COMPETENCY - BASED

LEARNING MATERIAL

Sector

TOURISM
Qualification Title

FOOD & BEVERAGE SERVICES NCII

Unit of Competency

Prepare the dining room/restaurant area for service

Module Title

Preparing the dining room/restaurant area for service

POLYTECHNIC COLLEGE OF DVAO DEL SUR, INC..

Mac Arthur Highway, Brgy. Kiagot, Digos City
 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the module in FOOD AND BEVERAGE SERVICES NCII QUALIFICATION.

This module contains training materials and activities for you to complete.

The unit of competency “Prepare the Dining Room/Restaurant area for Service”
contains knowledge, skills and attitude required for TRAINEES.

You are required to go through, a series of learning activities in order to complete each
learning outcome of the module. In each learning outcome are Information Sheet, Self-Checks,
Task Sheets and Job Sheets. Then follow these activities on your own. If you have questions,
don’t hesitate to ask your facilitator for assistance.

The goal of this course is the development of practical skills in supervising work-based
training. Tools in planning, monitoring and evaluation of work-based training shall be prepared
during the workshop to support in the implementation of the training program.

This module is prepared to help you achieve the required competency, in “FOOD AND
BEVERAGE SERVICES NCII”.

This will be the source of information for you to acquire knowledge and skills in this
particular competency independently and at your own pace, with minimum supervision or help from
your facilitator.

Remember to:

 Work through all the information and complete the activities in each section.
 Read information sheets and complete the self-check. Answer keys are included in this
package to allow immediate feedback. Answering the self-check will help you acquire the
knowledge content of this competency.
 Perform the task sheets and job sheets until you are confident that your output conforms to
the performance criteria checklist that follows the sheets.
 Submit outputs of the task sheets and job sheets to your facilitator for evaluation and
recording in the Accomplishment Chart. Outputs shall serve as your portfolio during the
institutional competency evaluation.

A certificate of achievement will be awarded to you after passing the evaluation. You must
pass the institutional competency evaluation for this competency before moving to another
competency.
 FOOD AND BEVERAGE SERVICES NCII
320 Hours
Contents of this Competency – Based Learning Materials

No. Unit of Competency Module Title Code

1 Prepare the Dining Preparing the TRS512387

Room/Restaurant dining
Area for Service room/restaurant
area for service

2 Welcome guests and take food Welcoming guests and take TRS512388
and beverage orders food and beverage orders

3 Promote food and beverages Promoting food and TRS512389

products beverages products

4 Provide food and beverage Providing food and TRS512390

services to guests beverage services to guests
 5 Provide room service Providing room service TRS512391

6 Receive and handle guests Receiving and handle TRS512392

concerns guests concerns

MODULE CONTENT

Qualification : FOOD & BEVERAGE SERVICES NCII

Unit of Competency : PREPARE THE DINING ROOM/RESTAURANT

AREA FOR SERVICE

Module Title : Preparing the dining room/restaurant area for service

MODULE DESCRIPTOR:
This unit covers the knowledge and skills required in the preparation of the dining room
/restaurant area before the start of the service operations. It involves opening duties or the dining
room mise-en-place prior to service. This unit includes the knowledge and skills in taking
reservations, preparing service stations, table setting, and setting the ambiance of the foodservice
facility.

NOMINAL DURATION: 60 Hours

LEARNING OUTCOMES:
At the end of this module you MUST be able to:

LO1 Take table reservations

LO2 Prepare service stations and equipment

LO3 Set up the tables in the dining area

LO4 Set the mood/ambiance of the dining area

Learning Outcome No. 1 Prepare the dining

room/restaurant area for
service

CONTENTS:

 Taking reservations

 Table set-up

 Napkin folding

 Skirting buffet/display tables

 Banquet set-ups

ASSESSMENT CRITERIA:

1. Inquiries are answered promptly, clearly and accurately.

2. Pertinent questions are asked to complete the details of the reservations.
 3. Reservations data are recorded on forms accurately based on establishment’s standards.
4. Details of the reservations are repeated back and confirmed with the party making the
reservation.
5. Additional information about the foodservice establishment is provided when necessary.

CONDITION:
The trainee / student must be provided with the following:

Inquiries Details of reservation Reservation records or forms

 Telephone  Date of reservation  Reservation Sheets
 Fax  Time of arrival  Logbook
 Email  Number of persons  Computer
 Internet  Name of person who will  Reservation Cards
 In person use the reservation
 Name of person making
the reservation
 Contact details of the
person checking in and of
the person making the
reservation
 Special requirements

METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration

ASSESSMENT METHOD:
 Oral examination
 Written examination
 Performance test
 Learning Experiences / Activities

Learning Outcome # 1

Take Table Reservations

Learning Activities Special Instructions
 This Learning Outcome deals with the development
of the Institutional Competency Evaluation Tool
which trainers use in evaluating their trainees after
finishing a competency of the qualification.

Go through the learning activities outlined for you

on the left column to gain the necessary
information or knowledge before doing the tasks to
practice on performing the requirements of the
evaluation tool.

The output of this LO is a complete Institutional

Competency Evaluation Package for one
Competency of Food and Beverage Services
NCII. Your output shall serve as one of your
portfolio for your Institutional Competency
Evaluation for Prepare the dining
room/restaurant area for service.

Feel free to show your outputs to your trainer as

you accomplish them for guidance and evaluation.

This Learning Outcome deals with the development

of the Institutional Competency Evaluation Tool
which trainers use in evaluating their trainees after
finishing a competency of the qualification.

Go through the learning activities outlined for you

on the left column to gain the necessary information
or knowledge before doing the tasks to practice on
performing the requirements of the evaluation tool.

After doing all the activities for this LO1: Take

table reservations; you are ready to proceed to
the next LO2; Prepare service stations and
equipment.

Definition of Terms

Term Explanation

360˚ feedback Feedback from different directions or different people

Buffets Self-serve food, smorgasbords

American term for person who caries food to service

Bus boy points, removes used items from service and generally
assists waiters as required
 Term Explanation

Removing items (from the table, from a room to the

Clearing items
kitchen)

Items such as sauces, mustards and other seasonings

Condiments or side dishes which are served as an accompaniment
to a dish

A small, light breakfast usually comprising croissants,

Continental breakfast Danish pastries, butter and jam, tea and coffee, and
perhaps fruit juice

The setting for a guest at the table; the cutlery, napkin,

Cover
side plate

Dessert Course after main course

Entrées Course served before main course

F&B Food and Beverage

Flatware Generic term for cutlery

Person who takes (‘runs’) food from the kitchen to

Food runner
service points

Gueridon cookery Cooking at the table

Hot box Waiter’s station with heating elements

Brand name for an electro-mechanical food waste

InSinkErator
disposal unit

Liaise with Communicate with, work with, cooperate with

Actions and words which do not discriminate against

Non-discriminatory attitudes and
people on the basis of, for example, race, gender, age
language
or other personal characteristics

Pax Number of people, guests, customers

PC pack Portion controlled pack (single serve packs)

Food returned on plates or other items from the

Plate waste
service area

Plates on which food has been placed by kitchen staff

(as opposed to the food served at table using ‘silver
Plated food
service’ techniques, plates where guests serve
themselves from a buffet, or gueridon cookery)
 Term Explanation

SOP Standard Operating Procedure

Crockery, cutlery and associated items used to serve

Serviceware
food at table

Action taken to recover a situation where guests have

Service recovery
experienced unsatisfactory service or products

Side orders Menu items to accompany the main meal

Silver service Use of spoon and fork to serve food at table

Area where ancillary items (bread rolls, condiments,

Stillroom
butter, napkins) are prepared for service

The area in the kitchen where orders are placed and

The pass
dishes are collected for service

A plate placed under the plate on which the food is

served designed to facilitate service, enhance
Underliner
appearance and add another dimension to service
provision

Information Sheet 1.1-1

LIAISE BETWEEN KITCHEN AND SERVICE AREAS

1.1 Relay information in a clear and concise manner using appropriate
communication techniques

Introduction

Communication is critical in providing a link between kitchen and

service areas.
This section provides the context for providing a link between kitchen
and service areas gives examples of information which may need to
be relayed, identifies the staff that may be involved and presents
appropriate communication techniques.

Unit context

This unit deals with the skills and knowledge required to provide a link between kitchen
and service area in a range of settings within the hotel industry workplace context.
A person studying this unit will provide general assistance in food operations where the
staff who take orders are supported by others who deliver the food to, and collect used
items from, food service points.
The unit addresses the work of a ‘bus boy’ or ‘food runner’ in an establishment.

Information to be relayed

Information from services areas to kitchen

Information which may need to be relayed from waiting staff to the
kitchen can include:
 General food orders – as given by guests to waiters. The
information may include:
 Table number
 Number of guests (‘pax’)
 Dishes ordered
 Name of waiter – or your name
 Specific guest requests for general orders which can relate
to:
 Timing requirements for the overall meal, for certain
courses, for certain individuals, for co-ordination of
service (with other tables in the same group and
with beverage service, speeches, dancing and other
activities which may be part of the dining
experience)
 Special requests as they to dietary/health needs, cultural requirements,
religious issues and personal preferences
 Additional or side orders for the table or individual guests:
 Rice
 Chips
 Salads
 Details of complaints made by guests so kitchen is aware of problems as they
relate to certain foods or dishes
 Requests for additional items such as more bread rolls, butter or extra salad and/or
vegetables
 Questions about how long food for a certain table will be
 Questions from guests about menu items asking about the commodities used in
dishes.

Information from kitchen to service points

Information which may need to be relayed from chefs/cooks can
include:
 Advice regarding timing of meals such as delays to service
 Notification regarding availability of food such as “Only two
serves of pepper crab left”, or “The beef has run out”
 Requests for action – “Push the soup” or “Try to sell the red
curry”
  Clarification of orders placed to interpret written or verbal orders so kitchen knows
exactly what is required
 Notification certain requests cannot be accommodated
 Requests for certain crockery and cutlery to be returned
 Responses to questions asked by guests.

Staff involved

When relaying information and liaising between kitchen and service

areas you will need to interact with:
 Chefs and cooks who can seek clarification of orders and/or
ask you to pass on directions to waiters
 Dishwashing staff who can ask for nominated (used)
crockery and cutlery to be returned immediately from service
to the dishwashing area so they can be cleaned and re-used
or returned to service
 Stillroom staff who you may need to ask for extra butter, rolls
and condiments
 Cleaners who you may have to ask to perform clean-up
duties in the event of a major spill or a cleaning-related need in, for example, the
foyer area/entrance, the washrooms, or an area of the kitchen
 Food waiters whose directions and requests you will need to
pass on to the kitchen or relevant others
 Servers – staff who are involved in serving fast food to
customers
 Beverage waiters. Even though this unit applies directly to
‘food’ it is a reality that in the workplace you work as part of
a team and need to be prepared to assist any other staff
member as required.

For example, you may pass on requests or information from

drink waiters to the bar, and work with bar attendants to
facilitate drink service where necessary
 Dining room/restaurant supervisor, manager or owner. This
person has overall control of service and may ask you to
undertake certain tasks to optimise service, prepare for reservations which have
been received or enable service recovery after an incident or problem.

