236 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold.uk www.org.Davis B. 234 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .caterer. 1994) ISBN 0340595124 Peters R — Essential Law for Catering Students (Hodder Arnold.wset.bii.uk www.camra.org www. These resources should be used with caution.uk www.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. Ritchie C and Roberts A — Public House and Beverage Management: Key Principles (Butterworth-Heinneman. 1995) ISBN 0110532279 Websites www.hospitalitynet. Health and Safety.food.org www.org.co. Food Safety (Croner Publications) Croner’s Licensed Trade Management (Croner Publications) Food Safety (General Food Hygiene) Regulations 1995 (Stationery Office Books.hcima.uk www.gov.people1st.org.riph.bha-online.rsph. Websites often make reference to other internet information sources. 1996) ISBN 0340630787 Waller K — Customer-Centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. 1996) ISBN 075062812X Further reading Catering. 2000) ISBN 0750646780 Kolvin R — Licensed Premises: Law and Practice (Tottel.

It also allows the learner to apply this knowledge. through a practical environment. prior to undertaking this unit.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. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 235 . fermentation technology or the licensed trade sector. 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. It is assumed that. It will support and reinforce the knowledge and appreciation of fermentation systems which will be vital to a proposed career in either brewing.

development of colour Mashing process: the ionic balance of the liquor (Burtonization). importance of temperature and time controls. the distillation of volatile materials. aroma) Hop biochemistry: the ratio of α and β-acids. cell-permeability and physiological state. biochemical changes affected by the malting process Wort composition: biochemical/biophysical conversions Malting process: the enhancement of diastatic power. selection of yeast strains and their properties. production of hop-derived flavours and aromas. polyphenols and some lipids. dynamics of anaerobic respiration/fermentation. 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. the role of exoenzymes. characteristic properties of each variety. saccaromyces uvarum. oxidative conversions to humulones and hulupones. factors affecting extraction and enzymatic conversion in the grist. hop additions to brews (biochemistry of action).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. water evaporation and subsequent wort concentration. the effect of seed content on hop property and the principle contributors to aroma The copper: inactivation of enzymes. economic role Yeast chemistry: yeast metabolism of macro-nutrients and the effect of these metabolites on the fermentation product. saccaromyces carlsbergensis. 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). precipitation of proteins. methods of controlling a fermentation (tops and bottoms). oxidation of tannins). control of N2-content. differences between top-fermenting and bottom-fermenting strains. feel. further precipitation of Ca(PO4)2 (and its effect on pH). principal steps in the brewing process 2 Biochemistry of malting and mashing Barley physiology: choice of cereal. the role of recombinant DNA technology in future yeast research. hop quality (appearance. 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 . melanoidin formation. sterilisation of the wort. enhancement of colour (caramelization. yeast metabolism of micro-nutrients and their effect on product quality.

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

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

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

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

development and analysis of menus. 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. Changes in consumers’ knowledge and expectations of food and drink. The unit will provide opportunities for investigation. 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. artistic and innovative approach to this important aspect of the hospitality industry. have focused the need to develop menus. products and services that will continue to meet consumers’ needs and expectations.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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 241 . as well as enabling learners to demonstrate a creative. products and services. much of them achieved through the contribution made by the media in publicising the innovations of popular and notable chefs. recipes and service styles Explore the application of design principles within a food service environment Initiate and apply a costs and quality control process.

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

• • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 243 . 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. 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. 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 development evaluate a range of quality controls appropriate to the development of menus. 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. recipe and service developments analyse and apply a range of cost controls to support menu. • 2 Assess and interpret consumer awareness and expectations of product • • • 3 Plan and develop an innovative and creative range of menus.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.

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

Learners must also include evidence of costing methods applied to control the development. Quality control documentation should also be included showing what aspects have been considered and applied. 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. regulatory. 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. 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. including peers. tutors and consumers. analysis of staffing needs or selection of commodities.Practical work involving the preparation and cooking of recipes should include feedback from a range of participants. its design as presented to the customer and the service that is used to deliver the food to the customer.

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. including use of the internet. Operators and Developers (John Wiley & Sons. 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. It would also be useful if this area utilised a food and beverage ICT system. The learning for this unit will require access to appropriate centre facilities including industrial-standard food preparation and service environments. 1997) ISBN 0471136980 246 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. 2002) ISBN 0582452716 Davis B. 2001) ISBN 2035850134 Gillespie C and Cousins J — European Gastronomy into the 21st Century (ButterworthHeinemann. 1996) ISBN 0520200780 Foulkes C (editor) — Larousse Encyclopaedia of Wine (Larousse Kingfisher Chambers. 1996) ISBN 0470235721 Ceserani V. Learners must also have access to library and research facilities. 2001) ISBN 0750652675 Katz J B — Restaurant Planning. Tutors should also integrate some practical ‘laboratory’ work to support recipe development. 2004) ISBN 0340811471 Cousins J. 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. Experience of industrial developmental techniques through some form of work experience will be a distinct advantage.• • • • • • 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. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Foskett D and Gillespie C — Food and Beverage Management (Longman. 1998) ISBN 0750632860 Fine G A — Kitchens: The Culture of Restaurant Work (University of California Press. such as contact with consumers when investigating consumer awareness and expectations. Design and Construction: A Survival Manual for Owners. A range of appropriate case study materials and development materials from commercial organisations would be useful. Access will also be needed to commercial environments to support the experiential aspects of delivery.

