COLLEGE FOR RESEARCH & TECHNOLOGY OF

CABANATUAN – SAN JOSE CAMPUS

Sanchez St., San Jose City
Tel. No.: 044.803.3630 Cell#: 0997-956-4938
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INSTITUTIONAL ASSESSMENT
(HMELEC3 - FOOD AND BEVERAGE CONTROL)

NAME: __________________________ DATE: ________________

YEAR AND SECTION: ________________ SCORE:_______________

TEST I. IDENTIFICATION: Read the following statements and identify what is being asked. (2 points each)
1. A reduction in the value of an asset for the purpose of securing benefit or gain. Foods
2. that has longer shelf lives. Frequently referred to as groceries or staples, they may be stored in the packages or
containers in which they are received, often on shelves and at room temperature, for weeks or even months.
3. A form that serves as a formal agreement that a product is going to be bought at a specific price.
4. This means exercising governing power over events and situations such that an outcome can be achieved or
prevented.
5. Food items, typically fresh foods that have a comparatively short useful life after they have been received.
6. It refers to the amount charged to each customer purchasing one unit of a particular item.
7. It is the maximum quantity that should be on hand right after the most recent receiving. A standard for that is very
important and useful tool for the steward to employ in taking daily inventory.
8. The term used to describe that collection of interrelated and interdependent control techniques and procedures in
use.
9.  The process used by managers to regulate costs and guard against excessive costs.
10. It is defined as revenue resulting from the exchange of products and services for value. In our industry, food and
beverage sales are exchanges of the products and services of a restaurant, bar, or related enterprise for value.
11. Are those foods that, although ultimately perishable, will not diminish significantly in quality if they are not used
immediately.
12. A form prepared by the kitchen staff for the items and quantities of stores needed for the current day's production.
13. Foods that, because of their extremely perishable nature, are purchased on a more or less daily basis for
immediate use.
14. Although similar to the bin card this includes some additional information and is used differently.
15. List of all food items to be purchased, including those specific and distinctive characteristics that best describe the
desired quality of each. These carefully written descriptions are often based on grading standards established by
the federal government.
16. Projections of what costs will be or should be for a future period.
17. Entails weighing, counting, or otherwise enumerating the quantity of a particular food delivered by the vendor and
then checking to see that the same quantity appears on both the invoice and the order.
18. It refers to the number of seats occupied during a given period.
19. A term our industry uses to refer to the costs of materials and labor: food, beverages, and payroll.
20. The value of food costs to revenue expressed as a percentage. The figure helps restaurants set menu prices.
21. These are correct methods, routines, and techniques for day - to - day operations that have been established by the
owner.
22. Defined as measures of weight, count, or volume, are used to make comparisons and judgments.
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Sanchez St., San Jose City
Tel. No.: 044.803.3630 Cell#: 0997-956-4938
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23. It is defined as a financial plan and may be described as a realistic expression of management’s goals and
objectives expressed in financial terms.
24. The action taken to admonish, chastise, or reprimand an employee for work performance or personal behavior that
is incompatible with established standards.

TEST II.  Calculate what is being asked on the following situations. (5 pts. each)

1. TABLE TURNOVER

a. If you have ten tables in your restaurant and you serve 45 parties over the lunch hour, what is your table
turnover rate? 
4.5 TURNS
b. If you have thirteen tables in your restaurant and you serve 65 parties over dinnertime, what is your table
turnover rate? 
5 TURNS

2. SEAT TURN OVER

a. Number of customers served 125

Number of seats 50
2.5 TURNS
b. Number of customers served 87
Number of seats 25
3.48 TURNS
3. FOOD COST PERCENTAGE
a. Beginning inventory value = 13,500
Purchases = 9,000 
Ending inventory value = 18,700
Total food sales = 10,000 
Food cost percentage = 0.38 or 38%

b. Beginning inventory value = 25,000

Purchases = 23,450 
Ending inventory value = 27,550
Total food sales = 27,500 
Food cost percentage = 0.76 or 76%
 COLLEGE FOR RESEARCH & TECHNOLOGY OF
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Sanchez St., San Jose City
Tel. No.: 044.803.3630 Cell#: 0997-956-4938
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TEST III. SHORT ANSWER: Make a brief explanation on the importance of the following by giving details about how, why
and perhaps using a step by step approach. (10 pts.)

