Take Food Orders and Provide Table Serv Refined

Take food orders and provide table
service
D1.HBS.CL5.16
Trainer Guide
Take food orders and
provide table service
D1.HBS.CL5.16
Trainer Guide
Project Base
William Angliss Institute of TAFE

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

Chief Writer: Alan Hickman
Subject Writer: Nick Hyland
Project Manager/Editor: Alan Maguire
DTP/Production: Daniel Chee, Mai Vu, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2013.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable
and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TG_Take_food_orders_&_provide_table_serv_refined

Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers ........... 1
Competency standard ......................................................................................................... 11
Notes and PowerPoint slides .............................................................................................. 17
Recommended training equipment ................................................................................... 257
Instructions for Trainers for using PowerPoint – Presenter View ..................................... 259
Appendix – ASEAN acronyms .......................................................................................... 261
© ASEAN 2013
Trainer Guide
Take food orders and provide table service
© ASEAN 2013
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

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

This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
 Consider individuals’ experiences, learning styles and interests
 Develop questions and activities that are aimed at different levels of ability
 Modify the expectations for some participants
 Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
 Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
 Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
 Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind
 Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
 Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
 Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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Trainer Guide 3
 Enhances motivation – Learning is most effective when participants are motivated.

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

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

 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic, is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Trainer Guide 5
Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)

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

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

 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: TAKE FOOD ORDERS AND PROVIDE TABLE SERVICE NOMINAL HOURS: 80
UNIT NUMBER: D1.HBS.CL5.16
UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to take food orders and provide table service in a range of settings within the food
and beverage service labour division of the hotel and travel industries
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Prepare food and/or food and beverage Unit Variables

outlet for service
The Unit Variables provide advice to interpret the scope and context of this unit of competence,
1.1 Check food service area and customer facilities for allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
cleanliness prior to service, in accordance with facilitates holistic assessment
enterprise procedures, and where required, take This unit applies to all industry sectors that seek to take food orders and provide table service in
corrective action/s a range of food and beverage outlets within the food and beverage service labour division of the
1.2 Check and prepare equipment for service hotel and travel industries
1.3 Check cleanliness and condition of tables and all 1. Food and Beverage Service
table items, prior to service and take necessary Food and/or food and beverage outlet may relate to:
corrective action
 Café
Element 2: Take and process orders
 Bistro
2.1 Provide a helpful and attentive approach to
 Bar
customers
 Cafeteria
2.2 Take and record orders accurately and legibly
 Canteen
2.3 Convey orders promptly to the kitchen and/or bar
 Kiosk
2.4 Give customers advice on product selections, if
 Coffee shop
required
 Fast food shop
 Function room/s.
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Competency standard
Element 3: Prepare and pack take away food and Equipment may include:
beverages  Cash register
3.1 Present and pack food and beverage items in
 Refrigeration equipment
accordance with enterprise procedures and relevant
health regulations  Cooking equipment
3.2 Apply safe food handling practices in accordance  Microwave
with enterprise procedures and relevant health  Kitchen utensils
regulations
 Bain-marie.
3.3 Dispose of spoiled products in accordance with
enterprise procedures and relevant health Coffee machines. Table items may include:
regulations  Sauces
3.4 Comply with correct food handling and food safety  Mustards
procedures
 Napkins
Element 4: Provide table service
 Salt and pepper shakers
4.1 Receive customer orders
 Menus
4.2 Check product and/or brand preferences with
customer in a courteous manner  Cutlery
4.3 Provide clear and helpful recommendations or  Crockery
information to customers on selection of food or  Glassware
drinks, if required
 Cruets.
4.4 Serve food and drink according to enterprise
requirements and personal hygiene standards Record orders may relate to:
Element 5: Store and handle foods safely  Written orders
5.1 Comply with personal hygiene standards  Verbal orders
5.2 Handle food according to food safety program  Electronic equipment to record orders.
5.3 Maintain the workplace in a clean and tidy order Convey orders may include
5.4 Comply with workplace measures to prevent pests  Orders for food
entering the premises  Orders for beverages
5.5 Identify and report indicators of pest presence  Take away orders
 Ingredients
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Competency standard
Element 6: Handle payment and carry out cash Cooking Product may include:
control procedures
 Fresh food items
6.1 Receive and accurately check cash float
 Pre-packed food items
6.2 Open and close cash register using manufacturer  Beverages
specifications
 Sandwiches
6.3 Use cash register according to standard enterprise
procedures  Pies
 Snack food
6.4 Issue receipts according to standard enterprise
procedures  Cakes
6.5 Carry out reconciliation of takings accurately and  Dish of the day
report errors to supervisor  Blackboard menu methods.
Element 7: Close down food service area Safe food handling practices may include:
7.1 Store and/or prepare equipment for the next service,  Cleaning, sanitising
in accordance with enterprise procedures
 Taking and recording food temperatures
7.2 Clear, clean or dismantle area in accordance with
 Monitoring self-service food bars
enterprise procedures and safety requirements
 Monitoring and recording temperature of cool rooms and bain-maries
7.3 Set up area correctly for the next service, in
accordance with enterprise procedures and  Protecting foods from contamination
requirements  Covering foods
7.4 Review and evaluate services with colleagues,  Using appropriate utensils
where appropriate, identifying possible
 No bare hand contact.
improvements
Recommendations or information may include:
7.5 Provide handover to incoming colleagues and share
any relevant information  Price
 Special promotions
 Ingredients
 Relative strength
 Suitable alternatives
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Competency standard
 Flavours
 Value for money.
Personal hygiene standards may include:
 Reporting health conditions and/or illness
 Wearing appropriate clothing and footwear.
Assessment Guide
Assessment must confirm knowledge and skills:
 Knowledge of the relevant food handling laws
 Knowledge of hygiene issues of specific relevance to food and beverage service
 Ability to perform typical food ordering and use table service equipment
 Knowledge of a variety of food and beverage products
 Ability to apply preparation and serving techniques for a range of standard food and drink.
Linkages To Other Units
 Apply standard safety procedures for handling foodstuffs
 Comply with workplace hygiene procedures
 Process a financial sale transaction
 Work effectively with colleagues and customers.
Critical Aspects of Assessment
Evidence of the following is essential:
 Demonstrated ability to take food and/or food and beverage orders
 Demonstrated ability to set up and operate food and/or food and beverage service area of
outlet
 Demonstrated ability to offer customers assistance appropriate to situation and level of
responsibility
 Demonstrated ability to prepare and serve drinks in accordance with enterprise procedures
an accepted timelines
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Competency standard
 Demonstrated ability to process financial transactions

