TG Serve A Range of Wine Products Final

Serve a range of wine products
D1.HBS.CL5.15
Trainer Guide
Serve a range of wine
products
D1.HBS.CL5.15
Trainer Guide
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writer: Nick Hyland
Project Manager: Alan Maguire
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by Australian Aid through the ASEAN-Australia Development
Cooperation Program Phase II (AADCP II)
Copyright: Association of Southeast Asian Nations (ASEAN) 2013
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE
are not responsible for any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. Time of publication is indicated
in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from various stock photography
suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.
Additional images have been sourced from Flickr and are used under:
http://creativecommons.org/licenses/by/2.0/deed.en
http://www.sxc.hu
http://www.stockfreeimages.com
File name: TG_Serve_a_range_of_wine_products_Final
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 19
Recommended training equipment ............................................................................... 173
Instructions for Trainers for using PowerPoint – Presenter View ................................... 175
Appendix – ASEAN acronyms ...................................................................................... 177
© ASEAN 2013
Trainer Guide
© ASEAN 2013
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a „unit‟.
Each unit of competency identifies a discrete workplace requirement and includes:
Knowledge and skills that underpin competency
Language, literacy and numeracy
Occupational health and safety requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Trainer Guide 1
Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an „element‟.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
Training
Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
On-the-job – in the workplace
Off-the-job – at an educational institution or dedicated training environment
As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant‟s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
Completion of the training program or qualification
Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
Consider individuals‟ experiences, learning styles and interests
Develop questions and activities that are aimed at different levels of ability
Modify the expectations for some participants
Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other‟s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
Acknowledges prior knowledge and experience – The learning activities should be
planned with participants‟ prior knowledge and experience in mind
Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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Enhances motivation – Learning is most effective when participants are motivated.

Various strategies should be used to arouse the interest of participants
Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)

Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
Undertake a variety of subject courses that are relevant to industry in the current
environment
Learn current industry skills, information and trends relevant to industry
Learn through a range of practical and theoretical approaches
Be able to identify, explore and solve issues in a productive manner
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Be able to become confident, equipped and flexible managers of the future

Be „job ready‟ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant‟s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)

Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
Training and development programs
Formal education
Life experience
Apprenticeships
On-the-job experience
Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the „collection of evidence‟ in determining overall
competence.
This evidence can be collected:
Using different formats
Using different people
Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

Language
Delivery Method
Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the „elements of competency‟ and their associated „performance criteria‟.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
Work projects
Written questions
Oral questions
Third Party Report
Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do what
they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there are
many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues to
gather evidence about performance.
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A range of assessment methods to assess competency include:

Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals: slides, audio tapes
Case studies
Log books
Projects
Role plays
Group projects
Group discussions
Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant‟s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
Pass Competent (PC)
Not Yet Competent (NYC)
Pass Competent (PC).
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as „Pass Competent‟
(PC).
The assessor will award a „Pass Competent‟ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be „Not Yet Competent‟ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be „Pass Competent‟.
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Competency standard
Competency standard
UNIT TITLE: SERVE A RANGE OF WINE PRODUCTS NOMINAL HOURS: 90
UNIT NUMBER: D1.HBS.CL5.15
UNIT DESCRIPTOR: This unit deals with skills and knowledge required to develop and maintain wine knowledge, undertake the sensory evaluation
of wines, provide advice on, and the table service of, wines
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Develop wine knowledge Unit Variables
1.1 Identify and differentiate between wine The Unit Variables provide advice to interpret the scope and context of this unit of competence,
styles allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
1.2 Identify and differentiate between the major facilitates holistic assessment
grape varieties used in wine production This unit applies to all industry sectors that includes the table service of wine within the labour
1.3 Identify major wine producing countries and divisions of the hotel and travel industries and may include:
the wines they produce
1. Food and Beverage Service.
1.4 Identify the steps in basic wine production
Wine styles must include:
1.5 Describe variations in grape growing and
wine production techniques Still reds and still whites
1.6 Interpret wine labels to identify and make Sparkling reds and sparkling whites
assessment of wine contained within bottles Pink wines
Element 2: Store and retrieve wines Fortified wines
2.1 Develop in-house wine storage facilities Rice wines
2.2 Create floor wine displays and self-service Styles of wines distinctive to, or popular within, individual establishments and/or host countries
stands
Generic wines and varietals
2.3 Store wines in established wine storage
facilities Impact of European Union (EU) And European Economic Community (EEC) on wine production
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Competency standard
2.4 Retrieve wines for service/sale and naming protocols.

