CORE1CBLM

COMPETENCY-BASED LEARNING MATERIALS
SECTOR: TOURISM
QUALIFICATION: FOOD & BEVERAGE SERVICES

NCII
UNIT OF
COMPETENCY: PREPARE THE DINNING ROOM
AREA FOR SERVICE
MODULE TITLE: PREPARE THE DINNING ROOM

AREA FOR SERVICE
DEVELOPED BY: MARY JOY C. RELLON
RENET TECHNOLOGICAL
COLLEGE INC.
1
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 will be the source of inform action 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.
1
CBLM Developed by: Date:
Preparing the dining MARY JOY C. May 2022 1

room/restaurant area RELLON
for service
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 NC II

320 Hours
Contents of this Competency – Based Learning Materials
No. Unit of Competency Module Title Code
1 Prepare the Dining Preparing the dining TRS512387

Room/Restaurant Area room/restaurant area
for Service for service
2 Welcome guests and take Welcoming guests and TRS512388

food and beverage orders take food and beverage
orders
3 Promote food and Promoting food and TRS512389

beverages 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

for service
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 food service 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

for service
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.
CONDITION:
The trainee / student must be provided with the following:
Details of reservation
Inquiries  Date of Reservation records or
 Telephone reservation forms
 Fax  Time of arrival  Reservation Sheets
 Email  Number of  Logbook
 Internet persons  Computer
 In person  Name of person  Reservation Cards
who will use the
reservation
 Name of person
making the
reservation
 Contact details of
the person
checking in and
of the person
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making the
reservation
 Special
requirements
METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration
ASSESSMENT METHOD:
 Oral examination
 Written examination
 Performance test

for service
LEARNING EXPERIENCES
Learning Outcome # 1 PREPARE THE DININGR ROOM AREA FOR

SERVICE
Learning Activities Special Instructions
Read: Information Sheet 1.1-1 on

Preparing the dining room area for
service
Answer: Self Check 5.2-1 You are required to accomplish all

the tasks included in this learning
Compare answers with Answer Key outcome.
5.2-1 Once you have completed them, you
can ask your trainer to evaluate your
Perform: Task Sheet 5.2-1 on outputs and if completed, you can
Preparing the dining room area for proceed to the next learning outcome.
service
Evaluate performance using

Performance Criteria Checklist 5.2-1
View video/PPT presentation on

Preparing the dining room area for
service

for service
Definition of Terms
Term Explanation
Items such as sauces, mustards and other

Condiments seasonings or side dishes which are served
as an accompaniment to a dish
A small, light breakfast usually comprising

Continental breakfast croissants, Danish pastries, butter and jam,
tea and coffee, and perhaps fruit juice
Entrées Course served before main course
Flatware Generic term for cutlery
Person who takes (‘runs’) food from the

Food runner
kitchen to service points
Pax Number of people, guests, customers
SOP Standard Operating Procedure
Crockery, cutlery and associated items used

Serviceware
to serve food at table
Action taken to recover a situation where

Service recovery guests have experienced unsatisfactory
service or products
Side orders Menu items to accompany the main meal

for service
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
After reading this INFORMATION SHEET, the trainee must be able to:
1. Provide general assistance in food operations where the staff who take
orders
2. deliver the food to, and collect used items from, food service points.
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

for service
 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.
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
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 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.
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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
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for service
 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”.
The need for prompt pick up of food
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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.
Kitchen service areas

You need to be aware of two main service or dispensing points found in a
kitchen as follows:
Hot food area
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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.
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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.
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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
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 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.
Service ware may include:
 Plates and bowls
 Platters and cake stands
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 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.
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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.
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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
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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
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.
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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
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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
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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
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 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?
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 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.
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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
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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
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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.
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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
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 Demonstration
ASSESSMENT METHOD:
Learning Experiences / Activities
Learning Outcome # 2
Prepare service stations and equipment
Learning Activities Special Instructions
Read Information Sheet 1.2-1 in Make sure to read the information

Preparing service stations and sheet.
equipment
Answer self-check without looking

Watch video about Preparing service at the answer key.
stations and equipment
Answer Self-Check 6.1-1,2

Preparing service stations and
equipment
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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.
‘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
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 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:
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 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.
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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.
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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
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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:
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 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

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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 deodorizer 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 dish
washing 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.
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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