 Demonstrated ability to maintain workplace records and in particular those records relating to
food safety and cash transactions
 Demonstrated ability to handle food and beverage products in accordance with enterprise
and/or legal requirements e.g. Responsible service of alcohol (RSA), food safety.
Context of Assessment
This unit may be assessed on or off the job
 Assessment should include practical demonstration of the ability to take food and/or food and
beverage orders and provide table service either in the workplace or through a simulation
activity, supported by a range of methods to assess underpinning knowledge
 Assessment must relate to the individual’s work area, job role and area of responsibility
 Assessment must include project or work activities that allow the candidate to respond to
multiple and varying customer service and communication situations that require the
candidate to take food and/or food and beverage orders and provide table service.
Resource Implications
 Training and assessment to include access to a real or food and beverage outlet; and access
to workplace customer service standards, procedures, policies, guidelines, tools and
equipment and in particular those procedures, policies and guidelines that guide effective
work practices such as the food safety program of the enterprise.
Assessment Methods
The following methods may be used to assess competency for this unit:
 Case studies
 Observation of practical candidate performance
 Oral and written questions
 Portfolio evidence
 Problem solving
 Role plays
 Third party reports completed by a supervisor
 Project and assignment work.
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Competency standard
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Collecting, organising and 1 Take food and/or beverage orders

analysing information
Communicating ideas and 2 Use positive communication and customer

information service skills to provide table service to
customers
Planning and organising activities 2 Undertake dining area set up prior to service
Working with others and in teams 2 Share relevant information to staff when
handover to incoming staff is executed
Using mathematical ideas and 2 Complete financial transactions