Element 3: Undertake sensory appraisal of Major grape varieties must include:
wines Red, such as but not limited to Shiraz, Cabernet Sauvignon, Merlot, Pinot Noir
3.1 Create the conditions for wine tasting and White, such as but not limited to Chardonnay, Rhine Riesling, Semillon, Sauvignon Blanc,
appraisal Chenin Blanc, Colombard
Grape varieties distinctive to, or popular within, individual establishments and/or host countries.
3.2 Evaluate wines by sight, taste and smell
Major wine producing countries must include:
3.3 Identify wines by style and grape variety
Australia, France (including Bordeaux, Burgundy, Champagne), Germany, Italy, Portugal, New
3.4 Determine wine quality and characteristics Zealand, Chile, South Africa, California, Bali
3.5 Identify wine faults Other countries and/or regions popular within individual establishments and/or host countries.
Steps in basic wine production must include:
Element 4: Provide advice to patrons
The basic steps may be seen as, harvesting grapes, crushing, pressing, yeast addition,
4.1 Present wine list/lists to patrons fermentation, clarification and stabilisation, storage, bottling, bottle maturation
4.2 Identify patron preferences and food that Consideration of variations in winemaking including white wine, red wine, sparkling wine and
has been ordered fortified wine production techniques.
4.3 Recommend suitable wine and food Variations in grape growing and wine production techniques may include:
combinations to meet identified needs and
Impact of geographical location, soil, climate considering macro-/micro-climates
preferences
Canopy and harvest management, rainfall and/or irrigation, fertilisers used
4.4 Explain choice of recommended wine and
Techniques such as maceration, cold fermentation, barrel fermentation, use of oak, ageing,
food combinations
malolactic fermentation, reduced alcohol wines and various viticulture techniques
4.5 Inform patrons of relevant wine production Alternative methods for the production of sparkling wines, including, méthode champenoise,
countries, grape varieties, wine production transfer method, bulk method, injection method.
techniques and associated wine industry
information, trends and details Wine storage facilities should include:
4.6 Interpret wine medals and wine judging Storage facilities for red, white, sparkling and fortified wines
methodologies Create appropriate storage conditions for each wine classification, including suitable space,
temperatures and humidity
Facilities to allow the cellaring of vintage wines for future use
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Competency standard
Element 5: Serve wines Consideration of a system to store wines according to type, vintage, style, maker or country
5.1 Present and serve red table wines Store wines must include:
5.2 Present and serve white table wines Completion of necessary in-house documentation to record wine storage
5.3 Present and serve sparkling wines Storage of red, white, sparkling and fortified wines under correct storage conditions
5.4 Present and serve fortified wines Ensuring the security and presentation of all products
5.5 Serve house wines Monitoring wine and bottle conditions during storage.
5.6 Respond to patron complaints about wine Retrieve wines must include:
Element 6: Maintain wine knowledge Completion of necessary in-house documentation to track stock movement of wine
6.1 Implement formal and informal research to Retrieval of designated red, white, sparkling and fortified wines to meet customer requests
update knowledge about wine and/or display and other internal requirements
6.2 Identify emerging trends in the consumption Verifying the condition of wines that are retrieved.
of wine and changes in patron preferences
Conditions for wine tasting must include:
6.3 Share updated wine knowledge with others
Preparation of suitable venue with necessary accoutrements such as glassware, corkscrews,
spittoons, product information sheets, tasting notes, tasting and wine style criteria
Assembly of appropriate wines.
Sight, taste and smell must include:
Swirling of wines, assessing clarity, describing colour and its intensity and assessment of
alcohol content by „legs„ (viscosity)
Recognising „off‟ odours, describing smell characteristics and assessing wine age
Recognised tasting and spitting techniques, recognising acidity, sweetness, weight/body,
length and faults
Describing flavour intensity and assessing balance of the wine on the palate.
Wine quality and characteristics (wine evaluation) must include:
Comparison and rating of wines against set criteria
Assessing acceptability of wines against identified preferences of target markets
Consideration and evaluation of wine clarity, colour, type, alcohol, aroma, flavour, sweetness,
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Competency standard
acidity, body, weight, mouth feel, tannin, balance and length

Consideration of the suitability of wines for ageing/cellaring.
Wine faults must include:
Deposits, haze, tartrates, oxidation, cork taint and excessive sulphur
Visible problems with bottles, labels and corks before wines are opened.
Wine and food combinations must include nominating suitable wine marriages for:
Appetisers and entrees
Main course dishes, including primary ingredients that include meat, such as beef, lamb, pork,
and poultry, fish and seafood, pasta, wet dishes, salads, and cuisine dishes specific to the host
country
Hot and cold desserts
Cheese platters
Nominated occasions, celebrations and special events.
Wine medals and wine judging methodologies must include:
Identification of wine criteria for show judging purposes
Identification and interpretation of wine trophies
Explanation of the medal classifications that apply to wine judging
Explanation of techniques used by wine judges to evaluate and score wines submitted for
judging.
Serve wines must include:
Presentation and announcement of wines to patrons prior to opening, including checking of
quality, temperature and bottle presentation
Selection and setting of appropriate glassware by style and capacity to match the chosen wine,
including the use of trays to carry glassware to table
Use of wine serving accoutrements, including wine baskets, waiter‟s friend, corkscrews, candle,
decanter, napkins, wine lists
Decanting of wines that have thrown deposits
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Competency standard
Application of traditional wine service ritual