Catering and Special Events (John Wiley & Sons. 1996) ISBN 0415133823 Unwin T — Wine and the Vine: A Historical Geography of Viticulture and the Wine Trade (Routledge.bbc. 2004) ISBN 0471477869 Morrison P. 1996) ISBN 0340630787 Telfer E — Food for Thought: Philosophy and Food (Routledge. 1994) ISBN 0340595124 Lawson F — Restaurants. 1998) ISBN 1862504776 Peters R — Essential Law for Catering Students (Hodder Arnold H&S. 1996) ISBN 0415144167 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. Ruys H and Morrison B — Cost Management for Profitable Food and Beverage Operations (Hopitality Press.co. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. Clubs and Bars: Planning.getfreemag.com www. 2002) ISBN 0340847034 Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants.acfws.Kinton R.uk/food www.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 . 2003) ISBN 0340850418 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S.bda. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons. Design and Investment in Food Service Facilities (Architectural Press.uk. 1995) ISBN 0750620765 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S.org www.com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www. 2001) ISBN 0471396885 Miller J E. 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. 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.askachef.

uk www.com/rimag www. Websites often make reference to other internet information sources.co.org 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.foodlaw.uk www.uk www.co. These resources should be used with caution.co.foodserviceworld.dine-online.www.com www.wine.ecagb.com www.hcima.gov.org.com www.bha-online.uk www.uk 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.people1st.fcsi.ih-ra.ranw. 248 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .org.com www.net www.caterer.intowine.webtender.com www.org www.ehotelier.winespectator.beveragenet.foodservice411.hospitalitynet.ac.com www.food.rdg.org www.uk www.nutrition.uk www.com www.com www.bii.org.

which they can apply in business. 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. New technology will interface with this unit. The unit will enable learners to experience the principles and concepts of food production management. 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. Learners will develop the necessary tools to allow them to apply objective. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 249 .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.

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

commodities and equipment • • • 3 Produce and critically assess food production plans • • • • 4 Investigate food quality control processes and policies for volume food production. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 251 .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. 2 Analyse and critically assess purchasing management for materials.

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

Case study materials can be used to highlight key issues that may not occur naturally in commercial environments. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 253 . procedures and policies. Learners must also have access to library and research facilities. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP07: Managing Food Production Operations. 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. Centres should also ensure that they can involve visiting speakers where appropriate.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. 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. regulatory. including use of the internet. The learning for this unit also relies upon support by laboratory-based learning environments. Access to a broad range of food production operations in the commercial field is important to provide a wide exposure to different systems. 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.

Foskett D and Gillespie C — Food and Beverage Management (Longman. 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 . 2002) ISBN 0340847034 Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants. Catering and Special Events (John Wiley & Sons. Kinton R and Foskett D — Practical Cookery (Hodder & Stoughton. 2002) ISBN 0471397032 Fine G A — Kitchens: The Culture of Restaurant Work (University of California Press. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. 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. 2003) ISBN 0340850418 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. Beverage and Labor Cost Controls (John Wiley & Sons. 1996) ISBN 075062812X Wood R — Strategic Questions in Food and Beverage Management (Butterworth-Heinemann. Ruys H and Morrison B — Cost Management for Profitable Food and Beverage Operations (Hopitality Press. 1996) ISBN 0520200780 Gillespie C and Cousins J — European Gastronomy into the 21st Century (ButterworthHeinemann. 2001) ISBN 0750652675 Kinton R. 2004) ISBN 0471477869 Morrison P. 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. 1996) ISBN 0340630787 Telfer E — Food for Thought: Philosophy and Food (Routledge. 2002) ISBN 0582452716 Davis B. 2001) ISBN 0471396885 Miller J E. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. 1994) ISBN 0340595124 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S.Support materials Books Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton. 2004) ISBN 0340811471 Cousins J. 1996) ISBN 0470235721 Ceserani V. 1998) ISBN 1862504776 Peters R — Essential Law for Catering Students (Hodder Arnold H&S. 1996) ISBN 0415133823 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann.

These resources should be used with caution.org www.dine-online.com/rimag www.bda.org www.wine.uk www.hospitalitynet.askachef.org www.getfreemag. Websites often make reference to other internet information sources.ac.hcima.com www.foodlaw.com www.uk.org.bbc.caterer.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.fcsi.com www.rdg.uk www.foodservice411.com www.uk www.bii.co.uk/food www.org.ranw.uk www.org.beveragenet.gov.uk www.com 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.com 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.nutrition.food.people1st.ecagb.com www.co.acfws.com www.intowine.com www.ih-ra.webtender.ehotelier.uk www.uk www.org www.com www. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 255 .com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.winespectator.co.uk www.co.foodserviceworld.net www.bha-online.

256 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 257 . constructive evaluative judgements across a range of situations. 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.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. 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.

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

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. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 259 . 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 will be conscious of meeting customers’ needs and expectations. financial and physical resource requirements of each system they examine. Such an opportunity would not necessarily mean a change to the commercial operation. This must cover food hygiene and safety and also legislation governing the public face of food and beverage service. events provision. Although it is possible for learners to examine different control systems in isolation. 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. 260 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . exposing learners to a range of different food and beverage service systems in a range of contexts. 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. Particular attention should be given to operations involved in volume service. such as conference and banqueting operations. supported by formal input and development of associated theory. Visits to commercial operations will provide a useful opening to the units.Guidance Delivery The learning approach for this unit should be based on a combination of practical work and experiential learning. Learners should develop their understanding of the legislation relevant to food and beverage service. Learners should consider the human. Different systems will impact in different ways on the meal experience and learners need to understand how different aspects will affect the overall delivery. such as advertising and merchandising. Learners would benefit greatly if opportunities occur for the group to implement a food and beverage service system in a commercial environment. some of which they need to apply in a practical situation. 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. These aspects can be delivered in conjunction with other units. such as Unit 4: Food and Beverage Operations. but they should understand the importance of the customer in managing the delivery of food and beverages. or contract catering in its varied forms. Case study materials can usefully support problematic aspects of legislation. tutors should seek to develop an integrated approach. learners also need to develop their understanding of staff management and development and the implications for different food and beverage systems. Learners must also consider legislation governing the sale and service of alcoholic beverages. As future managers. In delivering an appropriate food and beverage system. Visiting speakers can usefully extend the range of operations covered by visits. In future years. The unit is dependent on a systems approach.