TEST IV MULTIPLE CHOICE PART 1 (INVENTORY TURNOVER)

DIRECTION: Using the figures below, determine the Inventory Turnover. 
CHOOSE THE OPTION THAT CORRESPONDS TO THE CORRECT ANSWER (5 points each).

1. Opening Inventory 8,910.65 

Closing Inventory 15,321.90 
Cost of Food Sold 20,489.60
a. 1.23
b. 2.54
c. 1.69
d. 2

2. Opening Inventory 17,623.50 

Closing Inventory 30,165.80 
Cost of Food Sold 50,123.68
a. 1
b. 2.1
c. 1.09
d. 2.89

3. Opening Inventory 5,432.10 

Closing Inventory 10,896.75 
Cost of Food Sold 16,897.60
a. 1.07
b. 2
c. 2.69

d. 2.07

4. Opening Inventory 50,689.63 

Closing Inventory 120,348.78 
Cost of Food Sold 180,465.90

a. 2.11
b. 21.1
c. 2
d. 3.65
e.
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Sanchez St., San Jose City
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5. Rosete's Restaurant Sales Inventory as of November 23, 2020 

FOOD COST 5 points Php 18,464.59 
FOOD SALES Php 30,243.90
a. 60.54%
b. 61.05%
c. 65.43%
d. 61.13%

6. Bayson's Restaurant Sales Inventory as of November 23, 2020 

FOOD COST 5 points Php 8,862.50 
FOOD SALES Php 20,581.25
a. 43.06%
b. 42.09%
c. 43.23%
d. 43.87%
7. Domingo's Restaurant Sales Inventory as of November 23, 2020 FOOD
COST Php 13,462.75 
FOOD SALES Php 29,865.62 
a. 43%
b. 41.67%
c. 45.89%

d. 45.08%

8. Esteban's Restaurant Sales Inventory as of November 23, 2020 

FOOD COST 5 points Php 109,865.89 
FOOD SALES Php 389,867.68
a. 23.20%
b. 25.67%
c. 28.18%
d. 28.15%
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Sanchez St., San Jose City
Tel. No.: 044.803.3630 Cell#: 0997-956-4938
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TEST V. IDENTIFICATION
READ THE FOLLOWING QUESTIONS AND IDENTIFY WHAT IS BEING ASKED. REMINDER!!! MAKE SURE TO
COMPLETE YOUR ANSWERS AND USE CAPITAL LETTERS IN ENTERING YOUR ANSWERS. (2 points each)

1. A technique used for determining the cost of employees ’ meals and a more common approach is to direct the chef
to give employees meals that will cost no more than a specific fixed amount per meal.
2. Another technique requires that each employee who eats record the selections on a check. This may or may not be
the same as the guest check used in the dining room.
3. Various kind of transfers that occurs within a given property.
4. Another kind of transfer that occurs between properties in a chain.
5. It is defined as the difference between actual cost and standard cost.
6. As the term implies, it is the actual cost of direct materials, direct labour and overhead to make a unit of product. It
is the historical cost of resources given up to make an item.
7. The agreed-upon cost of goods or services used to measure other costs.
8. An inventory that is taken at the close of an accounting period, typically after the close of business on the last day of
a calendar month that requires counting the actual number of units on hand of each item in stock and recording that
number in an appropriate place.
9. This are similar to reimbursements; they are considered cost reductions rather than revenue. If these sales are, the
cost of any foods sold to employees are increases included erroneously in food cost not treated as such figures for
the period.
10. The amount that a standard portion should cost, given the standards and standard procedures for its production.
 COLLEGE FOR RESEARCH & TECHNOLOGY OF
CABANATUAN – SAN JOSE CAMPUS
Sanchez St., San Jose City
Tel. No.: 044.803.3630 Cell#: 0997-956-4938
e-mail: crt.sanjoseregistrar@gmail.com