Pouring of wines at table
Tasting of wine by host and pouring of wine to other guests
Replenishment of glasses and selling additional wine, where appropriate
Clearing of wine glasses, bottles and corks from tables
Compliance with liquor licensing and service legislation of the host country
Compliance with safe food handling requirements of the host country.
Formal and informal research should include:
Reading trade/wine magazines and other literature
Attending wine shows and seminars
Speaking with industry representatives
Visiting wineries and speaking with wine makers
Tasting wines and building a comprehensive set of personal tasting notes
Reviewing new wine releases
Attending wine training courses/sessions.
Emerging trends should include:
In-house patterns and trends
Host country patterns and trends
International patterns and trends.
Share updated wine knowledge must include:
Dissemination of New Wine Knowledge to Waiting Staff, Management and Patrons.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
The enterprise‟s policies and procedures in regard to the sale, service and promotion of alcohol
Ability to use safe food handling techniques
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Competency standard
Ability to research and maintain specialised knowledge in relation to all wine types from a
diverse range of wine countries
Selling, promotional and interpersonal skills including communication, complaint resolution and
refusal of service
Knowledge of wine suppliers who can assist in meeting establishment wine needs.
Linkages To Other Units
Provide food and beverage service
Operate a bar facility
Manage responsible service of alcohol
Promote hospitality products and services
Comply with workplace hygiene procedures
Develop and maintain food and beverage product knowledge
Provide advice to patrons on food and beverage services.
Critical Aspects of Assessment
Evidence of the following is essential:
Understanding of why safe food handling procedures must be followed
Demonstrated ability to evaluate a nominated range of wines from each wine category
Demonstrated ability to comply with the liquor licensing requirements of the host country
Demonstrated ability to research and present information on a nominated wine
Demonstrated ability to store, monitor and retrieve designated wines
Demonstrated ability to present, where appropriate, serve and clear:
 Red table wines
 White table wines
 Sparkling wines
 Fortified wines
 House wines
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Competency standard
Demonstrated Ability To Recommend Wines That Would Be Suitable To Accompany A Range

Of Nominated Menu Items.
Context of Assessment
Assessment must ensure:
Actual or simulated workplace settings which must include:
 Service area such as a dining room or restaurant
 Patrons
 Wine storage areas/cellars
 Food menu to serve, as the basis for recommending wines
 Wine list/s
 Glassware and wine service requisites.
Resource Implications
Training and assessment must include the use of real products, materials, utensils, and wines;
and access to workplace standards, procedures, policies, guidelines, tools and equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:
Observation of practical candidate performance
Taste testing, identification and evaluation of a nominated range of wines including identification
of nominated wine faults
Development of new wine storage facilities or written critique of existing wine storage facilities
within the host enterprise
Creation of an in-room display to promote a nominated wine product
Oral and written questions
Third party reports completed by a supervisor
Project and assignment work
Simulations.
© ASEAN 2013
Trainer Guide 17
Competency standard
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples

Collecting, organising and 3 Gather information on wines, the industry and
analysing information trends; read wine literature; write tasting notes
Communicating ideas and 3 Share information with patrons and other staff;
information work with wine suppliers, makers and distributors
Planning and organising activities 2 Organise wine storage/cellaring and advise on
wine stocks
Working with others and in teams 1 Provide timely service of wines to match food
service
Using mathematical ideas and 1 Calculate quantity of wine required for parties
techniques
Solving problems 2 Resolve patron complaints; change wine lists to
mirror changes in food menus
Using technology 1 Use wine storage equipment and other wine
service accoutrements
© ASEAN 2013
18 Trainer Guide
Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes students to class.
© ASEAN 2013
Trainer Guide 19
Slide
2. Trainer advises this Unit comprises six Elements, as listed on the slide explaining:
Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
Trainees can obtain more detail from their Trainee Manual
At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
© ASEAN 2013
20 Trainer Guide
Slide
3. Trainer advises that assessment for this Unit may take several forms all of which are
aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates the methods of assessment that will be applied to them for this Unit.
© ASEAN 2013
Trainer Guide 21
Slide
4. Introduce topic.
Class Activity – General Discussion
Ask general questions:
What is wine?
What wines do you know?
© ASEAN 2013
22 Trainer Guide
Slide
5. Trainer identifies the Performance Criteria for this Element, as listed on the slide.
© ASEAN 2013
Trainer Guide 23
Slide
© ASEAN 2013
24 Trainer Guide
Slide
7. Class Activity – General Discussion