Tutors should be clear about the format of such a report if used. 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. 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 . which requires learners to plan. exposing the learner group to a variety of systems. implement and evaluate a hospitality event. they have access to the latest technological equipment eg laptop computers. ethical and social requirements D1: Develop productive working relationships with colleagues D2: Develop productive working relationships with colleagues and stakeholders D3: Recruit. 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 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.Assessment Evidence for this unit should be in the form of a presentation to a group. LCD projectors. Written evidence could be in the form of a project or assignment. This unit would benefit from delivery in conjunction with Unit 4: Food and Beverage Operations. presentation software. It is strongly recommended that when learners are delivering presentations. Different systems can be used to support a range of such events. Observation of practical applications can contribute to the learner’s overall evidence for the unit. regulatory. The evidence should include accounts of how the learners have applied different food and beverage service systems in practical situations. or through written results.

including use of the internet. Learners must also have access to library and research facilities. It would also be useful if this area utilised a food and beverage ICT system. 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. 1995) ISBN 0750620765 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. 1994) ISBN 0340595124 Lawson F — Restaurants. Foskett D and Gillespie C — Food and Beverage Management (Longman. 2003) ISBN 0340850418 Kotas R and Jayawardena C — Profitable Food and Beverage Management (Hodder Arnold H&S. 1995) ISBN 0340604840 Katz J — Restaurant Planning. 2002) ISBN 0471397032 Durkan A and Cousins J — The Beverage Book (Hodder Arnold H&S. 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. Experience of commercial operations through some form of work experience will be a distinct advantage. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. Beverage and Labor Cost Controls (John Wiley & Sons. 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. Operators and Developers (John Wiley & Sons. 1997) ISBN 0471136980 Kinton R. Design and Construction: A Survival Manual for Owners.• • • F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. Design and Investment in Food Service Facilities (Architectural Press. This unit also links with the following block of the HCIMA Corpus of Knowledge: OP08: Managing Food and Beverage Service. 1998) ISBN 0750632860 Dittmer P R and Griffin G G — Principles of Food. The learning for this unit will require access to appropriate centre facilities including industrial-standard food and beverage service 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. 2002) ISBN 0340847034 262 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 2002) ISBN 0582452716 Davis B. 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. Support materials Books Cousins J. Clubs and Bars: Planning.

Catering and Special Events (John Wiley & Sons.co.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 .com) Restaurant Magazine (The Restaurant Game) Voice of the BHA (British Hospitality Association) Websites www.com www.getfreemag. 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. 1996) ISBN 0340630787 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. 2004) ISBN 0471477869 Morrison P.caterer.org www.uk.bii.org www. 1996) ISBN 075062812X Wood R — Strategic Questions in Food and Beverage Management (Butterworth-Heinemann.bbc.acfws.uk/food www.askachef.uk www. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons.Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants. 1998) ISBN 1862504776 Peters R — Essential Law for Catering Students (Hodder Arnold H&S.com www. 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.org. Ruys H and Morrison B — Cost Management for Profitable Food and Beverage Operations (Hopitality Press. 2001) ISBN 0471396885 Miller J E.beveragenet.bda.co.bha-online.dine-online.net www.com www.

foodservice411.nutrition. 264 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .rdg.wine. Websites often make reference to other internet information sources. These resources should be used with caution.fcsi.uk www.com/rimag www.uk www.gov.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.com www.uk www.intowine.com www.hcima.webtender.co.ih-ra.people1st.com www.com www.uk www.www.ecagb.ehotelier.org.food.org 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.co.hospitalitynet.org.foodserviceworld.foodlaw.com www.ac.winespectator.ranw.org www.uk www.com www.com www.uk www.

which leads to an investigation of gastronomic trends. 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. 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. enabling learners to respond to trends as they develop and to anticipate where they may lead in the future. Learners will develop their knowledge. skills and understanding of gastronomy and gastronomic principles. Learners initially develop an overview of gastronomy. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 265 .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. they will apply their learning to the evaluation of food and wine using a gastronomic approach. The content is flexible. together with an appreciation of how such skills can be applied to contemporary 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. The unit addresses essential academic and organoleptic skills.

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

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

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.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. 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 . dishes and the selection of appropriate beverages describe the equipment. 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. theoretical.

dishes and matching selection of beverages in compliance with aesthetic and gastronomic principles analyse and evaluate the application of gastronomic principles. • • 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. • • 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.