Appropriate communication techniques

The following are techniques which you can use to help ensure proper and effective
communication occurs when relaying information:
 Using the most appropriate method of communication. This
is usually ‘verbal’ in a face to face setting (the telephone
may also be used in some cases as a better option) but
may be sign language or a hand-written note or food order
  Writing clearly. When producing written communication make sure it is clear
enough for others to read and interpret
 Using open and closed questions to gain required information about the topics
being talked about
 Paying attention and concentrating on what others are saying
 Never interrupting the other person and instead allowing them to finish what they
are saying
 Asking questions to clarify information and directions you are
unsure of
 Not trying to guess what the other person will say or infer what
they will say based on their first few words.
 Repeating back what they have told you to verify understanding
of what has been said
 Speaking slowly and clearly but naturally
 Being concise. This means giving only the required information
and avoiding unnecessary words and unnecessary information
 Using appropriate language. This can mean using simple words, choosing your
words carefully and avoiding complexity in the words used and the phrasing. When
communicating with other staff this can mean using industry and venue-specific
terminology and/or abbreviations.

Tips on relaying an order to the kitchen

When delivering an order from wait staff or servers to the kitchen, details about any
special orders must be passed on to the appropriate person quickly and unambiguously.
You need to bear in mind the person you will be speaking to will have more staff than you
to deal with. You are likely to be just one of many. For this reason you have to take the
time and make the effort to get your message across correctly, first time, every time.
To achieve this you need to make sure you:
 Have got their full attention when relaying the order.
The kitchen may require you to say ‘Ordering chef’ or
‘Order in’ when placing the order at the pass
 Point out the special request on the actual docket,
physically locating the written information you have put
on the docket or order. It is standard practice in
establishments using a manual ordering system for
special requests to be circled on the docket to highlight
them
 Verbally describe what is needed clearly and accurately. A response should be
heard from the chef after you have placed the order. If no response is heard, repeat
the order.
If possible get them to repeat it back to you to verify they have understood what is
required.
While you need to ensure your special order is understood, you must be sensitive to the
other things going on in the kitchen or at the pass. It may pay you to delay for 30 seconds
or a minute while the kitchen person clears some meals which are ready, helps with
plating a large order, or remedies an immediate problem.
Tips on relaying information to waiting staff

Generally the following should be observed when providing

information to wait staff:
 Never interrupt a waiter when they are talking to guests
 Never interrupt a waiter when they are taking an order or
serving
 Talk to waiter away from guests so only the waiter can hear
what is said
 Use hand signals if possible to provide short and obvious
communications
 Understand when you give information to a waiter there is often a need for them to
give you information and direction as a result
 Keep communication brief but accurate
 Try to give waiters options where possible. For example, if one dish is unavailable
provide them with relevant alternatives (as recommended by the kitchen) to suggest
to guests.

1.2 Monitor and attend kitchen service points to ensure prompt pick
up of food

Introduction

In order to ensure prompt service of food you must monitor the kitchen and be ready to
pick plated food up when it is ready and take it to the wait staff or food service points.
This section discusses what is involved in this most important part of your job.

Monitoring and attending duties and activities

Monitoring and attending kitchen service points are your primary duties with tasks which
may comprise:
 Collecting meals from the service point and
delivering them to the service area or wait staff
 Clearing away food service items from service
areas and returning them to the kitchen,
dishwashing area and/or stillroom or larder
 Cleaning food service areas to maintain
appearances and safety (picking up spilled food
and beverages)
 Maintaining food service areas to ensure all requirements for service (food and non-
food items) are kept supplied
 Performing any ‘one-off’ food-related duties as trade, staff shortages, demand and
requests from wait staff dictate. This may include:
  Obtaining foodstuffs from the cool room, freezer or dry store as required
by kitchen staff or wait staff
 Dishwashing including the scraping, cleaning and storing of crockery and
cutlery
 Performing very basic food preparation duties such as, for example,
washing fruit and vegetables, peeling fruit and vegetables, opening
cartons, preparing basic salads, chopping and slicing food, preparing
butters
 Setting up plates and trays which may include adding vegetables to
plates, placing garnishes on menu items, adding sauces to foods,
preparing trays and requirements for gueridon cookery
 Watching what is going on at these points and being ready to take action when
required to address identified ‘situations arising’
 Being available for other colleagues so you can provide them with assistance when
needed
 Being alert to the on-going potential to use your initiative to prevent a potential
problem developing into an actual problem
 Remaining as a visible presence in the area so colleagues and guests can contact
you, talk to you, give you instructions or ask for help
 Paying extra attention to the kitchen when you have placed an order so you are
ready to transfer the food from there to the required service point.

Being called for pick-up

Individual venues or kitchens will have their own method of calling you
to collect food which is ready for service.
Options include:
 Ringing a bell which simply indicates something is ready for
collection but does not indicate who the food is for, or what the
dishes are
 Calling out your name – such as “Daniel – take away” (meaning
Daniel is needed to collect dishes for service)
 Calling out a table number – “Take away table 11” (meaning
food for table 11 is ready for collection)
 Calling out both a name and a table number – “Daniel, take away table 11”.

Important point
Never, ever take a dish unless and until specifically directed to do so by whoever is
running the pass.
Just because a dish you have ordered is ready for service does not mean it is your dish. It
could be for another table and if you take it you will cause confusion and service disruption
for your table and to the table the dish was originally intended for.

The need for prompt pick up of food

It is important for you to pick up food as quickly as possible after it has

been plated and is ready for service for the following reasons:
  Prompt collection of dishes enables the quicker service of food to guests and most
guests do not want to be kept waiting for their food
 Quick service enhances the guest service or dining experience which encourages
them to return for another meal, and to recommend the venue to their friends,
families and others
 Removal of food from the pass creates space for the next order to be processed,
thereby speeding up general service across the kitchen
 Prompt collection of the food optimises the likelihood food will be served at its best,
for example:
 Hot food will be served hot and not allowed to cool down
 Cold food will be served cold and not allowed to warm up
 Frozen foods will be served in a frozen state and not permitted to melt
 The appearance of dishes only decreases the longer it sits and waits to be
served. Eye appeal of dishes is critical because guests will always see the
food before they taste it and they will start forming impressions about what it
will taste like from the moment they see the item
 Taste of food items is potentially compromised by long delays in service
 Immediate collection of food when it facilitates integration of food service with wine
and beverage service which again enhances guest satisfaction and dining
experience
 There is an increased chance food may become contaminated the longer it sits at
the pass waiting to be collected.

Service points/areas

Depending on the venue where you work you may be required to provide service-related
monitoring and responses to the following areas.
Note: not all venues will have all of the following areas. The list is provided to give you an
understanding of the potential for you to service.

Kitchen service areas

You need to be aware of two main service or dispensing points found in a kitchen as
follows:
Hot food area
This is where plated food (entrées, main courses, desserts) are
served or collected from – also known in some places as the
‘pass’.
Most food for a dining room or restaurant will be served from and
collected from this area.
Orders are commonly also placed at this area.
Cold
This area does not exist in all properties being limited mainly only to large commercial
kitchens catering for high volumes.
The cold larder area will prepare and serve items such as cold entrées, salads, cold
desserts, and cheese platters.
Waiting stations
You may also be required to ‘fetch and carry’ to waiting stations situated in dining
rooms/restaurants.
A waiting station is a place or a piece of furniture which a waiter uses as their work base to
do things such as storing items, a location to clear plates from the guest table to, to rest
items on.
They may sometimes feature heating elements and be known in this instance as ‘hot
boxes’.
You will be required to take prepared dishes from the kitchen to the appropriate waiter
stations from where wait staff will serve the dishes to guests at table.
You will also take the dirty dishes back from the waiter’s station to the kitchen/dish
washing area for scraping and cleaning.
See the following for examples of waiter’s stations:
 http://www.forbesindustries.com/food-beverage-catalog/service-carts-tray-
stands/bussing-carts-and-waiter-stations.html.
Note, some rooms will use a simple table or other item of furniture for a ‘station’ in which
case the area may simply be known as a ‘rest’.

Buffet areas
You may also be responsible for tending (attending and monitoring)
buffets.
In these situations, you will be required to ensure dishes are kept
topped up and kept presentable and hygienic.
Tasks will involve both food items and beverages which are included
along with the buffet (beverages such as water, juices, tea, coffee
and milk).
Duties will also include removal of empty, or near-empty dishes,
removal of empty or dirty guest dishes and removal and replacement
of service items and food which has been dropped on the floor or
which has become contaminated as a result of unsafe food handling
practices by guests.

Room service collection areas

Most venues will have dedicated room service staff but, depending on the venue and the
organisation of staff, you may be required to perform various room service functions such
as:
 Clearing trays and trolleys from floors, when necessary. This involves checking
corridors on accommodation floors and returning dirty dishes, trays and trolleys to
the room service area for take-down and cleaning
 Returning room service crockery and cutlery to other areas, such as the main
kitchen or servery, where they may be needed
 Setting up room service trays and trolleys for specific room orders, or for generic
delivery o, for example, Continental breakfasts.
Online videos

The following online videos provide some insight into what is involved in being a food
runner and allows you to gain an insight into the kitchen and service areas:
 http://www.youtube.com/watch?v=59JC8al46Pk (‘A food runner’s world: 2 mins 31
seconds)
 http://www.youtube.com/watch?v=wXFs3Iy4s6Y (‘Chef Kurfürst at HTMi, Culinary
management: 12 mins 53 secs).

1.3 Check food in accordance with enterprise standards

Introduction

Before you take any dishes or trays of food out of the kitchen and give it to wait staff or to
guests you must undertake a series of checks to ensure the food being served is
acceptable and to make sure all necessary requirements have been met.
This section identifies practices to follow to help make sure guests receive exactly the food
they ordered, and to ensure smooth and professional service is provided.

Enterprise standards

In relation to checking food prior to service ‘enterprise standards’ may refer to:
 Size of the meals – the volume or quantity of food provided as
an entrée, a main course or as ‘extra’
 Placement of items on a plate. Some venues will require, for
examples, vegetables for certain dishes to be placed in a
nominated sequence or location on the plate to optimise the
visual appeal of the dish. Some dishes may be centrally
located in the middle of the plate whereas other menu items
will feature the main component (meat, fish, chicken) located
at a constant position on every plate
 Use of stipulated serviceware for given items. For example, it
may be a requirement a certain type or size of bowl is used for nominated food
items or accompaniments, or an underliner may be required for identified dishes
 Service of sauces. Some venues may add sauces to the meal (directly applying the
sauce to the food), while others may provide a small jug of sauce, a bottle of sauce
or a sauce boat.