Discuss the different types of wine
This is just to get ideas as it will be explained in more detail.
© ASEAN 2013
Trainer Guide 25
Slide
8. Questions
What is the difference between varietal and generic wines?
What is the difference between these?
© ASEAN 2013
26 Trainer Guide
Slide
9. Questions
What types of varietal wines do you know?
Which are white wines?
Which are red wines?
© ASEAN 2013
Trainer Guide 27
Slide
10. Questions
Discuss the question in the slide.
© ASEAN 2013
28 Trainer Guide
Slide
11. Questions & Discussion

What taste characteristics do each of these generic wines have?
Chablis – a very dry, flinty wine
Hock – a very dry white wine
Moselle – a popular and pleasantly semi-sweet wine, less sweet than Sauternes
Riesling – drier than Moselle. Often described as fruity and has its fruitiness
confused with sweetness
Sauternes – produced from fully ripe grapes, a very sweet wine
White Burgundy – a fairly dry white with full flavour.
© ASEAN 2013
Trainer Guide 29
Slide

What taste characteristics do each of these generic wines have?
Burgundy – a soft and fruity red wine
Claret – a dry red with more astringency than burgundy.
© ASEAN 2013
30 Trainer Guide
Slide
13. Review menu, questions and wine selection

Audience to review detailed wine menus identifying different types of varietal and
generic wines.
What wines are house wines and why?
If you were preparing a menu based on the food menu what wines would you select
and why?
What are other characteristics of house wine?
© ASEAN 2013
Trainer Guide 31
Slide
14. Discussion
What other differences exist between these wines? (Production etc)
© ASEAN 2013
32 Trainer Guide
Slide
15. Discuss the styles of champagne.
© ASEAN 2013
Trainer Guide 33
Slide
16. Questions
What types of fortified wines are there?
When are they commonly served?
What are they served with?
© ASEAN 2013
34 Trainer Guide
Slide
17. Questions
What is the difference between these types of fortified wines?
© ASEAN 2013
Trainer Guide 35
Slide
18. Questions
What types of rice wine exist?
What different types do they have in different countries?
© ASEAN 2013
36 Trainer Guide
Slide
19. Questions
What types of grapes are used?
© ASEAN 2013
Trainer Guide 37
Slide
20. Questions
How do these components impact a wine?
© ASEAN 2013
38 Trainer Guide
Slide

What taste characteristics do each of these varietal wines have?
Chardonnay – a full-flavoured dry white wine
Chenin Blanc – a pleasant fruity „drink now‟ wine with a refreshing acid finish
Rhine Riesling – a delicate wine with fruit character and a trace of sugar that varies
hugely depending on the region in which it is grown. Common flavour asparagus
Sauvignon Blanc – a dry white wine with distinct varietal flavour such as melon,
pineapple, tropical fruit
Semillon – a dry, crisp white wine with grassy flavours
Traminer – a fresh and fruity wine with a spicy smell and taste.
© ASEAN 2013
Trainer Guide 39
Slide

What taste characteristics do each of these varietal wines have?
Cabernet Sauvignon – an aromatic red with berry, mint, capsicum and blackcurrant
highlights
Malbec – a fruity, soft wine
Merlot – another fruity and aromatic red reminiscent of plums, pumpkins and
fruitcake
Pinot Noir – a lighter style red, thin in taste and colour, berry flavours
Shiraz – also called „Hermitage‟ this grape produces fine full-flavoured reds that
vary greatly from region to region. They are often blended and have peppery
characteristics.
© ASEAN 2013
40 Trainer Guide
Slide
23. Questions
Answer the question in the slide to generate discussion
The wine producing countries and regions will be discussed in more detail.
© ASEAN 2013
Trainer Guide 41
Slide
24. Questions
What characteristics make these countries suitable to grow grapes for wine
production?
What types of varietals come from these countries?
© ASEAN 2013
42 Trainer Guide
Slide
25. Questions
What characteristics make these countries suitable to grow grapes for wine
production?
What types of varietals come from these countries?
© ASEAN 2013
Trainer Guide 43
Slide
26. Questions & Review wine lists

What famous wine regions do you know?
What wines are produced in these regions?
Trainer to get a variety of wine lists so that they can identify different countries, regions
and varietals of wine, commonly found on international wine lists
© ASEAN 2013
44 Trainer Guide
Slide
27. Discuss these regions and wine varietals produced.
© ASEAN 2013
Trainer Guide 45
Slide
© ASEAN 2013
46 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 47
Slide
© ASEAN 2013
48 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 49
Slide
32. Class Activity – Questions