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

Assessment Much of the evidence for this visit will be generated through assignment work. 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). At this stage. The final goal of the unit is for learners to apply a gastronomic approach to the evaluation of food and wine. they have access to the latest technological equipment eg laptop computers. This should include ways of recording tasting sessions in a way that supports a gastronomic approach. Practical work will highlight the role of sensory aspects in food appreciation. Links This unit is linked to practical units within the qualification. they should be clear about the differences between the fine dining of a gastronomic circle and other instances of food and drink consumption. Evidence of key personalities should be included. a particular aspect of contemporary gastronomy. regulatory. LCD projectors. There are further links through the development of academic study with Unit 26: Research Project. 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 . or focused on key developments of. but this could be appropriately supported by an academic paper developing the key points. A large part of the assessment might be an individual assignment focused on the contemporary gastronomy of a specific region. which they should determine. experimental and development work. or influence on. 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. Examples of rating scales. The whole assessment can be drawn together through a presentation. presentation software. 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. Learners should be able to apply their knowledge of gastronomy to assess food and wine through the application of appropriate evaluation techniques. It is strongly recommended that when learners are delivering presentations.Learners will need support to develop and apply their understanding of sensory perception.

the learning for this unit should be supported by elements of experiential learning. Stone S and Lockwood A — Food and Beverage Management (ButterworthHeinemann. 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. 1996) ISBN 0470235721 Ceserani V. 1996) ISBN 0520200780 Foulkes C (editor) — Larousse Encyclopaedia of Wine (Larousse Kingfisher Chambers. 1997) ISBN 0471136980 Kinton R. 2001) ISBN 0750652675 Katz J — Restaurant Planning. A bank of current case study materials (which may be drawn from the trade press) is also an essential resource. 2001) ISBN 2035850134 Gillespie C and Cousins J (editor) — European Gastronomy into the 21st Century (Butterworth-Heinemann. 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. Design and Construction: A Survival Manual for Owners. Foskett D and Gillespie C — Food and Beverage Management (Longman. 1996) ISBN 1857994035 Bode W K H — European Gastronomy: The Story of Man’s Food and Eating Customs (Hodder & Stoughton.• • • • • F10: Develop a customer focused organisation F11: Manage the achievement of customer satisfaction F12: Improve organisational performance. such as a fine dining restaurant. 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. is essential to enable learners to experience gastronomy as a consumer. 1995) ISBN 0340604840 Fine G — Kitchens: The Culture of Restaurant Work (University of California Press. Access to outlets that support gastronomic principles. 1998) ISBN 0750632860 Durkan A and Cousins J — The Beverage Book (Hodder Arnold H&S. 2002) ISBN 0582452716 Davis B. videos and documented examples of current practice eg reports from the hospitality industry. Resources In addition to formal lectures and seminars. Ceserani V and Foskett D — The Theory of Catering (Hodder Arnold H&S. Foskett D and Kinton R — Practical Cookery (Hodder & Stoughton. Specialist resources should include case study materials. Support materials Books Ackerman D — A Natural History of the Senses (Phoenix. 2004) ISBN 0340811471 Cousins J. 2003) ISBN 0340850418 272 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .

Catering and Special Events (John Wiley & Sons. Design and Investment in Food Service Facilities (Architectural Press. 1999) ISBN 1840001798 Telfer E — Food for Thought: Philosophy and Food (Routledge. Clubs and Bars: Planning. 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. Hayes D K and Dopson L R — Food and Beverage Cost Control (John Wiley & Sons. 2002) ISBN 0340848529 Unwin T — Wine and the Vine: An Historical Geography of Viticulture and the Wine Trade (Routledge. 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. 2003) ISBN 0600608638 Robinson J — The Oxford Companion to Wine (Oxford University Press. 2004) ISBN 0471477869 Montagne P — The Concise Larousse Gastronomique: The World’s Greatest Cookery Encyclopedia (Hamlyn. 2001) ISBN 0471396885 Martin D W et al — The Ultimate Wine Book: Everything You Need to Know about Wine Appreciation. 1995) ISBN 0750620765 Lillicrap D — Food and Beverage Service (Hodder Arnold H&S. Evolution. 1996) ISBN 0415133823 Tuor C — Wine and Food Handbook: Aide Mémoire for the Sommelier and the Waiter (Hodder Arnold H&S. 1996) ISBN 0415144167 Visser M — The Rituals of Dinner: The Origins. 1999) ISBN 019866236X Simon J — Wine with Food: The Ultimate Guide to Matching Wine with Food for Every Occasion (Mitchell Beazley.Lawson F — Restaurants. 2002) ISBN 0340847034 Manask A and Schechter M E — The Complete Guide to Foodservice in Cultural Institutions: Keys to Success in Restaurants.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 . Wine with Food and the Latest Health Findings (Discover Guides. 1992) ISBN 0140170790 Waller K — Customer-centred Performance Improvement for Food and Beverage Operations (Butterworth-Heinemann. Eccentricities and the Meaning of Table Manners (Penguin. 1999) ISBN 094205329X Miller J E.getfreemag.

intowine.dine-online.ranw.ih-ra.uk www.uk www.rdg.com www.ecagb.com www. Websites often make reference to other internet information sources.gov. covering wine regions.winespectator.uk www.net www.bha-online.org www.food.org.com www.nutrition.uk. These resources should be used with caution.org.ehotelier.co.askachef.uk www.ac.com www.com www.com www. storage.foodlaw.co.com Wine Spectator online www.hospitalitynet. enjoying wine.org www.bda.co.org www. wine and health and wine resources British Nutrition Foundation People 1st (formerly Hospitality Training Foundation) Food & Beverage Manager Webtender — an online bartender Wine.Websites www.com www.caterer.org www.uk/food www.bii.uk www.beveragenet. 274 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .com www.hcima.org.fcsi.foodservice411.uk www.foodserviceworld.co.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.uk www.com www.acfws.uk www. how wine is made.wine.people1st.com/rimag www.com Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.bbc.webtender.