Test VI
Training is the backbone of workplace success, safety, and performance which serve as the catalyst for employee
skills improvement and development. Instituting a concrete and comprehensive workplace training program will provide any
company with charted results and measurable success. 
As a final requirement in HRM15, you are obliged to create your own Training Plan applicable for Foodservice
Industry. You may use the template attached below as a guide or utilized this link
https://www.convergencetraining.com/blog/how-to-create-an-effective-training-program-8-steps-to-success for your
references.
You may email your Training Plan at ronacariaga0426@gmail.com starting June 14 - 18, 2021 for checking
purposes.

HRM15 TRAINING PROGRAM RUBRICS

Criteria Exceeds Meets Expectations Does Not Meet

Expectations Expectations
80-90 points
90-100 points 70-80 points

Planning Phase

Training aligns Clearly articulates the
with business business needs.
need(s)   Determines if the
proposed training
supports the business
need, and justifies that
determination by
drawing clear
connections between
training & development
needs and strategic
organizational goals
and business
objectives.
Clearly articulates the Fails to clearly
business needs. articulate business
Determines if the needs, and does not
proposed training justify training in terms
supports the business of business needs. 
need, and justifies that
determination by
drawing clear
connections between
training & development
needs and strategic
organizational goals
and business
objectives.

Conduct Correctly identifies all Correctly identifies all Does not identify all
assessment training requests or training requests in a training requests in a
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opportunities in a given given scenario. given scenario, and/or

scenario. Describes Identifies at least 80% identifies less than 80%
both the current state of training of training
and desired state of opportunities is a given opportunities in a given
performance or skills scenario. Describes scenario. Desired state
using terms or metrics both the current state of performance or skills
that are observable and desired state of using terms or metrics
and/or measurable.  performance or skills that are observable
using terms or metrics and/or measurable. 
that are observable
and/or measurable.

Determine if Determines if training is Determines if training is Does not adequately

training is the the most effective way the most effective way consider whether
best solution     to close a given to close a given training is really the
performance gap. For performance gap. For most effective way to
performance gaps performance gaps close a given
requiring an alternate requiring an alternate performance gap.
solution, recommends solution, recommends
an appropriate an appropriate
alternative to training. alternative to training.

Analyse Identifies the current Identifies the current Fails to adequately

learners’/trainees’ abilities, experiences, abilities, experiences, identify the current
characteristics learning preferences, learning preferences, abilities, experiences,
and needs   motivation, group motivation, group learning preferences,
membership, number membership, number motivation, group
of learners, and other of learners, and other membership, number
relevant characteristics relevant characteristics of learners, and other
of the intended of the intended relevant characteristics
audience. At least [x] audience. At least [x] of the intended
relevant /sound learner relevant /sound learner audience. Fewer than
characteristics are characteristics are [x] relevant /sound
identified. identified. learner characteristics
are identified.

Designing Phase
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Compose learning The following are met Composes learning Fails to compose
objectives  100%. Composes objectives that, with learning objectives that
learning objectives that only a few minor use the format
use the format mistakes, use the “performance +
“performance + format “performance + condition + criterion.”
condition + criterion.” condition + criterion.” Composes learning
Composes learning Composes learning objectives that fail to
objectives that utilize objectives that utilize utilize an appropriate
an appropriate “Bloom’s an appropriate “Bloom’s “Bloom’s verb.”
verb.” Avoids verb.” Avoids Composes learning
unobservable verbs, statements that objectives that describe
e.g., learners will learners will what a learner who
“understand,” or “understand,” successfully completes
“learn.” Composes “recognize the training will be able to
learning objectives that importance of x,” do (not what an
describe what a learner “learn,” and similar instructor will teach).
who successfully vague and
completes training will unobservable phrases.
be able to do (not what Composes learning
an instructor will objectives that, with
teach). Composes at only a few minor
least 3 learning deviations, describe
objectives. what a learner who
successfully completes
training will be able to
do (not what an
instructor will teach).