Ask question in slide.
© ASEAN 2013
50 Trainer Guide
Slide
33. Class Activity – Discuss the wine making process.
© ASEAN 2013
Trainer Guide 51
Slide
34. Discuss the sparkling wine making process including the difference between
these four methods.
© ASEAN 2013
52 Trainer Guide
Slide
35. Discussion
Discuss possible impacts on wine production.
© ASEAN 2013
Trainer Guide 53
Slide
36. Discussion
Discuss how these impact on wine production.
© ASEAN 2013
54 Trainer Guide
Slide
37. Discussion
Discuss how these climatic impacts affect wine production.
© ASEAN 2013
Trainer Guide 55
Slide
38. Discussion about winemaking influences

Maceration - To macerate is to soften by soaking, and maceration is the process by
which the red wine receives its red colour
Cold fermentation – used to help control temperatures, especially in hot climates,
during the fermentation process
Barrel fermentation - Barrel fermentation is the process of letting grape juice sit in a
large wooden barrel (usually oak), during which time yeast turns the sugar in the
grapes into alcohol and the juice is converted into wine
Use of oak – adds flavour, smoothness and vanilla, buttery characteristics in wine.
This is achieved through contact with oak either in barrels or in „chips or shavings‟
Ageing – wine is left to mature leading to smoother, deeper and more complex
characteristics.
© ASEAN 2013
56 Trainer Guide
Slide
39. Discussion about winemaking influences

Malo-lactic fermentation – a process which tends to create a rounder, fuller feel in
the mouth when drinking
Reduced alcohol wines – an alternative to attract different market segments
Various viticulture techniques
Alternative methods for the production of sparkling wines, including - Méthode
Champenoise, transfer method, bulk method, injection method. These have been
mentioned in the previous section.
© ASEAN 2013
Trainer Guide 57
Slide
40. Demonstration
Trainer to hand out bottles to audience and get them to explain what information is
contained on the bottle label.
© ASEAN 2013
58 Trainer Guide
Slide
41. Discuss information contained on label

Vineyard – name of the wine producer. This indicates expected wine quality and
guarantee of consistency
Grape variety - tells you the most about the body and complexity of the wine. For
example, Cabernet Sauvignon is full-bodied, intense, and tannic. As mentioned, the
characteristics of different grape varieties will be explained later in this manual
Region – where the wine was produced. It helps to identify the expected style,
intensity, and flavour
Country – again, notes where the wine has been produced
Vintage - or the year the wine is produced. This helps to reveal the best time to
drink the wine
Alcohol content.
© ASEAN 2013
Trainer Guide 59
Slide
42. Introduce topic.

Where is wine normally stored?
What are considerations when storing wine?
© ASEAN 2013
60 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 61
Slide
44. Discussion
© ASEAN 2013
62 Trainer Guide
Slide
45. Discussion
Discuss the importance of these points when storing wine.
© ASEAN 2013
Trainer Guide 63
Slide
46. Discussion
Discuss the importance of these points when developing a wine storage facility.
© ASEAN 2013
64 Trainer Guide
Slide
47. Discussion
Discuss the importance of these points when developing a wine storage facility.
© ASEAN 2013
Trainer Guide 65
Slide
48. Discussion
How can you promote wines using these two methods?
© ASEAN 2013
66 Trainer Guide
Slide
49. Discussion
How are these methods beneficial?
© ASEAN 2013
Trainer Guide 67
Slide
50. Discussion
How are these methods beneficial?
© ASEAN 2013
68 Trainer Guide
Slide
51. Discussion & Role Play

What is the difference between these types of selling?
Trainer to get the audience to break up in pairs and role play using each of these selling
techniques.
© ASEAN 2013
Trainer Guide 69
Slide
52. Discussion
Discuss these wine storage techniques.
© ASEAN 2013
70 Trainer Guide
Slide
53. Discussion
What else can you do to monitor wine condition?
Who should be in charge of this?
How often should it be done?
© ASEAN 2013
Trainer Guide 71
Slide
54. Discussion
Why are these points important?
© ASEAN 2013
72 Trainer Guide
Slide
55. Discussion
How can you get wines to these temperatures?
© ASEAN 2013
Trainer Guide 73
Slide