Checking the food

Before all food is taken from the kitchen you must check it (that is, visually inspect each
dish) to ensure:
 The right meal has been prepared and any requested changes have been made to
the item or dish. This means comparing the food presented by the kitchen against
the order given to them. Never assume the kitchen will automatically get the order
 correct. Remember the kitchen is a busy place and accidents and mistakes can
happen. If the order is for four meals, are there four meals being given to you? Do
the dishes you are being given match exactly the requirements of each guests as
stated in the order? It is your job to make sure incorrect meals are not taken into the
room or to the service point. Every service plate is clean and presentable. This
means checking to ensure there are no marks, spills and drips on plates. In some
cases you may be able to clean the plate and in other cases it may need to be
returned to the chef or to the person operating the pass
 The quality of all items served for consumption. This includes checking all food
served on the plate to ensure it is of an acceptable quality. For example:
 A whole fish should not have tears in the skin
 Fresh fruit must not be over-ripe
 Salad vegetables must be crisp
 There should be no obvious blemishes or visible
impediments to any food items on a plate
 The appearance of the food on the plate. Issues to look
for are:
 All dishes of the same type must be of the same
size. There should not be a difference in serve
sizes unless requested by the guest
 Same dishes must look the same in terms of
layout of vegetables, accompaniments,
serviceware, garnishes
 An appealing and appetizing appearance
 The edible portion of a steak is at the outside of
a plate as opposed to having the fat/gristle component at the rim of the plate
 Guest requests have been taken into account. This means directly comparing the
dishes against the orders. Check to ensure, for example, rare steaks are indeed
rare; dishes with vegetables do not go out with salad on them, ‘extra chips’ do have
extra chips and ‘Thai salad’ is provided where requested.

Additional points to note

 Some establishments have photographs of each dish at the pickup point or pass to
help service staff plate dishes correctly and consistently and to give you a means
by which you can check dishes prior to taking them
 The person operating the pass should check all dishes before they are called but
you still ALWAYS have to conduct your own independent check
 Note it is much, much easier for a problem or mistake to be identified at this stage,
than it is for the dish to go out to the dining room, be presented to the guest, be
complained about and then be returned to the kitchen.

Checking the service ware

In addition to checking the food to be served you must also verify the required serviceware
is available as required to meet the needs of the menu items being served.
Serviceware is a generic term for crockery, cutlery and other service-related items.
Serviceware may include:
 Plates and bowls
 Platters and cake stands
 Service utensils such as tongs, carving forks,
large spoons and forks (for silver service)
 Glassware. Some sauces and desserts are
presented in glasses
 Oven-to-tableware allowing food items to be
taken directly from the oven and served in the
dish in which they were cooked
 Lids and covers for pots and other containers
 Condiment containers
 Flatware including knives, forks and spoon, lobster crackers, cake lifters
 Sizzle plates for steaks
 Tureens, ramekins and coupes
 Boards for service of dishes such as fruit and cheese
 Pots, jugs and sauce boats
 Sugar bowls
 Bread baskets.

Checks to make
 You must check these to ensure:
 They are clean
 Crockery and glassware is free from cracks and chips
 They are free from other damage
 They are suitable for the dish they are accompanying.
There is little point in serving snail tongs with a T-Bone
steak, or providing lobster crackers with GaKho chicken
 They are sufficient in number to match the order or requirements of the table
 They are safe and do not present any danger to staff or customers.

1.4 Transfer food for the appropriate service points in accordance with
enterprise procedures

Introduction

A primary role for you will be to transfer food (that is, carry plates and trays of food) from
the kitchen to service points.
This section describes techniques for carrying plates and trays and unloading trays and
placing food when you arrive at your destination.

Hygiene rules to follow

The following basic hygiene rules must be adhered to when carrying plates or trays or
handling food service equipment/utensils:
 Keep bare hands and fingers away from the food to avoid contamination
 Avoid scratching hair, nose, eyes, or mouth when handling food or carrying plates
as this can be a source of contamination which may be transferred to food, plates
or cutlery
 Keep long hair tied back so hairs do not fall into the food
 Wash hands before handling plates or cutlery if you have been engaged in other
duties such as removing rubbish, handling dirty dishes,
handling money, preparing food, using chemicals, doing
cleaning
 Do not sneeze or cough on to the plates, cutlery or food
directly or indirectly (that is, coughing/sneezing into your
hands and then using those hands to handle food/plates or
food contact surfaces).

Plate carrying

You do not need the same plate carrying skills waiters do.
Waiters will need how to carry at least three plates a time, sometimes four plates. You will
mainly carry plates on a tray.
Waiters will deliver the plates to the guest at table. You will deliver the plates to the
waiter’s station.
If you have the same plate carrying skills as a waiter, then that is a bonus but it would be
very unusual for you to have to actually use those skills.
Where two plates are to be carried to the dining room, you can carry them in by hand –
one in each hand.
Dirty plates are usually always removed from the dining room on a tray.
Where more than two plates are required to be carried to the dining room, it is usual for a
tray to be used.

Tray carrying

Trays come in various sizes and may be round, square or rectangular.

They are used for carrying plates into the actual service area – the dining room or
restaurant – and for removing plates, cutlery and other items from the dining area to the
kitchen.
It may look quite stylish to carry a tray on one hand, above your head, through a crowded
room but this is to be avoided (unless, of course, it happens to be house policy and it may
be in some establishments where they wish to emphasise showmanship) as it is
potentially dangerous and greatly increases the chance of dropping the tray or spilling the
food.
Trays should be carried with two hands – one on each side of the tray.
Loading the tray is important, because it is too late to try to fix the layout when you have
picked it up and are walking into the dining room.
Try to obtain an equal weight balance with the tray, and ensure plates are firm on the tray
surface. Many accidents have occurred when a plate or dish is balancing on another plate
or dish. The china surfaces are very slippery and it does not take much for a plate to start
skating over the others on the tray. And there is nothing much you can do about it when it
starts.
The answer is not to overload any tray, but to make an extra trip if you have numerous
plates to carry.
When carrying a tray, observe the following:
 Give way to guests – let them go first
 Give way to waiters unless they tell you to go through
 Look before you walk. Check to make sure your
intended passage is clear and not blocked by service
trolleys, high chairs (for children/babies), ice bucket
stands, furniture, or guest bags
 Remember you are on public show. Even though you are not the waiter, many
guests will still be watching especially if they are waiting for their meal, so how you
act and treat the dishes being transported into the room is extremely important
 Walk at a moderate pace – do not run and do not dawdle
 Carrying plates correctly and safely so the food maintains its appearance and is
delivered safely to the service point. Be aware the food on the plate can move
around as it is being transported, and if you do not handle it carefully then the hand-
crafted eye appeal of the dish can be lost
 Not letting a member of the public unnecessarily touch the food especially in
situations where people have had a little too much to drink
 Ensure the food does not become contaminated. This may mean keeping it
covered. It may mean walking a little further but taking a course that means the
plates or trays are not taken outside into the open air (where there is an increased
risk of contamination)
 Make sure the right order goes to the right service point. There
may be quite a few waiter’s stations and you have to make sure
you get the right one, first time, every time
 Be careful. This means:
 Exercising extreme care when carrying a tray
 Not rushing
 Not trying to carry too much
 Paying attention to the changing conditions on the floor.
The same rules apply when carrying items back from the dining room
to the kitchen.

Standard practice
You must make a habit of catching the waiter’s eye, every time they enter the dining
room/restaurant.
This lets the waiter know they have just brought something in, but also gives the waiter an
opportunity to signal to you they have a special request to make or for you to pass on.
These special requests are numerous but may include “I need a fresh steak knife because
someone dropped theirs on the floor”, “Can I get more cranberry sauce for table 14?”, and
“Tell the chef people are complaining the rice is not hot enough.”
Catching the eye of wait staff is not difficult to do as they will also be keeping a watch for
you.

Placing food/unloading trays

Handling plates
When you arrive at your service point (usually a waiter’s station in a dining area) you will
need to place the plates in the correct position.
Where you are carrying only two plates this may entail:
 Physically handing the plates to the waiter who will then
serve them
 Placing the plates on the waiter’s station for the waiter who
will then pick them up and serve them
 Putting hot food inside the heating area or hot box of a
service station.
 If you hand plates directly to a waiter you should state the name of the dish
including any special requests which have been included in the preparation of the
dish.

Unloading trays
When unpacking the tray at the service point or waiter’s station care should be exercised
to:
 Maintain eye appeal of the dish
 Avoid spoilage or spillage
 Facilitate access by the waiter
 Keep noise to a minimum
 Eliminate interruption to the waiter’s duties
 Be as unobtrusive as possible
 Maintain the ‘safe food’ condition of the dish.

1.5 Advise appropriate colleagues on readiness of items for service

Introduction

A key focus when providing a link between the kitchen and service areas is advising
waiters and servers on the readiness of items for service.
This section presents considerations in this respect.

Importance of advising colleagues

It is important for you to advise waiters and servers of the readiness of food for the
following reasons:
 This notification allows them to plan their work on other tables. They can better
determine what they should do next and how long they have to complete a task
before they need to serve food to guests which you have delivered to the waiter’s
station
 The advice you give enables better integration of other service so the guest
receives a more positive experience. For example, the food waiter can notify the
beverage waiter of the imminent arrival of the main course so they can ensure wine
which has been ordered is served and ready for consumption before the food is
served
 The advice allows waiters to prepare the table to which the meals are to be served.
They may, for example, need to:
 Clear dirty plates from the table
 Adjust cutlery; add/remove cutlery to the cover to suit the food about to be served.

How to advise colleagues

When you have identified from the kitchen that food for a certain table is about to be plated
or served then you will need to:
 Enter the service area. The notification should take place at the service point
 Speak to the waiter/server and advise them of the table number for the food you are
about to bring in.

Other considerations
 Double-check the food being plated is your food. Never assume
food being plated up is actually for you or your table. Verbally
check with the chef or person operating the pass that the meals
are for a given table number
 Hand signals may be used as an alternative if circumstances
dictate (that is, if the waiter is doing something such as taking
an order or serving another table and cannot be interrupted
 Try to give the waiter/server sufficient warning. Approximately
one minute is a suitable period for advance notice
 Make sure you communicate any other relevant issues at the
same time, for example:
 Notification of any delays to dishes/orders already placed so waiters can
pass this on (with an apology) to guests
 Advise them of dishes which are no longer available
 Advise them of menu items which are running low or running out
 Seek clarification of any orders where the kitchen has asked you for
clarification and you need to obtain information from the person who took the
order
 Confirm special requests can be catered for
 Advise where special requests cannot be accommodated
 Notify other issues such as ‘carrots are being replaced with pumpkin’ or
‘potatoes are being replaced with chips’.
1.6 Identify additional items required from the kitchen by monitoring
services areas and consulting with other service colleagues

Introduction

Another central element of your role is to support and assist waiters/servers by providing
them (and guests) with items to enable smooth and efficient service delivery.
This section identifies the importance of this part of your job, describes how the need for
additional items may be identified and gives a sample list of items which you may need to
supply.
A key issue in this respect is to be proactive and anticipate requirements for extra items so
you can provide them without having to be asked.

Need to identify additional items required

It is extremely important to identify additional items required by waiters (and guests) as

this will:
 Enhance service provision and service excellence
 Increase guest satisfaction
 Show your support for colleagues
 Increase efficiency
 Demonstrate customer/guest focus
 Prove you are concentrating on your role.