Performs Task Breaks down desired Breaks down desired Desired behaviours are
Analysis     behaviour into behaviour into not adequately broken
supporting and more supporting and more down into supporting
[detailed/granular] [detailed/granular] knowledge, skills, and
knowledge, skills, and knowledge, skills, and procedures. Fewer than
procedures. At least [x] procedures. At least [x] [x] tasks are described.
tasks are described. tasks are described. Relationships between
Relationships between Relationships between hierarchical task levels
hierarchical task levels hierarchical task levels are less than 80%
are totally clear and/or are at least 80% clear.
supported by clear. .
explanation (where
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Tel. No.: 044.803.3630 Cell#: 0997-956-4938
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necessary).  

Choose an The following are met The following are at The following are less
instructional 100%. Each least 80% met. Each than 80% met. Each
strategy and instructional strategy instructional strategy instructional strategy
mode of delivery  and mode of delivery is and mode of delivery is and mode of delivery is
justified in terms of the justified in terms of the justified in terms of the
following: alignment following: alignment following: alignment
(i.e., conduciveness) (i.e., conduciveness) (i.e., conduciveness)
with learning with learning with learning
objectives, time and objectives, time and objectives, time and
budget constraints, and budget constraints, and budget constraints, and
characteristics / needs characteristics / needs characteristics / needs
of the learners. In of the learners. In of the learners. In
additional, mode of additional, mode of additional, mode of
delivery is capable of delivery is capable of delivery is capable of
supporting the supporting the supporting the
instructional strategy. instructional strategy. instructional strategy.

Development Phase    

Develop a The following are met The following are at The following are less
lesson plan  100%. Develops a least 80% met. than 80% met.
lesson plan that Develops a lesson plan Develops a lesson plan
accounts for each of that accounts for each that accounts for each
Gagne’s 9 steps of of Gagne’s 9 steps of of Gagne’s 9 steps of
instruction. Plans for instruction. Plans for instruction. Plans for
each of the 9 steps are each of the 9 steps are each of the 9 steps are
reasonable, align with reasonable, align with reasonable, align with
(i.e., facilitate) the (i.e., facilitate) the (i.e., facilitate) the
learning objective, and learning objective, and learning objective, and
are sufficiently detailed are sufficiently detailed are sufficiently detailed
so that another trainer so that another trainer so that another trainer
would be able to would be able to would be able to
understand and understand and understand and
implement them.     implement them. implement them.

Implementation Phase    
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Creates a training The training schedule is The training schedule is The training schedule is
schedule     reasonable given the reasonable given the incomplete or
learning objectives, learning objectives, inconsistent with the
instructional strategies, instructional strategies, learning objectives,
and time and budget and time and budget instructional strategies,
constraints. constraints. and time and budget
constraints.

Evaluation Phase    

Formulates The following are met The following are at The following are less
strategies for 100%.  Formulates least 80% met. than 80% met.
evaluating reasonable strategies Formulates reasonable Formulates reasonable
training for each of Kirkpatrick’s strategies for each of strategies for each of
effectiveness    four levels of Kirkpatrick’s four levels Kirkpatrick’s four levels
evaluation. For of evaluation. For of evaluation. For
“Learning” level, “Learning” level, “Learning” level,
justifies choice of justifies choice of justifies choice of
assessment in terms of assessment in terms of assessment in terms of
learning objective(s). learning objective(s). learning objective(s).
For “Behaviour” and For “Behaviour” and For “Behaviour” and
“Results” levels, “Results” levels, “Results” levels,
imagines possible imagines possible imagines possible
metrics to measure metrics to measure metrics to measure
(respectively) changes (respectively) changes (respectively) changes
in in in
behaviour/performance behaviour/performance behaviour/performance
and business impacts and business impacts and business impacts
of training.     of training. of training.