What are good ways to appraise wines?
What happens during a wine tasting?
© ASEAN 2013
74 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 75
Slide
58. Questions
Have you undertaken a wine tasting before?
Why are they helpful?
© ASEAN 2013
76 Trainer Guide
Slide
59. Questions
Why do you do this?
What else can you do to create favourable conditions?
© ASEAN 2013
Trainer Guide 77
Slide
60. Questions
These are warmer than serving temperatures when customers order a wine. Why?
© ASEAN 2013
78 Trainer Guide
Slide
61. Questions
Why are these SOPs important?
What other SOPs may influence wine tastings?
© ASEAN 2013
Trainer Guide 79
Slide
62. Questions
What is associated in each of these activities?
© ASEAN 2013
80 Trainer Guide
Slide
63. Questions
What sequence options exist?
© ASEAN 2013
Trainer Guide 81
Slide
64. Questions
Why should they be done in this order?
© ASEAN 2013
82 Trainer Guide
Slide
65. Questions
What is the difference between these types of tastings?
© ASEAN 2013
Trainer Guide 83
Slide
66. Questions
What is the difference?
Why are each important?
© ASEAN 2013
84 Trainer Guide
Slide
67. Discuss the wine tasting process and conduct a wine tasting if possible.
© ASEAN 2013
Trainer Guide 85
Slide
© ASEAN 2013
86 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 87
Slide
© ASEAN 2013
88 Trainer Guide
Slide
71. Question
What are common yet simple terms that can be used to describe characteristics of
wine?
© ASEAN 2013
Trainer Guide 89
Slide
72. Hand out and explain wine wheels

Trainer to hand out wine wheels
These will be used during the wine tasting procedure.
© ASEAN 2013
90 Trainer Guide
Slide
73. Discussion and recap of information

Discuss the common flavours of these wines?
As a recap get the audience to identify food menu items that compliment these
wines.
© ASEAN 2013
Trainer Guide 91
Slide

wines.
© ASEAN 2013
92 Trainer Guide
Slide

wines.
© ASEAN 2013
Trainer Guide 93
Slide
76. Wine taste

Taste this grape varietal
Identify characteristics.
© ASEAN 2013
94 Trainer Guide
Slide
77. Wine taste

© ASEAN 2013
Trainer Guide 95
Slide
78. Wine taste

© ASEAN 2013
96 Trainer Guide
Slide
79. Wine taste

© ASEAN 2013
Trainer Guide 97
Slide
80. Wine taste

© ASEAN 2013
98 Trainer Guide
Slide
81. Refer to manual

Refer to the manual and discuss the different description terms identified in the
glossary
Get the audience to role play describing wines form a particular wine list, also
identifying its region and suitable foods it can be matched with.
© ASEAN 2013
Trainer Guide 99
Slide
82. Wine taste

Discuss the questions in the slide whilst conducting wine tasting.
© ASEAN 2013
100 Trainer Guide
Slide
83. Wine taste

Look at different wines and identify the most appropriate colour.
© ASEAN 2013
Trainer Guide 101
Slide
84. Wine taste

© ASEAN 2013
102 Trainer Guide
Slide
85. Wine taste

© ASEAN 2013
Trainer Guide 103
Slide
86. Wine taste

© ASEAN 2013
104 Trainer Guide
Slide
87. Discussion
Discuss the questions in the slide.
© ASEAN 2013
Trainer Guide 105
Slide
88. Discussion
How can you identify faults?
What are common faults?
What is the difference between faults and flaws?
© ASEAN 2013
106 Trainer Guide
Slide
89. Discussion
Which is worst and why?
© ASEAN 2013
Trainer Guide 107
Slide
90. Discussion
What is the cause of these wine faults?
© ASEAN 2013
108 Trainer Guide
Slide
91. Discussion
What are you looking for?
How can you identify the faults?
What do you do if you identify them?
© ASEAN 2013
Trainer Guide 109
Slide
92. Discussion
How else can you tell if a problem exists?
© ASEAN 2013
110 Trainer Guide
Slide

What advice can you give to patrons in relation to wine?
What recommendations can you make?
© ASEAN 2013
Trainer Guide 111
Slide
© ASEAN 2013
112 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 113
Slide

Discuss question in the slide.
© ASEAN 2013
114 Trainer Guide
Slide

How can you explain wine lists to make it easier for customers?
© ASEAN 2013
Trainer Guide 115
Slide

What are other ways you can categorise wines?
© ASEAN 2013
116 Trainer Guide
Slide
99. Class Activity – Questions

Why is wine knowledge so important?
How can you gather this knowledge?
© ASEAN 2013
Trainer Guide 117
Slide
100. Discuss the importance of listening and asking questions.