Ways to identify required items

Your aim should be to anticipate the need for items and meet the identified need before it
becomes an actual need.
Techniques to identify ‘required items’ include:
 Speaking to waiters/servers and asking them if they need
anything
 Being alert to requests made to you directly from guests at the
table and/or from colleagues (including food and beverage
waiters)
 Observing the service area. Look for indicators that there is an
impending need, for example:
  A guest who has dropped their knife indicates a need for a replacement knife
 A spilled glass of wine indicates the need to provide the materials necessary
for clearing or cleaning up the mess
 Guests who elect to share a dish may indicate the need for an additional
plate and/or cutlery
 Using your experience, common sense and industry knowledge, for example:
 Departing guests may indicate the need for clearing and re-setting a table
 The arrival of guests with young children may indicate the need to bring a
high chair
 If you overhear a guest ask the waiter for more bread rolls this indicates a
need for more bread rolls.

Examples of what may be required

There is no limit to the type of items which you may be required to provide. The following
is presented as an indicative list only:
 Extra condiments or sauces for dishes
 Extra side orders such as chips, salad, onion rings, rice
 Extra butter for rolls, extra rolls
 Dressing for a salad
 Sugar, milk or lemon for coffee or tea
 Finger bowl or shell bowl for seafood
 Clean service cloths, or extra napkins/serviettes
 Additional cutlery and crockery
 More glasses for wines and beverages. Remember you will be expected to support
the work of beverage waiters as well as food waiters
 A cake stand and cake server for situations where guests have brought their own
cake into the venue (for example, to celebrate a birthday).

1.7 Make requests to kitchen staff based on identified needs

Introduction

When asked to do so by waiters/servers you will be required to

make requests to the kitchen.
This section identifies what is involved in this activity.

Types of requests

On a regular basis you can expect waiters/servers to ask you to

speak with the kitchen and determine if certain guest requests,
preferences or needs can be accommodated.
You will need to speak to the chef (or relevant other person in the kitchen) and
communicate their response back to the person who asked you to make the request.
Several examples of these requests were identified in section 1.1 and repeated here.
Requests may include:
 Speed of service. A guest or table may request:
 To be served straight away
 To have a break of X minutes between the service of courses
 To be served and out of the room by a given time
 Variations to menu items to:
 Add or exclude certain ingredients from a dish
 Substitute nominated ingredients in a dish
 Accommodate cultural, religious or dietary/health-related requirements
 Can the pepper crab be served as chilli crab?
 Request for variation to size of serve such as a request for:
 A small serve
 A large serve
 Entrée to be served as a main course
 Main course to be served as an entrée
 Extra serve of nominated items – meat, vegetables
 Request for information. While most waiters/servers will know
the answers to commonly asked questions about menu items
you will often be asked to speak to the kitchen and ask
questions which may include:
 Are certain dishes fresh or frozen?
 How long will it take to prepare a nominated dish?
 Where does the beef come from?

Making the request

Keys in making requests to kitchen staff are:

 Make sure you know exactly what it is you need to find out
about. Clarify any ambiguities with the waiter/server before
you speak to the kitchen
 Talk to the right person. Different questions can be answered
by different people. You do not always have to speak to the
head chef or the person on the pass. Use common sense to
determine who you should ask questions to
 Make the enquiry as quickly as possible without being rude or
interrupting what others are doing
 Get the person’s attention before speaking to them. You must realise the kitchen is
a busy and noisy place so make sure the person you want to ask a question of is
actually listening to you before you start asking your questions
 Speak directly to the person in a clear voice explaining exactly what is required and
asking the questions which need to be answered
  Listen to the answers given to you. Be prepared to take notes where answers may
be complex or detailed
 Be prepared to ask follow-up questions where you believe the person has not
understood you or where you are unsure about the answer you have been given
 Thank the person who gave you the answer. This will encourage them to deal
positively with you into the future.

Responding to requests

It is important to pass on to waiters/servers the information or answers you have received

from the kitchen.
To do this you must:
 Respond in a timely manner. Get the answer back to the waiter/server as soon as
possible
 Provide any necessary detail where the answer requires you to communicate some
specific information, factor or element
 Speak to them away from the guest/table. The communication
between you and the staff member should not be able to be
overheard.
 Get their attention before speaking. Make sure they are listening
and paying attention before you share what you need to
communicate to them
 Be prepared for follow-up questions to be asked. This may occur
because guests have made further requests
 Ask the waiter/server if they have other questions which need to
be asked to demonstrate your.

Task Sheet 1.1-1

Title:

WORK PROJECT

Performance Objectives:
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must submit
documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the
agreed date.
Supplies:

 Suitable evidence or other relevant proof of completion.

Equipment:

NONE
Steps/Procedure:

1. Research and Identify

2. Guests request
3. How to provide

Assessment Mthod:

Use the Performance Criteria Checklist

Performance Criteria Checklist for

Task Sheet 1.1-1

Criteria YES NO

1.1 Identify a hospitality venue and prepare a written submission

which details:

Proposed, possible or actual enterprise standards for checking

food prior to transferring it for service
Proposed, possible or actual enterprise procedures for
transferring plated food from the kitchen to service areas
A list of additional items (minimum 12 items) which may be
required to be provided to wait staff/servers and/or guests.

1.2. Provide real-life, simulated or video evidence of you:

Relaying information from the dining area and/or wait

staff/servers to kitchen staff
Relaying information from the kitchen to wait staff/servers
Monitoring and attending kitchen service points to ensure prompt
pick-up of plated food for transfer to service area
Checking plated food items prior to transferring dishes to the
dining area, wait staff and/or servers
Physically carrying plates and/or trays of food to wait
staff/servers
Advising wait staff/servers on readiness of dishes for service
Making requests on behalf of wait staff/servers to kitchen staff,
and communicating responses to wait staff/servers.
 Learning Outcome No. 2 Prepare service stations and
equipment
CONTENTS:
 Taking reservations
 Table set-up
 Napkin folding
 Skirting buffet/display tables
 Banquet set-ups

ASSESSMENT CRITERIA:

1. Service or waiter’s stations are stacked with supplies necessary for service.

2. All tableware and dining room equipment are cleaned, wiped and put in their proper
places.

3. Special tent cards and similar special displays are put up for promotion.

4. Cleanliness and condition of all tables, tableware and dining room equipment are
checked.

5. Water pitchers and ice buckets are filled.

6. Electrical appliance or equipment like coffee pots, tea pots, plate warmers etc. in
the dining area are turned on and kept ready.

7. Condiments and sauce bottles are refilled and the necks and tops of the bottles are
wiped clean and dry.

CONDITIONS: the trainee/student must be provided with the following:

 Napkins
 Menu folders
 Order slips
 Wine list
 Condiments
 Toothpicks
 Table cloth/Placemats
 Salt and Pepper shakers

METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration

ASSESSMENT METHOD:
 Oral examination
  Written examination
 Performance test

Learning Experiences / Activities

Learning Outcome # 2

Prepare service stations and equipment

Learning Activities Special Instructions

This Learning Outcome deals with the

development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.

Go through the learning activities outlined for

you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.

The output of this LO is a complete Institutional

Competency Evaluation Package for one
Competency of Front Office Services NCII.
Your output shall serve as one of your portfolio
for your Institutional Competency Evaluation for
Prepare the dining room/restaurant area for
service.

Feel free to show your outputs to your trainer

as you accomplish them for guidance and
evaluation.

This Learning Outcome deals with the

development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.

Go through the learning activities outlined for

you on the left column to gain the necessary
information or knowledge before doing the tasks
to practice on performing the requirements of
the evaluation tool.

After doing all the activities for this LO2:

Prepare service stations and equipment, you
are ready to proceed to the next LO3: Set up
the tables in the dining area
 Information Sheet 1.2-1

CLEAN AND CLEAR FOOD SERVICE AREAS

2.1 Remove used items from service areas and safely transferred to
the appropriate location for cleaning

Introduction

There will always be a need to remove used and unwanted items from the service area
during service and return them to the kitchen.

This section identifies the need for this action, describes items which may need to be
processed in this way and identifies the locations to which items may need to be removed.

The need to remove items

‘Clearing’

Removing items from the dining area/service area to the

kitchen is referred to as ‘clearing’.

When wait staff/servers remove items from guest tables to

the waiter’s station this is also referred to as ’clearing’. It is
called ‘clearing the table’.

Importance of and need for clearing

Clearing items from waiter’s stations/service points is important for the following reasons:

 It eliminates clutter at the service points/stations and

gives wait staff/servers more room to work
 It makes the service area look more attractive and
presentable to guests
 It makes room for you to place your next delivery of
dishes
 It enables used items to be taken to the dishwashing
area so they can be cleaned and re-used
 It provides another opportunity for communication to
occur between you and the wait staff/servers.

Points to note when clearing

When clearing you should pay attention to the following:

 Always try to communicate with the wait staff/servers when

clearing. This may be verbal communication (you should ask if
they need anything, or they may ask you for something) or just
eye contact to determine if they want something or they need
you to do something
 Try to bring something back every time you return to the kitchen
after taking something in to the room/service point. The aim is to
never return empty-handed if there are things to be brought back
 Be as quiet as possible. Stacking plates and clearing can be a
potentially noisy activity so keep noise to the absolute minimum:
the quieter you are, the more guests will enjoy their meal
 Make sure the waiter’s station/service area is clear before you take food into the
dining area/service area. You need to avoid a situation where you take plates and
trays into the area only to find there is nowhere to put them
 Walk at a safe pace when removing items and look where you
are going to avoid knocking into guests, other staff or furniture.
Always give way to guests
 Loading your tray in a structured way which will include:
 Scraping plates
 Taking cutlery off plates
 Balancing the load
 Not stacking items too high
 Ensuring you do not overload the tray
 Making sure nothing will fall off the tray when you lift
and carry it.

Items which may need to be cleared

You will need to clean:

 Used items. These are items of crockery and cutlery

guests have used and have finished with. They will have
been cleared from the table by the wait staff and moved to the waiter’s station for
you to collect. These items will include:
 Plates and bowls
 Cups and saucers
 Jugs
 All sorts of cutlery
 Items no longer needed by diners. These also will have been cleared from the table
by wait staff when they are identified as being ‘no longer needed’. Items in this
category may include:
 Bread baskets and butter dishes
  Items of cutlery and crockery set as part of the cover but not required
because, for example, a guest did not arrive or their menu selection meant
the item was not required
 Condiments
 Menus
 Soiled napkins and unused serviettes
 High chairs
 Table tops
 Linen – soiled and clean tablecloths, waiter’s cloths and
overlays.

Clearing of glassware and drink-related items

The clearing of used and/or unwanted glasses, water jugs and empty
bottles and cans may be the responsibility of beverage wait staff or bar
staff but you must always be prepared to assist as required to help
clear these items.

This may mean:

 Carrying empty glasses (used and/or unused) to the bar service

point or taking them to the kitchen from where bar staff will
collect them for processing (washing, polishing, storing)
 Taking empty bottles and cans into the kitchen (or bar) area and disposing of them
into appropriate rubbish containers to facilitate recycling.

Transferring items

Items should be transferred safely to the appropriate location and in accordance with the
establishment’s practices.

This may include:

 Placing items onto a tray and using the tray to carry items
from the service area. This allows multiple items to be
cleared at the one time
 Carrying items by hand. This is often an acceptable
practice where there are only one or two items to be
removed.

Note: some venues have an SOP requiring all items to be carried into and out of a
service area/dining room on a tray. They forbid staff from carrying items by hand.