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

rice wine 276 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . sesame seeds. Caribbean. Chinese fruit and vegetables (eg lychees. sweets. 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. vegetables (including exotic vegetables eg pumpkin. changes in customer demand. the Americas. dried fruits. herbs and spices. rice. Middle East. dietary/special requirements. herbs. 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. baby aubergine). Far East. lentils. black bean). yoghurt. fusion with different cuisines. sequencing of courses/dishes Trends: recipe development. nuts. Australasia Characteristics: conventional menu structures eg starters. regional and cultural variations. health issues eg lifestyle. tofu. spices (powdered and whole). pulses. noodles. seafood. fruit. breads. sauces (eg soy. rice vinegar. Pacific Rim. poultry. Indian sub-continent. Africa. changes in menu structure 2 Equipment. water chestnuts. main courses. commodities and methods Large equipment: in addition to conventional preparation and cooking equipment. ghee. tamarind.Content 1 Characteristics and trends World regions: eg European. bamboo shoots). anaphylactic shock. batters. balanced diet. okra. fish. melons.

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

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.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.

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

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. such as the equipment. Evaluation of dishes can be evidenced through group discussions and again could be recorded in logs or diaries. 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.It is important. 280 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. Links This unit is linked to practical units within the qualification. however. Commodities and equipment have been included within the unit as they provide the vehicle for development of primary and creative skills. commodities and methods used. 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. regulatory. There are further links through the development of academic study with Unit 26: Research Project.

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

com/rimag www.org.croner.rdg.org www.com www.org.uk www.ethnicgrocer.co.co.uk www.com www. Websites often make reference to other internet information sources.tandoorimagazine.ranw.thaicuisine. 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. Health and Safety.com www.chopstix.com www.hospitalitynet.uk www.caterer.pacificrim-gourmet.hcima.people1st.com www.Menu specifications Tandoori magazine (Subcontinent Publishing) Voice of the BHA (British Hospitality Association) CD ROMs Catering.org.com http://chinesefood.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. 282 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .com www.uk www.uk www.ac.about.co.riph.foodservice411. These resources should be used with caution. Food Safety (Croner Publications) Video/DVD BBC Learning Zone — hospitality programmes Broadcasts of commercial programmes relating to the hospitality industry Websites www.uk www.tarladalal.foodlaw.uk www.world-cuisines.food.nutrition.kitchenlink.com www.uk www.gov.com www.

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. They will also have the opportunity to evaluate products and make recommendations as to how they could be improved. materials. availability of seasonal produce or as a reflection of healthy eating. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 283 . Learners will also be able to apply creative flair in the preparation of patisserie dishes and develop an innovative approach to their work. The provision. either through evolving eating trends. taking into consideration aspects such as food costs. equipment and ingredients available. safe and hygienic kitchen practices Apply evaluation techniques and criteria to a range of patisserie items. composition and presentation of patisserie items changes continually. 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. Learners need to be able to adapt to these changes.

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

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

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. cooking and finishing of patisserie items explain the methods used for a range of patisserie items demonstrate 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. • 4 Apply evaluation techniques and criteria to a range of patisserie items. safe and hygienic kitchen practices • 3 • • demonstrate a professional attitude at all times use relevant personal. processing. • • 286 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . social and technical skills when preparing.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. small and specialist equipment used in the preparation. processing. processing.

cooking and finishing skills for patisserie items. This unit is primarily practical and focuses on the development of preparation. to colleagues and to their employers. recorded as witness statements or other appropriate formats. although learners will need extensive support during the initial stages of delivery. learners should take greater control over the evaluation of dishes. 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 .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. whilst still involving the tutor as an informed observer. Learners must have the opportunity to develop a wide range of knowledge and practical skills. The evaluation of patisserie items is an important element and learners will initially need guidance on how best this can be achieved. provided that this is achieved within the scope of the unit and does not become stressful. social and technical skills and safe and hygienic working practices when working with and communicating with others. Dishes should be produced to a standard that would be acceptable to paying customers. This unit also links to the following Management NVQ units: A2: Manage your own resources and professional development B8: Ensure compliance with legal. in terms of personal. Learners must also be encouraged to be creative in their work. Formal work involving written assignments is unlikely to be appropriate for this type of unit. Future employers will expect recruits to demonstrate a professional attitude to their work. to themselves. Later in the unit. regulatory. Assessment Evidence for this unit should primarily be practical and assessed through observation of learners’ skills in preparing. cooking and finishing a range of patisserie items. Diaries or logs of activities would provide useful support for records of observation. 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. Tutors must take great care throughout their work to reinforce the importance of maintaining the right professional attitude. processing. Links This unit is linked to practical units within the qualification. processing. Evaluation of dishes can be evidenced through group discussions and again could be recorded in logs or diaries.

acfws. Pastries.askachef.hcima.org www.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 .gov.food.org.com www.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.rdg. 1994) ISBN 020718478X Roux M and Roux A — The Roux Brothers on Patisserie (Little Brown. Support materials Books Bacon J — Patisserie of Vienna (McGraw-Hill Education.uk www. Cookies. 1998) ISBN 075063815X Maree A — Patisserie: An Encyclopedia of Cakes.com www. 1993) ISBN 0750604301 Juillet C — Classic Patisserie (Butterworth-Heinemann. Resources The provision of commercial catering equipment is essential to the delivery of this unit. Chocolate. 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.caterer.• • • • • 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. Biscuits. 1988) ISBN 0070233179 Hanneman L J — Patisserie (Butterworth-Heinemann.ac. 1993) ISBN 0316905593 Wright J — Patisserie of Italy (McGraw-Hill Education. 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. ICT is not a major feature of this unit but will enable learners to research ideas and developments in patisserie work. Confectionery and Desserts (HarperCollins.foodlaw.