This has been covered in a previous section.
© ASEAN 2013
118 Trainer Guide
Slide
101. Questions
What other questions could you ask?
© ASEAN 2013
Trainer Guide 119
Slide
102. Questions
What interpretation do customers require about menu items?
© ASEAN 2013
120 Trainer Guide
Slide
103. Questions
What information can be gained from the wine bottle itself?
Why is this an important informational tool?
© ASEAN 2013
Trainer Guide 121
Slide
104. Discuss these food and wine combinations

Why are these combinations regarded as appropriate?
© ASEAN 2013
122 Trainer Guide
Slide
105. Discuss these food and wine combinations

Why are these combinations regarded as appropriate?
© ASEAN 2013
Trainer Guide 123
Slide
106. Discussion
© ASEAN 2013
124 Trainer Guide
Slide
107. Discussion
What should you do if you don‟t know the answer?
© ASEAN 2013
Trainer Guide 125
Slide
108. Questions
© ASEAN 2013
126 Trainer Guide
Slide
109. Questions
Ask the questions in the slide.
© ASEAN 2013
Trainer Guide 127
Slide
110. Discuss these points

History of the wine – some basic background information
Characteristics of the items – taste, smell etc
Regions of origin – where it is produced
How it is prepared – an explanation of any preparation activities
Any menu accompaniments that are commonly served with the wine
Its availability for purchase – most customers will welcome the opportunity to take
some samples home to family and friends, whether to enjoy it themselves or as a
possible gift.
© ASEAN 2013
128 Trainer Guide
Slide
111. Questions
© ASEAN 2013
Trainer Guide 129
Slide
112. Questions
What is the difference between these?
Which is more important to you and why?
© ASEAN 2013
130 Trainer Guide
Slide
113. Discussion
Discuss these points.
© ASEAN 2013
Trainer Guide 131
Slide
114. Questions
How do wine producers „show‟ their awards?
How can they promote these?
© ASEAN 2013
132 Trainer Guide
Slide

What are all the activities associated with presenting and serving wine?
© ASEAN 2013
Trainer Guide 133
Slide
© ASEAN 2013
134 Trainer Guide
Slide
117. Class Activity – General Discussion and demonstration

Discuss questions in the slide.
© ASEAN 2013
Trainer Guide 135
Slide
118. Discussion
How do you prepare glassware?
© ASEAN 2013
136 Trainer Guide
Slide

Show each item and discuss its importance and use.
© ASEAN 2013
Trainer Guide 137
Slide

Label – legible and intact
Top near the cork or screw cap – intact and entire
Bottle top - clean and not leaking
Nothing floating in the wine – as best as can be identified
Overall condition of the glass – not cracked, not leaking.
© ASEAN 2013
138 Trainer Guide
Slide
121. Discussion
Why is it important to serve these wines at these temperatures?
How can you get wine to these temperatures?
© ASEAN 2013
Trainer Guide 139
Slide

Why is it important to check the selection with the customer?
© ASEAN 2013
140 Trainer Guide
Slide
123. Discussion
© ASEAN 2013
Trainer Guide 141
Slide

Discuss and demonstrate the steps for opening these different types of wine.
© ASEAN 2013
142 Trainer Guide
Slide
125. Discussion
© ASEAN 2013
Trainer Guide 143
Slide
126. Class Activity – Discussion

Discuss the questions in this slide.
© ASEAN 2013
144 Trainer Guide
Slide
127. Class Activity – Questions & Review beverage list

What is the difference between these types of wines?
How are they served to the customer?
© ASEAN 2013
Trainer Guide 145
Slide

Discuss how this makes complaint handling harder?
© ASEAN 2013
146 Trainer Guide
Slide

What do you do if you think the complaint is not legitimate?
© ASEAN 2013
Trainer Guide 147
Slide

What is the importance of maintaining wine knowledge?
© ASEAN 2013
148 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 149
Slide

Discuss the importance of these points.
© ASEAN 2013
150 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 151
Slide
134. Questions
What is specific job related information staff must know?
How can these be beneficial?
© ASEAN 2013
152 Trainer Guide
Slide
135. Handout wine lists

Get audience to look up these points.
© ASEAN 2013
Trainer Guide 153
Slide
136. Handout wine lists

Get audience to look up these points.
© ASEAN 2013
154 Trainer Guide
Slide
137. Discuss the organisational sources of information

What are methods can be used to gather organisational information?
© ASEAN 2013
Trainer Guide 155
Slide
138. Discuss the organisational sources of information

© ASEAN 2013
156 Trainer Guide
Slide
139. Discuss the external sources of information

© ASEAN 2013
Trainer Guide 157
Slide

© ASEAN 2013
158 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 159
Slide
142. Discussion
What are current wine trends?
How can you keep up to date with wine trends?
© ASEAN 2013
160 Trainer Guide
Slide
143. Review research tools

What information can be gathered from each of these sources?
Trainer to show audience these research tools.
© ASEAN 2013
Trainer Guide 161
Slide

© ASEAN 2013
162 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 163
Slide
146. Discuss these trends.