Locations

When removing items from the service area they must be taken to the appropriate location
for processing.
‘Processing’ of items

‘Processing’ of these items will involve:

 Cleaning of used/dirty items

 Storing of items in readiness for future use
 Filling/refilling of condiments
 Cleaning/wiping of proprietary sauce bottles
 Disposing of items into rubbish containers
 Placement of linen into receptacles ready for laundering.

Bar

You may be required to remove the following items to the bar:

 Clean and used glasses

 Water jugs
 Empty bottles and cans
 Ice buckets
 Ice bucket stands
 Carafes.

Still room

The stillroom is an area where ancillary items (such as but not limited to bread rolls,
condiments, butter and napkins) are prepared for service.

It is normally part of, or adjacent to, the kitchen.

You may be required to take the following items to the stillroom

for processing:

 Salt and pepper shakers

 Butter and jam/conserve dishes
 Milk jugs
 Mustards
 Proprietary sauces
 Bread baskets.
 Table numbers
 Menus.

Silver room

The silver room is a room where cutlery is stored.

If the venue actually uses silverware (that is, silver cutlery) then this area will also contain
facilities for cleaning and polishing those items.
Most venues do not have a silver room and very few venues use actual silverware.

Where a silver room exists you may be required to:

 Take all unused cutlery directly to the silver room so it can be

stored as clean items. Most venues treat unused cutlery as dirty
cutlery and wash it and polish it even though it has not been
used. Check the SOP at your workplace.
 Take only actual silverware to it – clean or dirty. All other items of
cutlery will be taken to the dishwashing area (see below).
Silverware can include:
 Cutlery – all types
 Jugs
 Tea/coffee pots
 Trays and platters
 Ice buckets and stands, as well as carafes and wine service paraphernalia.

Store room

You may be required to take the following items to a dining/service store room store so
they are available for use when next needed:

 Table tops
 Unused linen
 High chairs
 Candelabra
 Table decorations and table furniture.

Dishwashing area

All used/dirty crockery and cutlery will need to be taken to the dishwashing area.

This area or section of the kitchen may be also referred to as the ‘pot wash’ area as pots
and pans may also be washed there. Note that in many venues the dishwashing area is
just for crockery, cutlery and other used dining items, while the pot wash area is just for
items used in the cooking or preparation of food.

Your role when delivering used/soiled items to the dishwashing area may be to:

 Unload your tray and the dishwashing staff will do the rest
 Unload your tray and scrape the plates which means scraping the plate waste into
bins or an InSinkErator
 Unload, scrape and stack items ready for washing either by hand or in a
dishwashing machine.
2.2 Handle food scraps in accordance with hygiene regulations and
enterprise procedures

Introduction

Clearing plates from the service area will always involve handling food scraps.

This section discusses issues related to this requirement.

Plate waste

‘Plate waste’ is anything which has been served to the guest and is returned from their
table/plate.

This definition includes:

 Food remaining on a plate/in a bowl which has not all been eaten
– ‘food scraps’
 Food which looks like it has not been touched
 Garnishes for food and in drinks
 Left-over beverages including liquor/soft drink remaining in cans
or bottles.

All plate waste must be thrown out – it cannot be re-used, re-served or

re-sold.

Single use items

Single use items are items intended to be used only once and then disposed of.

They are not meant to be used again.

Examples of single use items which must be thrown out when returned
or cleared include:

 Drinking straws
 Paper serviettes/napkins
 Plastic cutlery – commonly used in situations where food is
provided for take-away service
 Wooden stirrers used to stir sugar in hot drinks
 Take-away containers used to wrap, serve or otherwise provide take-away food and
beverages, both hot and cold. These may be paper, cardboard, plastic or aluminium
  Portion control packs which have been opened and/or partially used. These PC
packs may be used by some venues to serve:
 Butter
 Jam
 Sauces and mustards
 Milk
 Salt and pepper
 Other food – such as cereals and biscuits.

Note: PC packs returned from service can be re-served or re-used if they are in good
condition (they look presentable, are not damaged or soiled) and have not been opened or
tampered with.

Handling food scraps

Safe food handling practices

Food scraps which must be handled in accordance with safe food

handling practices in relation to external rubbish bins include:

External rubbish bins are to have tight fitting lids which are to be
kept in position when the bins are not in use. This is designed to
prevent access to food waste/rubbish by birds, cats, vermin

The rubbish area must be kept clean to help avoid offensive odours

There must be ‘sufficient’ rubbish bins to cater for the amount of rubbish produced. If the
rubbish being created by the level of trade cannot be accommodated by the bins then
extra bins must be obtained

The rubbish bins themselves must be kept clean. They must be periodically cleaned using
a detergent, degreaser and deodoriser or disinfectant.

Hands must be washed after handling rubbish without exception. This is an extremely
important food safety requirement.

Enterprise procedures

Enterprise procedures regarding rubbish disposal and the handling of

food scraps may include:

All food scraps must be thrown into one or more bins located at/near
the dishwashing area or other designated points

All internal rubbish bins used for food scraps must be lined with a strong, good quality liner
to prevent food scraps making contact with the internal sides of the bin
No food scraps are to be consumed or taken home by staff members. This may even
apply to situations where staff want to take scraps home for pets

Bags of food scraps from internal bins must be disposed of appropriately into external
bins/dumpers – see immediately above

An external rubbish removal company may be used to supply and empty rubbish
bins/dumpers to cater for the volume of waste created

No food scraps are to be left in internal bins between shifts or overnight.

2.3 Clean and store equipment in accordance with hygiene

regulations and enterprise procedures

Introduction

Your role may or may not require you to clean and store crockery and cutlery.

This section presents general hygiene and possible venue-specific requirements in this
regard.

Cleaning

‘Clean’ and sanitised’ – defined

In this context, ‘clean’ means ‘free from visible contamination’.

‘Free from visible contamination; means the item must look

clean when you have finished cleaning it.

It is important to understand items may not be safe to use –

from a food safety point of view – just because they look clean.

Crockery and cutlery which appear clean may still be

contaminated by germs/bacteria making them unsafe to use to
use.

‘Sanitised’ refers to items which are free from bacteria/germs or items which have had the
level of bacteria/germs reduced to a safe level.

It is for this reason all cleaning/washing of food items (including crockery, cutlery, glasses,
pots, pans and food contact surfaces) should be:

 Washed using a detergent

 Sanitised using hot water, steam or a chemical sanitiser.

Need to clean and sanitise items after each use

All service items (plates, cups, saucers, cutlery) must be cleaned and sanitised after each
use.

This must occur in order to prevent infectious diseases being communicated from person
to person.

General cleaning sequence

In general terms the following sequence is suitable for cleaning

crockery and cutlery:

 Remove visible food debris – for example, scrape the

plates
 Rinse with warm water to remove loose dirt
 Wash with a detergent as designated by the workplace
 Rinse again to remove the detergent and debris
 Apply a sanitiser. Sanitisers are chemicals designed to kill bacteria
 Rinse to remove the sanitiser

Allow to air dry. Air drying is the preferred option as it eliminates using a cloth to dry
surfaces, which may inadvertently introduce bacteria to the surface that has just been
cleaned and sanitised.

Machine washing

The procedure for washing eating utensils and dishes by

machine is as follows:

 Scrape and rinse items prior to stacking in trays. Use the

right trays/racks for the right items
 Wash for a minimum of 60 seconds at a temperature
between 66°C and 71°C
 Rinse for a minimum of 10 seconds at a temperature of at least 77°C
 Always follow any specific house rules which may apply to certain types and
models of dishwashing machines and/or chemicals used.

Hand washing

In some circumstances there will be no dishwashing machine.

This is common in small businesses, and it is safe to use a double bowl

sink to clean items providing certain requirements are observed.

When using a double bowl sink to wash eating utensils and dishes:
  One bowl must contain water at minimum 45°C and detergent for washing the items
 One bowl must contain clean water at a minimum of 77°C for sanitising the items
 Sanitising must involve soaking the items for a minimum of 3 minutes. It is not
acceptable to just run hot water over items to remove the suds and soap
 A thermometer must be on hand to check and verify water temperatures.

Items must once again be left to air dry, which means draining and leaving to dry while
hot.

Tea towels should not be used.

Operators must make sure detergents and sanitisers are diluted according to
manufacturer's recommendations (where necessary) and all other
manufacturer's advice is adhered to.

Storing items

After items have been cleaned and sanitised they must be stored so they
do not become re-contaminated.

The requirement is that all items used to serve food and beverages are
provided to the guest in a clean condition.

Correct storage of clean items includes:

 Handling all cutlery by the handle

 Handling all plates and bowls by the sides or rims
 Handling all cups by the handle
 Storing them in such a way that protects them from contamination from:
 Flies and/or dust
 Other sources of contamination such as coughing, pests
 Storing items in designated locations as opposed to leaving them in random
positions.
 Task Sheet 1.2-1

Title:

WORK PROJECT

Performance Objectives:
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must submit
documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the
agreed date.
Supplies:

 Suitable evidence or other relevant proof of completion.

Equipment:

NONE

Steps/Procedure:

4. Research and Identify

5. Guests request
6. How to provide

Assessment Mthod:

Use the Performance Criteria Checklist

Performance Criteria Checklist for

 Task Sheet 1.2-1

Criteria YES NO
2.1 Provide real-life, simulated or video evidence of you:

 Clearing used and unused items from service points using

a tray
 Clearing used and unused items from service points
carrying individual items in your hands
 Removing items cleared from the service to appropriate
locations (such as stillroom, dishwashing area and/or
store rooms) for processing
 Handling food scraps at the dishwashing area in an
effective and hygienic manner
 Cleaning crockery and cutlery in accordance with required
hygienic practices using a dishwashing machine and/or
hand washing
 Storing crockery and cutlery in a manner protecting it from
re-contamination.

Information Sheet 1.2-2

MAINTAIN EFFECTIVE RELATIONSHIPS WITH COLLEAGUES

1. Meet needs and expectations of colleagues in accordance with
organization standards, policies and procedures and within
acceptable time frames

Introduction

Your work role demands you function as part of a team.

This means meeting the needs and expectations of those with whom you work.

This section identifies and discusses aspects of this requirement.

Importance of meeting needs and expectations of colleagues

It is vital you meet expectations your colleagues have in relation to your personal work
performance in order to:

 Help them do their job as expected by management and

guests
 Demonstrate your commitment to a team approach and
improving your workplace reputation as a valued co-
worker
 Provide better service delivery to guests, enhancing their
dining experience and increasing the likelihood of repeat
and referral business
 Complete work others are relying on in order for them to be able to complete their
work
 Implement and maintain the standards and protocols established by the venue for
the provision of service to guests and support to other staff
 Indirectly assist the venue meet guest needs and expectations as created by
advertisements and promotions the venue runs
 Create a more effective and efficient workplace
 Show management you are actually doing the job they expect you to do and are
paying you to do.

Always remember you are being paid to do the things listed above and the tasks identified
on your job description. You are not doing colleagues (or management or guests) a
‘favour’ by helping them, co-operating with them or providing them with products or
services.

‘Needs’ and ‘expectations’ – examples and strategies

Management, staff and guests will have a wide variety of needs and expectations about
you and your workplace performance.
The following list identifies examples of ‘needs’ and ‘expectations’ your co-workers may
have about your role, and identifies strategies to ensure you meet those needs and
expectations.