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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 289 .www.people1st.co. Websites often make reference to other internet information sources.org www.hospitalitynet. These resources should be used with caution.

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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. such as taste. as well as scientificallybased objective testing. colour and flavour. 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. including the issues involved in large-scale production. This aspect will include evaluating the responses of customers to the new product. 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. They will also use testing techniques to investigate the quality of food products. texture.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.

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

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. 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. • 4 • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 293 . equipment and technological systems have affected large-scale production as well as the design and management of the product design.

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

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

LCD projectors. to add currency and vocational relevance. 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. regulatory. and the use of relevant software applications. presentation software. they have access to the latest technological equipment eg laptop computers. 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. Tutors should also develop a bank of case study materials. Resources Learners will need access to a library with a variety of texts. 302 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .There is the potential to design a single assignment covering all aspects of evidence required by the unit. Laboratory facilities would be helpful to support exploratory work. some of which will probably be drawn from the trade press. journals and specialist CD ROMs associated with food hygiene as well as access to the internet. It is strongly recommended that when learners are delivering presentations. Links This unit provides and can be linked successfully with a wide range of units. 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. Details of suggested reading materials are provided below. 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).

Wallace C A and Cassianos C — HACCP: Executive Briefing (Blackwell Science.fastrain. 2002) ISBN 0750653493 Leach J — A Guide to Customer Perceptions of Food Hygiene (Chadwick House. 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. 1997) ISBN 0900103000 Managing Food Safety (FST Interactive — www.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).Support materials Books Blanch S — Food Hygiene (Hodder Arnold H&S. 1997) ISBN 0340677015 Hobbs B C and Roberts D (editor) — Food Poisoning and Food Hygiene (Hodder Arnold. 1993) ISBN 034053740X Knowles T — Food Safety in the Hospitality Industry (Butterworth-Heinemann. 1996) ISBN 1861526903 Further reading Assessing Food Hygiene (FST Interactive — www. 2001) ISBN 0632056487 Sprenger R A — Hygiene for Management (Highfield. 1996) ISBN 0834216809 Dillon M and Griffith C — How to Audit: Verifying Food Control Systems (MD Associates. 1996) ISBN 1871912903 Mortimore S. Engel D and Woffenden C (editor) — A Guide to HACCP: Hazard Analysis for Small Businesses (Highfield. 1997) ISBN 1900134055 Dillon M and Griffith C — How to HACCP: An Illustrated Guide (MD Associates. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 303 .co. 2003) ISBN 0340858079 Chesworth N — Food Hygiene Auditing (Kluwer Academic/Plenum Publishers. 2003) ISBN 1904306004 Macdonald D J.fastrain.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. 2000) ISBN 1900134128 Garbutt J — Essentials of Food Microbiology (Hodder Arnold.

uk www.gov.co.co.co.hsebooks. These resources should be used with caution.org. Websites often make reference to other internet information sources.uk www.hcima.uk www.co.uk www.uk British Hospitality Association Caterer and Hotelkeeper website Chartered Institute of Environmental Health Croner Publications Department for Environment.org.fastrain.org.uk www.co.co.org www.croner.highfield.phls. 304 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .defra.gov.cieh.org www.rsph.com www.uk www.com Useful HSE publications include A Guide to Information.caterer.uk) Websites www.Health and Safety Executive Books are available from: HSE Books PO Box 1999 Sudbury Suffolk CO10 2WA Telephone: 01787 881 165 Website: www.riph.bha-online.gov.uk www.hse.uk www.sofht.uk www.uk www. 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.people1st. Instruction and Training and Catering Guidance Sheets.food. 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.

Learners will also have the opportunity to plan and analyse diet and menus for a range of situations and customers. which underpin the links between diet and health. They will then be able to use this to explore the role of nutrition in the planning and management of food production operations. 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.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. This will lead to wider issues relating to the role of nutrition in hospitality management. including contemporary ideas regarding diet and health such as food choice and the influences of society. in order to devise and analyse menus for a variety of customers in various sectors of the hospitality industry. It is assumed that. 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. the learner has a basic knowledge of nutrition.

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

presentation of nutritional information to customers and staff. cook-chill. fast-food outlets) Promotion of healthy eating: importance of a good diet. microwave cooking. nutrition education BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 307 . residential homes. hotels. 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. employee feeding. restaurants. hospitals.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.

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. • • • 308 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . palatable meals for a variety of customers and situations analyse menus and diets using food tables and computer programmes modify existing recipes. obesity and coeliac disease appraise the effects of alcohol on the human body and the hospitality world prepare and develop healthy.

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

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 with the following blocks of the HCIMA Corpus of Knowledge: OP05: Nutrition and Diet OP43: Food Science. 2002) ISBN 0443071365 Cataldo C B. 2003) ISBN 0340810254 Bender D A — Nutritional Biochemistry of the Vitamins (Cambridge University Press. regulatory. Resources Learners will need access to laboratory facilities and software packages for analysis of diets and menus. Debruyne L and Whitney E — Nutrition and Diet Therapy (Wadsworth. 1999) ISBN 0443056277 310 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . This unit also links to the following Management NVQ units: B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. LCD projectors. they have access to the latest technological equipment eg laptop computers. presentation software. and the use of relevant software applications. Links This unit provides and can be linked successfully with a wide range of units. 2003) ISBN 0521803888 Byrom S E — Pocket Guide to Nutrition and Dietetics (Churchill Livingstone. Support materials Books Barasi M — Human Nutrition: A Health Perspective (Hodder Arnold.It is strongly recommended that when learners are delivering presentations. 1999) ISBN 0534545947 Garrow J S and James W P T — Human Nutrition and Dietetics (Churchill Livingstone. 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. 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.