 Sanitized using hot water, steam or a chemical sanitizer.
Need to clean and sanitize items after each use
All service items (plates, cups, saucers, cutlery) must be cleaned and sanitized
after each use.
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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 sanitizer. Sanitizers are chemicals designed to kill bacteria
 Rinse to remove the sanitizer
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 sanitized.
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.
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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
 Sanitizing 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 sanitizers 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 sanitized 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.
SELF-CHECK
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Directions: TRUE OR FALSE: Write TRUE if the statement is true, and write
FALSE if the statement if false. Write your answer on your answer sheet.
1. Wear gloves when cleaning and sanitizing equipment.
2. Clean and sanitize utensils after every use.
3. Food contact surfaces of grills, griddles and microwave ovens must be
cleaned at least once a month.
4. When cleaning utensils, you should check and do notsort them
according to ease of cleaning.
5. Use soap and water to sanitize equipment.
6. In order to provide good service, the service staff must be trained
in proper handling of service equipment.
7. To avoid contamination equipment must be kept in an open drawer or
cabinet.
8. Always deliver foods for room service covered to avoid bacterial
contamination.
9. Cutleries that have fallen on the floor can be used for service as long as
you wipe it thoroughly
10. Glasses can be handled anywhere provided you wash your hands with
soap and water.
ANSWER KEY
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1.TRUE
2.TRUE
3.TRUE
4.FALSE
5.TRUE
6.TRUE
7.FALSE
8.TRUE
9.FALSE
10.FALSE
Task Sheet 1.2-1
Title:
Prepare service stations and equipment

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Performance Objectives:
Perform preparing service station and equipment
Equipment:
Service Station Cabinet

Table appointments
FBS supplies and equipment
Steps/Procedure:
1. Arrange the dining room according to the floor plan;
2. Seats are carefully positioned under the tables
3. Check and repair the wobbly tables
4. Wipe and clean the tables
5. Fold the table napkins
6. Polish flatware and glassware using a lint free cloth
7. Replenish the condiments
8. Stock service areas with necessary supplies
9. Set up flatware and plates
10. Brew coffee and tea
11. Sweetener containers are filled and cleaned
12. Salt and pepper shakers are filled and cleaned
Assessment Mthod:
Use the Performance Criteria Checklist
Performance Criteria Checklist for

Task Sheet 1.2-1
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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
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 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:

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 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
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 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:
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 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.

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 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)
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 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
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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:
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 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
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 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
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 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.
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.
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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.
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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
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 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
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 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 feature
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Task Sheet 1.2-3
Performance Criteria Checklist for Task Sheet

1.2-3
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METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration
ASSESSMENT METHOD:
Learning Experiences / Activities
Learning Outcome # 3
METHODOLOGY:
 Lecture
 Discussion
 Film viewing
 Demonstration
ASSESSMENT METHOD:
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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
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COMPETENCY-BASED LEARNING MATERIALS

QUALIFICATION: FOOD & BEVERAGE SERVICES

MODULE TITLE: PREPARE THE DINNING ROOM

Welcome to the module in FOOD AND BEVERAGE SERVICES NCII

The unit of competency “Prepare the Dining Room/Restaurant area

You are required to go through, a series of learning activities in order

The goal of this course is the development of practical skills in

Preparing the dining MARY JOY C. May 2022 1

FOOD AND BEVERAGE SERVICES NC II

No. Unit of Competency Module Title Code

1 Prepare the Dining Preparing the dining TRS512387

2 Welcome guests and take Welcoming guests and TRS512388

3 Promote food and Promoting food and TRS512389

4 Provide food and beverage Providing food and TRS512390

5 Provide room service Providing room service TRS512391

6 Receive and handle guests Receiving and handle TRS512392

CBLM Developed by: Date:

Preparing the dining MARY JOY C. May 2022 2

Module Title : Preparing the dining room/restaurant area

NOMINAL DURATION: 60 Hours

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

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CBLM Developed by: Date:

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CBLM Developed by: Date:

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Learning Outcome # 1 PREPARE THE DININGR ROOM AREA FOR

Learning Activities Special Instructions

Read: Information Sheet 1.1-1 on

Answer: Self Check 5.2-1 You are required to accomplish all

Evaluate performance using

View video/PPT presentation on

CBLM Developed by: Date:

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Items such as sauces, mustards and other

A small, light breakfast usually comprising

Entrées Course served before main course

Flatware Generic term for cutlery

Person who takes (‘runs’) food from the

Pax Number of people, guests, customers

SOP Standard Operating Procedure

Crockery, cutlery and associated items used

Action taken to recover a situation where

Side orders Menu items to accompany the main meal

CBLM Developed by: Date:

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LIAISE BETWEEN KITCHEN AND SERVICE AREAS

1.1 Relay information in a clear and concise manner using

Information from services areas to kitchen

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Information from kitchen to service points

Appropriate communication techniques

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Tips on relaying an order to the kitchen

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Generally the following should be observed when providing information to

Monitoring and attending duties and activities