These needs and expectations can be expected to:

 Change between individual people. Different people are likely to have slightly
different needs and expectations
 Alter between venues or workplaces. Specific needs and wants can change based
on the type and nature of the business, products and services offered and the
profile and volume of trade
 Vary over time. The needs and wants of others at 12:05PM can be significantly
different to the needs and expectations of the same people at 12:35PM. The needs
and expectations on Monday can be different o those on a Friday and the needs
and wants during an event or function can be different to those during days of
‘normal’ trading.

Colleagues will expect you to:

 Attend for work when rostered. This means:

 Arriving 15 minutes early
 Never missing a shift
 Advising the workplace well in advance if you are
unable to work
 Maintain professional personal presentation by:
 Wearing the required uniform
 Wearing clean and pressed clothes
 Applying appropriate grooming
 Maintain appropriate personal hygiene by:
 Washing and bathing regularly
 Wearing appropriate make-up and/or scent
 Demonstrate a positive attitude in the workplace which can be shown by:

Co-operating with others

 Offering help instead of waiting to be asked

 Smiling
 Telling people they have done a good job, tried hard or worked well
 Thanking others for their help
 Never making a big deal out of assisting others; just help them and get on
with the other work you have to do
 Show respect for others in the workplace by practices such as:
 Using polite and courteous language
 Avoiding discriminatory behaviour and language
  Accommodating social, religious, cultural, gender and/or age-specific
differences
 Never participating in workplace gossip
 Not taking the credit for work done by other staff
 Communicate effectively by using:
 Correct and appropriate verbal and non-verbal
communication techniques
 Asking open and closed questions
 Listening actively
 Clarifying ambiguities
 Confirming messages
 Seeking and providing feedback
 Respond promptly to:
 Requests for help and/or information from co-workers, guests and others
 Identified situations which require action, attention and/or a response
 Situations arising
 Emergencies
 Perform allocated tasks as required for the job role being undertaken. This can
mean:
 Completing daily and routine work in a
designated sequence by the time required
 Giving priority treatment to priority
requirements
 Getting work finished by a required time
 Advising colleagues when work has been
completed
 Telling colleagues when you are running
behind time
 Asking for help from others
 Maintain work area in an appropriate condition which means keeping the area and
items, utensils and equipment:
 Clean. This includes regular cleaning of items and immediate cleaning of
spills and accidents
 Neat and tidy. This involves putting things away and returning items to their
designated location (after use, cleaning)
 Safe
 Secure
 Accommodate unscheduled tasks by:
 Integrating unexpected needs with standard work
 Helping others
 Anticipating problems and taking action to avoid or to deal
with them
  Comply with:
 Legislated requirements
 Internal house policies and procedures
 Effectively and promptly address:
 Customer complaints
 Workplace conflict
 Emergencies
 Participate in workplace activities designed to:
 Investigate and resolve problems and issues
 Enable continuous improvement
 Improve service delivery and the guest experience
 Introduce initiatives intended to enhance the provision of service.

2. Assist to resolve workplace conflict and manage difficulties to

achieve positive outcomes

Introduction

Given the highly interpersonal nature of your work role it is to be expected there may be
workplace conflict with colleagues from time to time.

This section identifies the need to resolve and manage conflict and workplace difficulties
and discusses ways to do so.

Importance of managing and resolving workplace conflict and difficulties

You must actively manage and resolve workplace conflict and difficulties in order to:

 Stop small issues growing into big ones. To do this you need to
take prompt action, promote reconciliation as opposed to ignoring
things and avoid letting things drag on, get worse and involve
more people
 Maintain the usual positive orientation of the workplace. This is
vital because the nature of the workplace has a distinct impact on
how staff relate to guests and customers. If the workplace is positive then
interactions between staff and guests will tend to be positive. If interactions
between staff are strained or tense then the relationships between staff and guests
will tend to reflect these negative emotions
 Reduce absenteeism and staff turnover. Workplaces where conflict and difficulties
are left unaddressed have higher levels of absenteeism and staff turnover than
those where issues are ignored
  Comply with ethical and legal requirements to provide a safe workplace. Failing to
address workplace conflict and difficulties can be regarded as occupational safety
and health matters from a psychological perspective.

Defining workplace ‘conflict’ and ‘difficulties’

 A conflict is a state of opposition between persons,

ideas or interests.
 Conflict is more serious than difficulties and creates
situations where the required work potentially cannot take
place.
 Difficulties are problems impacting on the provision of
products or services to others.
 Difficulties reduce the level of service provision and make
work harder to do.
 Difficulties can grow into conflict if not properly addressed and resolved.
 Conflict and/or difficulties may arise with colleagues or guests and customers.
 It can arise on a one to one basis or in a group setting.

External and internal customers

 The industry has developed two classifications of ‘customers’ who you need to
serve.
 ‘External’ customers are the customers who come to the venue to eat and spend
their money. They are also known as guests and patrons.
 ‘Internal’ customers are the other staff in the venue who you support and serve.
 They are also known as your colleagues and co-workers.
 In your role they will be the kitchen staff and the wait staff and servers you work
with.
 At all times the efforts of wait staff and the kitchen must be to serve the external
customers and your job must be to support the internal customers.

Reasons for conflict and difficulties

There may be many reasons why conflict may flare up amongst colleagues and why
workplace difficulties can arise:

 Pressure of work such as high levels of trade, insufficient staff rostered on to cope
with work, unusual levels of demands from guests, equipment breakdown
 Lack of, or bad, communication which may cause misunderstandings
  Prejudices about all sorts of things from which sports team the other person follows,
what kind of car they drive, through to issues of ethnicity, gender, body shape and
age
 Ineffective working systems where the internal operations, or functions, of the
venue cause the problem (poor reservations systems, lack of standard procedures,
bad food ordering system or protocols)
 Difference in opinions about a wide range of topics from current affairs to the
weather
 Difference in beliefs as these relate to, for example, religion, politics, music and
many other topics
 Misunderstanding can be caused by barriers to communication, not listening
properly, putting a different interpretation on a word or phrase than what was
intended
 Team member not pulling their weight and staff not contributing 100% to a team
effort
 A colleague feels they are being treated unfairly. This may be due to their shift on
the roster appearing less attractive than someone else's, not being given the
opportunity to work overtime or not being selected to work on a certain function.
This feeling may also be caused by staff who fail to share information, refuse to
help and co-operate in the workplace, and who favour some colleagues over
others.

Warning signs

When you are involved in conflict or difficulties with a workplace colleague they tend to:

 Avoid verbal and visual contact and/or proximity. This may mean:
 Other staff take breaks in physically different areas
 They avoid mixing with you or looking at you, or sitting near to you
 Staff ask for shifts where you are not rostered
on to avoid the chance of contact with you
 Indulge in negative facial expressions. The person
may sneer your way, roll their eyes and shake their
head slowly from side to side, or purse their lips
when they see you or make eye contact with you
 Make negative remarks to you and/or about you.
This can spill over into areas that are outside the initial cause of the conflict. For
example, a staff member may be annoyed you did not help clean up after a
function. Their perception is you are lazy and not a team player. The truth however
may be the supervisor told you to go home because you had been at work for
twelve hours that day and were required back early the following day. The negative
remarks will not stop at your perceived laziness, but will usually involve unrelated
areas such as your attitude, your relationships with others, your personal habits,
and so on
  Make rude gestures or remarks. These can be offensive remarks (perhaps of a
sexual nature), or finger and forearm gestures designed to convey a specific
message. Most establishments have bullying and harassment policies making
these sorts of actions unacceptable in the workplace. If encountered, you should
seriously consider reporting them to management as they constitute workplace
harassment.

Resolution and management of issues

To resolve and manage conflict and difficulties you need to be proactive. This means it is
up to you to take action to address the situation.

Conflict and difficulties:

 Must never be ignored. Issues will never ‘go away’ or resolve themselves
 Should be addressed and resolved as soon as possible.

Strategies for resolving workplace conflict and difficulties

Preparation is critical in effectively resolving workplace

conflict and issues.

 Planned responses to issues always stand a far better

chance of resolution than reflex action.
 Keys to resolving issues where you have determined
there is a conflict or misunderstanding with a
colleague include:
 Plan what you are going to say. Think things through and determine what you are
going to say, the words you will use, the examples you will refer to and the
sequence in which you will raise issues
 Plan when you are going to address the situation. Will you talk to the person before
work or after work? It is never a good idea to bring these matters up during work
 Plan where you will talk to the other person. Will you speak to them in the
workplace, in the staff change room or while having a coffee in the staff canteen?
 Determine what you want from the resolution process. What do you want the other
person to do or to stop doing? The solution you identify can be presented during
discussions as a way to fix the problem
 Identify specific examples of the problem, issue, difficulty,
problem or conflict you want to discuss. When resolving the
situation it is important to be able to:
 Refer to specific times
 Mention specific dates and times
 Refer to specific words or terms used
 Describe the actual nature and context of the
situation. The aim here is to avoid making reference
 to vague generalities, avoid using incorrect or inaccurate references and/or
avoid a situation where you are unable to provide evidence in relation to the
topic to be addressed
 Speak to the colleague and ask them if they are able to meet with you (when and
where you have decided) to talk about the issue
 Meet with the person and apply standard resolution techniques to resolve the
situation which can include:
 Thanking the person for meeting with you
 Explaining why you have asked for the meeting to resolve the situation
 Defining and describing the situation with
reference to plans you have previously made
 Explaining the impact the situation is having on
you and your workplace performance, other
staff, guests
 Listening to what the other person has to say.
The process must involve two-way
communication. What the other person has to say can often:
 Provide the basis for a resolution
 Explain the situation and give a different perspective on things which
can mean an end to the issue
 Telling them what you want to resolve the situation while showing
empathy with their situation (where and if appropriate)
 Being prepared to compromise and co-operate with the person to find
a mutually acceptable outcome
 Being assertive but not aggressive
 Being constructive about what can be done to address the situation to
achieve a win-win outcome
 Exercising patience and tolerance. You have to be:
 Prepared for the other person to be upset about what you have
to say
 Willing to allow the other person to have their say
 Ready to hear things about yourself and your performance you
may not appreciate
 Deciding and agreeing on action to take to resolve the situation and move
things forward
 Thanking the person for their time and for participating in the process
 Expressing a positive sentiment about working with the person into the
future.

Positive outcomes

The positive outcomes you need to strive for include:

  Increased levels of co-operation and assistance from the other person
 A more pleasant and harmonious workplace – less anxiety and tension
 Reduction or elimination of previous stress or other negative indicators
 Fewer workplace conflicts and difficulties
 Higher standards of service delivery to all ‘customer’ types (internal and external)
 Fewer mistakes and workplace problems and errors
 Less negative comments from others
 Reduction in complaints about you and your work
 Increased amounts of positive feedback from other staff and management on your
performance.

3. Seek informal feedback to identify and implement improvements

to products, services, processed or outcomes for colleagues

Introduction

It is essential to obtain feedback in order to identify improvements which need to be made

in the workplace.

This section explains the importance of feedback, introduces the concept of ‘360˚
feedback’, describes techniques for obtaining and receiving feedback and presents
potential improvements which can occur in the workplace as a result of feedback received.