How will these trends impact on a business?
How can you take advantage of the situation, taking into account these trends?
© ASEAN 2013
164 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 165
Slide

© ASEAN 2013
166 Trainer Guide
Slide
149. Discuss the benefits of sharing information with customers

Why is this important?
What else can you do?
© ASEAN 2013
Trainer Guide 167
Slide
150. Discuss the benefits of sharing information with staff

Why is this important?
What else can you do?
© ASEAN 2013
168 Trainer Guide
Slide
151. Discuss these points and how they can be implemented

Add wines to your wine list – by buying in new stock
Remove wines from your wine list – by moving wine to the wine shop for sale;
discounting unpopular wines to clear them. Note „removing wines‟ may also involve
reducing the level of stock on hand while still keeping some of the wines available
Buy additional stocks of wines that are proving popular – to ensure you do not run
out
Buy wines and cellar them for later sale – capitalising on the extra money that can
be made from ageing the wine yourself, in-house
Develop new menu items to accompany the emerging wine trend.
© ASEAN 2013
Trainer Guide 169
Slide
152. Discuss these points and how they can be implemented

Obtain point-of-sale promotional material to assist in optimising sales of new wines.
Increasing profit margins – new products, used as alternatives to current products,
may be more cost-effective, enabling better returns which can translate into larger
portion sizes
Reducing selling prices – where the premises is in an extremely competitive
environment, the new products may mean you can compete more effectively on the
basis of price and be in a position to offer the same portion size or larger at a lower
price than the opposition
Generating a new target market – the new food item that is now available to you
may mean you can now attract a fresh demographic, or rejuvenate an existing one.
© ASEAN 2013
170 Trainer Guide
Slide
153. Class Activity – Revision and Assessments

Explain Revision and Assessments.
Trainer to give audience time to undertake Revision and Assessments.
© ASEAN 2013
Trainer Guide 171
Slide
154. This is the conclusion of the subject.

Thank the audience and deliver assessments as required.
© ASEAN 2013
172 Trainer Guide
Recommended training equipment

Access to winery, if applicable
Bar equipment
Cash register
Chemicals – various for cleaning
Communication documents used in workplace
Different wines
Electronic ordering devices
Food and beverage DVD‟s
Glassware
Job descriptions – for positions involving the service of wine
Locations – including access to restaurants, kitchens and bars
Map of wine regions and locations
Menus – food and beverage
Note and order pads and pens
Purchase orders
Service equipment and utensils
Service cloths
Standard Operating Procedures (SOP‟s)
Various wine service equipment
Waiter‟s friend
Wine books
Wine bucket
Wine promotional tools
Wine tasting notes
© ASEAN 2013
Trainer Guide 173
© ASEAN 2013
174 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers‟
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2013
Trainer Guide 175
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2013
176 Trainer Guide
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program.
ACCSTP ASEAN Common Competency Standards for Tourism Professionals.
AEC ASEAN Economic Community.
AMS ASEAN Member States.
ASEAN Association of Southeast Asian Nations.
ASEC ASEAN Secretariat.
ATM ASEAN Tourism Ministers.
ATPMC ASEAN Tourism Professionals Monitoring Committee.
ATPRS ASEAN Tourism Professional Registration System.
ATFTMD ASEAN Task Force on Tourism Manpower Development.
CATC Common ASEAN Tourism Curriculum.
MRA Mutual Recognition Arrangement.
MTCO Mekong Tourism Coordinating office.
NTO National Tourism Organisation.
NTPB National Tourism Professional Board.
RQFSRS Regional Qualifications Framework and Skills Recognition System.
TPCB Tourism Professional Certification Board.
© ASEAN 2013
Trainer Guide 177
© ASEAN 2013
178 Trainer Guide

TG Serve A Range of Wine Products Final

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TG Serve A Range of Wine Products Final

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Serve a range of wine products

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 19

Recommended training equipment ............................................................................... 173

Appendix – ASEAN acronyms ...................................................................................... 177

Competency Based Training (CBT) and

Competency Based Assessment (CBA)

Enhances motivation – Learning is most effective when participants are motivated.

Competency Based Training (CBT)

Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

2.4 Retrieve wines for service/sale and naming protocols.

acidity, body, weight, mouth feel, tannin, balance and length

Application of traditional wine service ritual

Demonstrated Ability To Recommend Wines That Would Be Suitable To Accompany A Range

Key Competencies in this Unit

Key Competencies Level Examples

Notes and PowerPoint slides

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1. Trainer welcomes students to class.

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7. Class Activity – General Discussion

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11. Questions & Discussion

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12. Questions & Discussion

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13. Review menu, questions and wine selection

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15. Discuss the styles of champagne.

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21. Questions & Discussion

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22. Questions & Discussion

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26. Questions & Review wine lists

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27. Discuss these regions and wine varietals produced.

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28. Discuss these regions and wine varietals produced.

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