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

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

Learners will also explore the significance of key impacts and current issues that affect the sport and leisure industry using relevant economic. 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.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. growth and expansion of the sport and leisure industry. social/cultural and environmental theories. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 313 . as well as the role of both government and government agencies. which influences the sport and leisure industry. Learners will be expected to look at the role and impact of the political environment. Learners will be expected to prepare management strategies to meet these impacts and issues at a local level. Learners must ensure that their evidence relates to the sector they are studying. Learners will also be able to evaluate the implementation of government policy at a local level. 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 is common to more than one Higher National qualification. This unit develops the underpinning knowledge for this qualification so that learners have a broad understanding of the range.

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

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

economic and environmental theories prepare strategies that can be used to manage a range of sport and leisure issues and impacts. 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. 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. • • 316 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . funding.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. participants. assessing their impact. cultural. effectiveness and contribution to the sector review the organisation. facilities and services explain the mission. • 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. 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. using relevant social. values and objectives of key sport and leisure providers. interrelationship.

They will also need to be able to discuss current government policies and their impact on sport and leisure. formal lectures. 1992) ISBN 0340570415 Eastwood N — The Sports Funding Guide (Directory of Social Change. 1999) ISBN 1900360497 Haywood L — Understanding Leisure (Nelson Thornes. 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. Links This unit links to the following Management NVQ unit: • B2: Map the environment in which your organisation operates. 1995) ISBN 0748720596 Hill J — Sport. Support materials Books Cossons N and Anderton D — Looking at Leisure (Hodder Arnold H&S. Leisure and Culture in 20th Century Britain (Palgrave Macmillan. 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. 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. 2002) ISBN 0333726871 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 317 . Resources Learners need access to a range of sport and leisure providers as well as current government policies on sport and leisure. Learners will also need to appreciate the role and significance of governmental departments.Guidance Delivery This unit can be delivered using a mixture of class discussions. A full discussion with local sports development officers can help raise awareness of local priorities that relate to government policies. visits and case study material.

audit-commission.gov. 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.gov. 2002) ISBN 1862403589 Websites www.Holt R and Mason T — Sport in Britain since 1945 (Blackwell.ilam.co. 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.uk Audit Commission Department for Culture.statistics.gov.sportengland. Inspection and Research (Audit Commission.uk www. These resources should be used with caution.uk www. 2000) ISBN 0631171541 Torkildsen G — Leisure and Recreation Management (Routledge. 318 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .culture.uk www.org www.co.isrm. 2005) ISBN 0415309964 Wolsey C and Abrams J — Understanding Leisure Organisations (Longman.

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 319 . The learner will also be able to look at potential conflicts within the industry and the influence of technology. 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 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. Learners will also be expected to investigate the role and scope of interpretation within this sector and its impact on participants and management. the organisations involved in the management of heritage and the different forms of ownership. This unit will provide an in-depth understanding of the economic growth development of the heritage and cultural industry.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.

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

4 Role of interpretation Interpretation: importance of interpretation to the visitor experience. audio-visual. audio and other sensory techniques Meeting audience needs: importance of establishing audience needs for effective interpretation. drama and role play. relevance of a thematic approach to interpretation Media for interpretation: published material. interactive technology. language levels. 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 .

• • • 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. 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.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.

including an account of research sources. 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. 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. and be able to discuss.Guidance Delivery Whilst much background information required for this unit can be delivered through lectures and seminars. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 323 . 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. learners should acknowledge. The nature of the unit content also permits a wide range of opportunities for independent research. 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. The presentation may be in written format or delivered orally. to the tutor. 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. The consideration of issues such as conservation versus access within the unit is an ideal mechanism for developing a wide range of analytical skills. Where an oral presentation is used as the basis for assessment the learner should submit relevant supporting material. Using case studies can promote the development of skills of analysis and synthesis. Assessment This unit will be assessed through the presentation of a study of a chosen heritage cultural site. 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. Whichever form of submission is used.

the Heritage and the Public (University of London Institute of Archaeology.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. 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 . 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. 1999) ISBN 1841500054 Goodey B — Heritage Interpretation Management (John Wiley & Sons. Support materials Books Ashworth G and Howard P — European Heritage Planning and Management (Intellect Books. 1997) ISBN 0471971200 Hall C M and McArthur S — Integrated Heritage Management (John Wiley & Sons. 1998) ISBN 0471974048 Hooper-Greenhill E — Museums and Their Visitors (Routledge. This unit also links to the following Management NVQ unit: • B2: Map the environment in which your organisation operates. Interpretation. Identity (Continuum International. 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.

org.org.uk www.uk www.Websites www.org.nationaltrust.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.english-heritage. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 325 . These resources should be used with caution.

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

health. A range of activities and venues and the corresponding levels of public usage and support are explored. televised events and the attendant venue management problems relating to licensing. Summary of learning outcomes To achieve this unit a learner must: 1 2 3 4 Examine the contribution of the arts. opera. The unit explores the industry’s dynamic structure through an identification of trends in the public. 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. This unit is common to more than one Higher National qualification. private and voluntary sectors’ involvement in the world of entertainment. safety and security. operation and funding of live performance.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. the influence of contrasting financial practices and the underlying trends within the arts and entertainment industry. This will provide the learner with an insight into the management and operation of a range of activities and venues. ice shows. entertainment and venue management industry to the national economy Investigate the range of activities offered by the arts. popular music concerts. 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 327 . 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.