Importance of feedback

Workplace feedback is vital for the following reasons:

 It helps identify areas requiring attention and

improvement
 It gives you opinions on how others view your work and
the products and services you provide. Feedback adds
objectivity
 It forms the basis of action to address sub-standard or unacceptable products and
performance
 It can provide a diversity of views – see 360˚ feedback (below)
 It demonstrates you want to be a team player and contribute to outcomes which are
beneficial to other staff and to the venue
  It provides positive and negative comments on performance and products. It
facilitates obtaining a total and balanced picture of what is happening or not
happening.

360° feedback

It is generally recognised 360˚ feedback is the most

informative and effective feedback to receive.

360˚ feedback is feedback (comment, observations and

input) from a wide variety of people including those who are
impacted by what you do, who observe what you do and
who assist you in what you are doing.

In practice this means you should seek feedback from many different sources.

In the context of your work role as described in this unit you should seek and obtain
feedback from:

 Other staff who perform the same role as you do

 Kitchen staff you work with. This can mean seeking comment from:
 Cooks and chefs
 Those who run the pass
 Workers in the still room, silver room and store rooms
 Those who wash the dishes
 All wait staff and servers, including:
 The staff you normally work with or for – those who you normally support on a day
to day basis
 Other wait staff who you normally do not work with
 Beverage waiters and bar staff
 Management level people who may include:
 Dining room supervisor
 Maitre d’hôtel
 F&B manager
 Head Chef/Executive Chef
 Venue manager
 Owner
 Guests/customers. It will normally be other staff members who capture formal
feedback from patrons however you can gain some accurate and pertinent
feedback simply by:
 Observing the non-verbal communication or body language of guests
 Listening to what they say including paying attention to what they say to you and
what they say to each other and to other staff.
Ways to seek or obtain feedback

You must never simply rely on others giving you feedback.

You must take the initiative and actively seek it out.

Ways to do this include:

 Verbally asking people for feedback – telling them you want their
input and letting you know you value what they have to say
 Watching for instances of feedback by focussing on your internal
and external guests to read their body language and hear their comments
 Asking management for samples of feedback they have generated or received from
guests. Most venues develop some form of customer feedback either through their
marketing department (via market research and guest surveys), as a result of
‘Customer comment cards’, verbal feedback from customers or online feedback
provided by guests
 Impromptu questioning of customers and guests to obtain their views of products
and services provided
 Engaging in chance discussions with customers/guests to
obtain suggestions for change to service provision and
improvements to menus
 Participating in critical incident reviews to have personal
responses evaluated and learn lessons for future use
 Taking part in workplace coaching and mentoring both of which use feedback as an
integral part of the processes
 Raising guest feedback as a topic at staff and departmental meetings.

Improvements which feedback can lead to

If you take the time and trouble to capture, listen to, analyse and act on feedback it is
possible you can influence a wide variety of activities and outcomes in your workplace.

Positive impacts may occur in terms of:

 Safety
 Speed of service
 Quality of products served
 Quality of service delivery
 Saving money, resources and effort
 Providing a more customer-focussed experience for the guests.

4. Handle complaints positively, sensitivity and politely in

consultation with the persons making the complaint
Introduction

Everyone in the workplace will receive feedback at one time or another from a colleague
about their personal performance without having to ask for it.

This section identifies effective ways to deal with such feedback about your performance
highlighting action to take when complaints or negative feedback is received.

Positive feedback

Positive feedback can involve team members passing on a

comment they have heard about your excellent work. This may
be passed on from statements made by guests, other wait
staff or management-level personnel.

You should take a second or so to rejoice in such feedback.

Accept it and enjoy it because you have earned it.

Never simply dismiss it or brush it off – make the most of it!

Never say something like “Oh, it was nothing”, or ‘I was just doing my job’.

You should thank the person who gave you the compliment or positive feedback and take
a moment to enjoy it.

If you let people know you appreciated their positive comment, it will encourage them to do
more of the same.

If you simply dismiss it, then they will tend not to bother about giving you any more, even
though you may well deserve it.

Negative feedback

In many ways complaints from colleagues are negative

feedback about your performance.

Negative feedback is not so much fun to deal with but can

at least provide you with advice as to how you might modify
your approach to work in order to provide even better levels
of service, cooperation or assistance.

Take the negative feedback in the right way. See it as an opportunity to improve, and see
it as a challenge.

Make sure you do not dwell on the negative message and start getting everything out of
perspective. This is a common and very damaging response which causes much tension,
anxiety and workplace conflict.

Above all, never get angry at the person who provides you with the negative feedback. In
many ways they are actually doing you a great favour.
If a staff member delivers this negative message, realise they are not making a criticism.
They are just doing their job by letting you know, and, if you think about it, would not be
doing their duty if they did not bring the negative matter to your attention.

Dealing with complaints from colleagues

The keys to successfully and effectively handle complaints are:

 Thanking the person for making the complaint which help set a positive note for
discussing and resolving the situation
 Listen carefully to what the person identifies as the complaint. Encourage the
person to discuss and describe the problem
 Ask questions to elicit more detail about the complaint and to clarify relevant issues
 Maintain a polite and civil attitude which will demonstrate your willingness to listen
and act in response to the complaint
 Determine objectively if there is truth in the complaint. If there is you must then work
out how to rectify things so you do not repeat the action (or inaction) which gave
rise to the complaint
 Remain positive throughout the interaction as opposed to
becoming defensive and resentful
 Be sensitive to how your actions or inactions impacted the
other person
 Be prepared to apologise for what you did or did not do. This is
an important component of effectively addressing any
complaint. The apology must be heartfelt and genuine
 Take responsibility for fixing the problem or issue. Tell the
other person you will do what is needed to resolve the issue
and prevent recurrence
 Gain agreement from the other person that what you intend
doing will fix the problem and be acceptable to them
 Implement the agreed activity. When the discussion about the complaint has
finished make sure you implement what you promised to do in order to resolve the
issue
 Follow-up with the person. Take time to make contact with the person who
complained to determine whether or not your action has fixed the problem and/or to
identify if further action is required.

5. Use non-discriminatory attitudes and language consistency when

interacting with staff and management

Introduction
It is a standard requirement across all workplaces for staff to interact with each in a non-
discriminatory manner.

This section considers relevant issues to help ensure you comply with this important
necessity.

Ways to ensure you are behaving in a non-discriminatory manner

The following are all examples of what you should do in order to help ensure you do not
discriminate in a workplace context against management, colleagues or guests in the
workplace:

 Avoid racist language and sentiments in all the verbal, non-verbal and written
communications you undertake
 Avoid making statements which are sexist or gender-specific in nature. Instead use
words and statements which are gender neutral or gender inclusive
 Do not infer competency or ability from someone’s name or their facial features or
national dress
 Never make assumptions about a person’s physical or intellectual abilities. There is
no direct consistent correlation between the way a person looks and their capacity
for competency
 Do not stereotype people. All people are individuals with individual abilities, ideas,
backgrounds and beliefs
 Avoid discriminatory language in relation to the portrayal of people with disabilities.
Disabled persons must be treated with the same courtesy and respect as able-
bodied people
 Do not make ageist statements about others. Always try to make age-neutral
statements
 Get to know people from other nationalities, cultures, religions and socio-economic
backgrounds. This will give insight into their lives and help you understand their
individual needs, wants and preferences as to how they should be treated
 Exercise patience and tolerance when dealing with and interacting with other
people
 Ask people with a different background to yourself
questions which demonstrate you want to co-
operate with them, help them and support their
workplace activities such as:
 “What can I do to help you?”
 “How can I better communicate with
and support you?”
 Be slow to take offence at what people from different backgrounds say to you. They
may simply:
 Not properly or not fully understand your language
 Fail to understand the nuances of certain words or phrases
 Be making an error in the use of words or a phrase
  Be using body language which is acceptable in their own country but
unacceptable in yours
 Do not take immediate offence at what someone from another country may do.
Once again their actions may be acceptable in their home country but not
appropriate in yours
 Attend ‘cultural diversity’ training sessions as a way of learning about other people
and how better to work with them
 Be quick to apologise if you realise you have given unintended offence in order to
demonstrate no offence was meant and to promptly address the issue
 Never victimise anyone (see below) on the basis of their personal characteristics
such as:
 Age
 Gender and/or gender identity
 Physical or psychological impairment
 Employment activity
 Marital status
 Parental status or status as a career
 Physical features
 Political belief or activity
 Race.

Victimisation

Victimisation means treating someone differently based on their characteristics (such as

age, gender, race, religious belief).

Victimisation can include:

 Verbal taunts
 Making inappropriate gestures towards them
 Refusing to help them
 Not sharing information with them
 Not allowing them the same opportunities (to gain
experience, to obtain training, to work) as others
 Treating them unfairly, unkindly or differently to the way you treat others
 Ostracising them.
 Task Sheet 1.2-3

Title:

WORK PROJECT

Performance Objectives:
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must submit
documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the
agreed date.
Supplies:

 Suitable evidence or other relevant proof of completion.

Equipment:

NONE

Steps/Procedure:

7. Research and Identify

8. Guests request
9. How to provide

Assessment Mthod:

Use the Performance Criteria Checklist

 Performance Criteria Checklist for Task Sheet
1.2-3

Criteria YES NO
3.1 Prepare and submit a document or set of documents
(such as a poster, information sheets, manual or set of standard
operating procedures) suitable for use in a workplace to advise
new staff regarding maintaining effective relationships with
colleagues.

The documents must address the following points:

 How they can meet the needs and expectations of

colleagues at work – that is a list of actions they should
take to make sure they fulfil the expectations of their co-
workers
 How they can assist in the resolution of workplace conflict
– that is, a list of the actions they can take to resolve
conflict in their workplace in which they are involved
 How they can seek informal feedback – that is, an outline
of techniques and strategies they may implement to
obtain feedback on their personal performance and how it
might be improved
 How they should handle complaints – that is, presentation
of a model describing what they should do if a co-worker
makes a legitimate complaint to them about their
workplace performance and practices
 How they can ensure they do not discriminate against co-
workers in the workplace – that is, a list of actions and
protocols (with specific examples) they could use to help
ensure the workplace is free of discrimination.
 Learning Outcome No. 3 Set – up the tables in the dining
area
CONTENTS:
 Taking reservations
 Table set-up
 Napkin folding
 Skirting buffet/display tables
 Banquet set-ups

ASSESSMENT CRITERIA:

1. Tables are set according to the standards of the foodservice establishment.

2. In cases where the menu is prearranged or fixed, covers are set correctly according to the
predetermined menu.

3. Tableware and glassware are wiped and polished before they are set up on the table.

4. Cloth napkins are folded properly and laid on the table appropriately according to napkin
folding style.

5. Buffet or display tables are skirted properly taking into account symmetry, balance and
harmony in size and design.

CONDITIONS: the trainee/student must be provided with the following:

 Pyramid
 Bird of Paradise
 Bishop’s Hat
 Rose bud
 Sail
 Candle
 Crown
 Goblet Fan

METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration

ASSESSMENT METHOD:
 Oral examination
  Written examination
 Performance test

Learning Experiences / Activities

Learning Outcome # 3

Set – up the tables in the dining area

Learning Activities Special Instructions

This Learning Outcome deals with the

development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.

Go through the learning activities outlined for

you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.

The output of this LO is a complete Institutional

Competency Evaluation Package for one
Competency of Front Office Services NCII.
Your output shall serve as one of your portfolio
for your Institutional Competency Evaluation for
Prepare the dining room/restaurant area for
service.

Feel free to show your outputs to your trainer

as you accomplish them for guidance and
evaluation.

This Learning Outcome deals with the

development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.

Go through the learning activities outlined for

you on the left column to gain the necessary
information or knowledge before doing the tasks
to practice on performing the requirements of
the evaluation tool.

After doing all the activities for this LO3: Set –

up the tables in the dining area, you are
ready to proceed to the next LO4: Set the
mood/ambiance of the dining area.
 Information Sheet 1.4-1

Learning Outcome No. 4 Set the mood/ambiance of the

dining area
CONTENTS:
 Taking reservations
 Table set-up
 Napkin folding
 Skirting buffet/display tables
 Banquet set-ups

ASSESSMENT CRITERIA:

1. Lights are adjusted according to time of the day.

2. Tables, chairs and other dining room furniture are arranged to ensure comfort and
convenience of the guests.
3. Appropriate music is played when applicable
4. Floors/carpets are cleaned and made sure are dry.
5. Air-condition or cooling units are adjusted for the comfort of the guests
6. Decorations are set-up according to theme or concept of the dining room.

CONDITIONS: the trainee/student must be provided with the following:

 Napkins
 Menu folders
 Order slips
 Wine list
 Condiments
 Toothpicks
 Table cloth/Placemats
 Salt and Pepper shakers

METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration

ASSESSMENT METHOD:
 Oral examination
 Written examination
 Performance test
 Learning Experiences / Activities

Learning Outcome # 4

Set the mood/ambiance of the dining area

Learning Activities Special Instructions

This Learning Outcome deals with the

development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.

Go through the learning activities outlined for

you on the left column to gain the necessary
information or knowledge before doing the
tasks to practice on performing the
requirements of the evaluation tool.

The output of this LO is a complete Institutional

Competency Evaluation Package for one
Competency of Front Office Services NCII.
Your output shall serve as one of your portfolio
for your Institutional Competency Evaluation for
Prepare the dining room/restaurant area for
service.

Feel free to show your outputs to your trainer

as you accomplish them for guidance and
evaluation.

This Learning Outcome deals with the

development of the Institutional Competency
Evaluation Tool which trainers use in evaluating
their trainees after finishing a competency of
the qualification.

Go through the learning activities outlined for

you on the left column to gain the necessary
information or knowledge before doing the tasks
to practice on performing the requirements of
the evaluation tool.

After doing all the activities for this LO4: Set the
mood/ambiance of the dining area , you are
ready to proceed to the next Competency.

Information Sheet 1.4-1

Recommended reading
Arduser, Lora & and Brown, Douglas R; 2004 (1st edition); The Waiter & Waitress
and Waitstaff Training Handbook: A Complete Guide to the Proper Steps in
Service for Food & Beverage Employees; Atlantic Publishing Group Inc.

Dahmer, Sondra &Kahl, Kurt; 2008 (2nd edition); Restaurant Service Basics;
Wiley

Johnston, R & Clark G, 2008 (3rd Edition); Service Operations Management;

Pearson Education

Kotschevar, Lendal&Luciani, Valentino; 2006 (2nd edition); Presenting Service:

The Ultimate Guide for the Foodservice Professional; Wiley

Walker, John R; 2008 (5th Edition); Introduction to Hospitality; Prentice Hall

In addition

The following is sourced from ‘Trove: National Library of Australia’ at

http://trove.nla.gov.au/.

Adjey, Zoe & Hunter, Gary, 1966- &Mannall, Clare, 2009; Food & beverage
service: levels 1&2 S/NVQ; Cengage Learning, London.

Australian Training Products Ltd, 2004; Five star waiter supporting THH02
Hospitality Training Package; Version 1.00, Australian Training Products,
Melbourne, Vic.

Cichy, Ronald F & Hickey, Philip J, 2013; Managing service in food and beverage
operations, 4th ed; American Hotel & Lodging Educational Institute, Lansing, Mich.

Davis, Bernard, 2013; Food and beverage management, 5th ed; Routledge, Milton
Park, Abingdon, Oxon ; New York.

Lillicrap, D. R & Cousins, John A, 2010; Food and beverage service, 8th ed;
Hodder Education, London

COMPETENCY ASSESSMENT TOOL

Evidence Plan
Competency
standard:
FOOD & BEVERAGE SERVICES NC II
Unit of Provide a Link Between Kitchen and Service Area
competency:

Ways in which evidence will be collected:

Demonstration&
Observation & Questioning
[tick the column]

Third party Report

Portfolio

Written
Questioning
The evidence must show that the trainee…

 The trainee must know how to deliver food items and cleaning
food service areas according to establishment standards.
 The trainee must know to communicate and interpersonal
skills according to establishment standards.
 The trainee must know the roles and responsibilities of the
food service team according to establishment standards.
 The trainee must know how hygienic and appropriate personal
presentation according to establishment standards.
 The trainee must know legislative on OH & S.

NOTE: *Critical aspects of competency

 Demonstration with Questioning Checklist

Trainee name:
Trainer name:
Qualification: FOOD & BEVERAGE SERVICES NC II
Unit of competency: Provide Link Between Kitchen & Service Areas
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary tools, the candidate will be able to demonstrate, Receiving and
Processing Reservations following standard procedures within 15 minutes.
 to show if
DEMONSTRATION evidence is
demonstrated

Yes No N/A
During the demonstration of skills, did the candidate:
 Demonstrated ability in communication skills according to
establishment standards and procedures.   

 Demonstrated ability plate carrying and clearing techniques in

accordance with establishment standards and procedures.   

 Demonstrated ability to establishment’s recycling requirements

standards and procedures.   

 Demonstrated ability in ordering and service procedures for

establishment’s standards and procedures.

 Demonstrated application of hygiene and safety principles

according to established standards and procedures.   

The candidate’s demonstration was:

Satisfactory  Not Satisfactory 

Demonstration with Oral Questioning Checklist

 PROVIDE A LINK BETWEEN KITCHEN & SERVICE AREA Yes No*
Questions
Liaise between kitchen and service areas
Relay information in a clear and concise manner using
1.1
appropriate communication techniques

1.2 Make requests to kitchen staff based on identified needs

Monitor and attend kitchen service points to ensure prompt pick

1.3
up of food

1.4 Check food in accordance with enterprise standards

Transfer food to the appropriate service points in accordance

1.5
with enterprise procedures

1.6 Advise appropriate colleagues on readiness of items for service

Identify additional items required from the kitchen by monitoring

1.7
services areas and consulting with other service colleagues

Clean and clear food service areas

Remove used items from service areas and safely transferred to
2.1
the appropriate location for cleaning

Handle food scraps in accordance with hygiene regulations and

2.2
enterprise procedures

Clean and store equipment in accordance with hygiene

2.3
regulations and enterprise procedures

Maintain effective relationships with colleagues

Meet needs and expectations of colleagues in accordance with
3.1 organisation standards, policies and procedures and within
acceptable time frames

Assist to resolve workplace conflict and manage difficulties to

3.2
achieve positive outcomes

Seek informal feedback to identify and implement improvements

3.3
to products, services, processes or outcomes for colleagues

3.4 Handle complaints positively, sensitively and politely in

 PROVIDE A LINK BETWEEN KITCHEN & SERVICE AREA Yes No*
Questions
consultation with the person/s making the complaint

Use non-discriminatory attitudes and language consistently

3.5
when interacting with staff and management

The trainee’s underpinning knowledge was:

Satisfactory o Not Satisfactory o

Feedback to trainee:

The trainee’s overall performance was:

Satisfactory o Not Satisfactory o

Assessor’s signature: Date:

THIRD PARTY REPORT

Candidate name:
Name of third party: Contact no.
Position:
Relationship with □ employer □ supervisor □ colleague □ other
candidate:
Please specify
________________________________________________
Please do not complete the form if you are a relative, close friend or
have a conflict of interest]
Dates the candidate worked with you From: To:

Competency Standards: FOOD AND BEVERAGE SERVICE NCII

Unit of Competency: Provide Link between kitchen and service areas

The candidate is being assessed against the competency standards for

We are seeking your support in the judgment of this candidate’s competence. Please answer these
questions honestly as a record of the candidate’s performance while working with you. Thank you for
your time.
Comments regarding candidate performance and experience
I can verify the candidate’s ability to: Yes No Not Comments to support my
sure
(tick the correct response] responses:
 Check the availability of all resources
required for training.
□ □ □
 Identify alternative resources for
contingency measures.
□ □ □
 Identify and arrange appropriate training
locations according to training needs.
□ □ □
 □ □ □
 □ □ □
Third party signature: Date:
Send to:

Trainee evaluation sheet

The following statements are about the competency you have just completed.

Don’t Do Not Does Not

Please tick the appropriate box Agree
Know Agree Apply

There was too much in this competency to cover

without rushing.

Most of the competency seemed relevant to me.

The competency was at the right level for me.

I got enough help from my trainer.

 The amount of activities was sufficient.

The competency allowed me to use my own

initiative.

My training was well-organised.

My trainer had time to answer my questions.

I understood how I was going to be assessed.

I was given enough time to practice.

My trainer feedback was useful.

Enough equipment was available and it worked

well.

The activities were too hard for me.

The best things about this unit were:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

The worst things about this unit were:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

The things you should change in this unit are:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

TESDA-SOP-CACO-07

RATING SHEET FOR DEMONSTRATION WITH ORAL QUESTIONING

INSTRUCTION:
The assessor shall select a minimum of _______ Maximu Score Remarks
appropriate questions that fir the situation. m Score
Each question corresponds to ________ points.

 Provide link between kitchen and service

areas
 Provide food & Beverage Services
 Provide room service
 Develop and update food and beverage
knowledge
Total Points
Percentage
The candidate’s underpinning knowledge was:

□ Satisfactory □ Not Satisfactory

Feedback to Candidate:
The candidate’s overall performance was:

□ Satisfactory □ Not Satisfactory

Candidate’s Signature: Date:

Assessor’s Signature: Date:

TESDA-SOP-CACO-07-F30

Referenc
e No
To be filled out by the Competency Assessor

RATING SHEET FOR DEMONSTRATION WITH ORAL QUESTIONING

Candidate’s Name
Assessor’s Name ROMIE B. LACADEN
Qualification: FOOD & BEVERAGES SERVICES NC II
Unit of 1. Provide link between kitchen
and service area
2. Provide food and beverage services

Competency 3. Provide Room Service 4. Develop and Update food and

beverage knowledge
Covered
Date of Assessment
Time of Assessment
INSTRUCTION: Indicate your score in the appropriate column. Write your
observations/comments on the REMARKS column
During the demonstration of skills, the Maximum
candidate: Point Score Remarks
 Written Examination
Demonstration:
 Table set up 7.5
 Table Service 7.5
 Room Service 6
 Trolley Service 5
 TOTAL POINTS 25
PERCENTAGE
The candidate’s demonstration was:

□ Satisfactory □ Not Satisfactory

*Critical Aspects of Competency