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

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

regional and national funding agencies and their impact on 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. 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. • • • 330 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 contribution of the arts. commenting on current practices. 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. • 2 Investigate the range of activities offered by the arts. entertainment and venue management industry.

It is advised that research and analysis is undertaken at two levels. This will enable the learners to understand and explain the context within which arts practitioners operate. This unit also links to the following Management NVQ units: • • • B2: Map the environment in which your organisation operates B8: Ensure compliance with legal. 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. project-based enquiry. human resource management and marketing. Resources Learners should be given access to a wide range of publications to reflect the diverse nature of this subject area. ethical and social requirements. 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. gender. Evidence for this unit can be: • • a report on the current and future trends in the management. case study discussion and contact with arts practitioners and managers. Assessment This is an internally assessed unit with continuous assessment taking place. 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. These include: • • local and national press company. socio-economic grouping are identified and analysed. Links This unit can be linked to a number of others which relate to the principles of financial management. 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. regulatory. It is important that at the national level statistics such as participation rates by age. BBC BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 331 . F10: Develop a customer focused organisation. agency and venue reports eg Arts Council.Guidance Delivery This unit uses both primary and secondary research methods.

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

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. In this unit. 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. Learners will also be expected to prepare data to support a particular sport and leisure-related activity. 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. Learners must ensure that their evidence relates to the sector they are studying. 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. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 333 . its structure and organisation.

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

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

• • • 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. • • 4 • • 336 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 . 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. 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.

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

1997) ISBN 0273620525 Further reading Journal of Travel and Tourism Marketing Tourism Geographies Websites www3. Websites often make reference to other internet information sources.visitbritain. 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.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. 1999) ISBN 0750632836 Veal A J — Research Methods for Leisure and Tourism (FT Prentice Hall.

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 339 . the current structure of 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 external influences on tourism and the impact tourism has on host communities and the environment. The unit examines the historical evolution of tourism. The effects of political change on the industry’s operation will also be examined. Learners will also undertake an investigation of international and national policies and assess their influence on the tourism industry. 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.

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

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. 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 .

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

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

keynote.travelmole.co.uk www. 344 BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 .staruk.com www. Websites often make reference to other internet information sources.uk www. These resources should be used with caution.org Key Note — market information Mintel — provides media.gov.com www.com www.Websites www.visitbritain.statistics. 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.wttc.com www.mintel.

conservation. The stages in the planning process are identified and learners will be encouraged to apply theoretical models to practical case studies and site visits. 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. regional and local framework. 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. This unit is common to more than one Higher National qualification. Emphasis is placed on current trends in planning for tourism development in a range of destinations. enclave tourism. national.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. 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 345 .

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

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. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 347 . • • 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.

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

tourismconcern. 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. 2001) ISBN 9284401836 Websites www.ecotourism. 1998) ISBN 0750623853 Nagle G — Focus on Geography: Tourism.com www.gov.culture. 2002) ISBN 0415932696 Hall M C — Tourism and Planning (Prentice Hall.org.uk www.org Department for Culture. Websites often make reference to other internet information sources. Cases (Routledge.staruk.uk www. Concepts. Leisure and Recreation (Nelson Thornes. These resources should be used with caution. 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.Support materials Books Cooper C et al — Tourism: Principles and Practice (FT Prentice Hall.org www.tourismsociety. 2004) ISBN 027368406X Gunn C A and Var T (editor) — Tourism Planning: Basics. 1999) ISBN 0174447051 Further reading In Focus Insights Journal of Sustainable Tourism National and Regional Tourism Planning: Methodologies and Case Studies (World Tourism Organization.

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enabling them to appreciate the impact they can have on a destination and its continued popularity. Through studying visitor numbers. It recognises that not all learners studying the BTEC Higher National will have studied travel and tourism previously.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. This unit is common to more than one Higher National qualification. 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. as part of the essential selling skills and knowledge needed by managers within the travel and tourism industry. social and physical features of those destinations and the issues and trends that affect their popularity. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 351 . Learners must ensure that their evidence relates to the sector they are studying. the cultural. statistics and other relevant data. learners should be more aware of past issues affecting tourism.

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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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. • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 359 .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.

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

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

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Annex A QCA codes The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit code. BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 363 . The QCA qualification and unit codes will appear on the learner’s final certification documentation. 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.

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Annex B Qualification Requirement BTEC Higher Nationals in Hospitality Management This Qualification Requirement should be read in conjunction with overarching guidance from Edexcel. • • • BH016271 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Hospitality Management – Issue 1 – July 2005 365 . 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. 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. 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. skills and techniques. 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. 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. licensed retail. knowledge. • • • • Aims of the qualification This qualification meets the needs of the above rationale by: • • developing a range of knowledge and understanding. 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.

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

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. please refer to Edexcel guidance on entry requirements. planning.Links to National Occupational Standards There is the opportunity for the BTEC Higher Nationals in Hospitality Management to provide some of the underpinning knowledge. understanding and skills for the NVQs in Management. 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. 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 . 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. Learners who enter with at least one of the following are likely to benefit more readily from a hospitality management programme: • • • • a BTEC National.

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 .

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. 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 .

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. regulatory. 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 .

NVQ unit titles D4: Plan the workforce Unit 26: Research Project HNC/D titles D3: Recruit. 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 .

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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