techniques
Solving problems 2 Identify the presence of pests and eradicate

same
Using technology 1 Use cash register and/or electronic terminals
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes the class.
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Trainer Guide 17
Slide
2. Trainer advises this Unit comprises seven Elements, as listed on the slide explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from their Trainee Manual
 At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
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18 Trainer Guide
Slide
3. Trainer advises that assessment for this Unit may take several forms all of which are
aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates the methods of assessment that will be applied to them for this Unit.
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Trainer Guide 19
Slide
4. Introduce topic.
Class Activity – General Discussion
Ask general questions:
 What types of food and beverage establishments exist?
 What preparation needs to take place at the start of the day?
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20 Trainer Guide
Slide
5. Trainer identifies the Performance Criteria for this Element, as listed on the slide.
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Trainer Guide 21
Slide
6. Class Activity – General Discussion and List

Get audience to answer following question/s:
 Provide examples of what needs to take place under each preparation step.
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22 Trainer Guide
Slide
7. Class Activity – General Discussion and List

 Identify different types of eateries they visit ranging from fast food to formal dining
and drinking
 Identify what preparation needs to take place that is different.
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Trainer Guide 23
Slide
8. Class Activity – General Discussion

Get audience to:
© ASEAN 2013
24 Trainer Guide
Slide

Get audience to:
© ASEAN 2013
Trainer Guide 25
Slide

Get audience to:
 Provide examples of what needs to be prepared for each step identified in the slide.
 Why is it important?
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26 Trainer Guide
Slide

Get audience to:
 Provide examples of what needs to be prepared for each step identified in the slide
 Benches – making sure they are free from water, soap scum, tissues and
glassware
 Toilet cubicles – checking they are stocked with toilet paper, the toilet bowl and
seat clean
 Urinal – checking they are clean and in good working order, deodorant blocks
supplied where appropriate
 Hand towel dispenser – making sure it is stocked with woven paper towels
 Hand dryer – verifying it is clean and in good working order
 Waste paper basket – emptying it as required and ensuring it is not overflowing,
and is fitted with a bin liner that is in good order
 Floor – making sure it is clean and free from rubbish and liquid spillage
 Making sure the area has clean and hygienic smell.
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Trainer Guide 27
Slide

Get audience to:
 Provide examples of what needs to be prepared for each step identified in the slide
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28 Trainer Guide
Slide

Get audience to:
 Provide examples of what needs to be prepared specifically for external areas that
have not been mentioned in this slide?
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Trainer Guide 29
Slide

 How can you create ambiance and comfort?
 Why is it important for patrons?
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30 Trainer Guide
Slide

 What is a comfortable temperature?
 How do you control temperature?
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Trainer Guide 31
Slide

 What is the correct lighting?
 How can you establish mood lighting?
 How can you make lighting safe for patrons to notice steps and other dangerous
items such as table corners?
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32 Trainer Guide
Slide

 What is ‘appropriate music’ for each meal time?
 How can you provide this music?
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Trainer Guide 33
Slide

Get audience to:
 Think of other ways to create comfort and ambiance.
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34 Trainer Guide
Slide

 What furniture is needed in a restaurant?
 What determines their style and layout?
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Trainer Guide 35
Slide

 What does a manager need to consider when thinking about a floor plan?
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36 Trainer Guide
Slide

 What does a manager need to consider when thinking about a floor plan?
© ASEAN 2013
Trainer Guide 37
Slide

Get audience think about the impact these reservation details will have for a floor plan:
 Number of guests – including type of guests. For example, a baby may require a
high chair.
 Also, the size of some bookings can indicate where there table has to be placed
simply because it won’t fit in certain locations
 Customer’s arrival time
 Special requests – such as the guest requesting a specific table number, a table
that has a view of the lake, isn’t near the entrance door or is close to the dance floor
 Needs of guests – such as wheelchair access, stated need to be in a private
location.
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38 Trainer Guide
Slide

Get audience to think about the impact the room shape and design will have on a floor
plan:
 Shape and design of the room
 This involves taking into account the structure of the room in relation to issues such
as:
 Tiered floors – split level dining areas are notoriously difficult to prepare a table
plan for as they tend to waste a lot of space
 Location and size of dance floors
 Location of windows
 Number and size of entertainment areas
 Required thoroughfares – to allow both guest access to tables, toilets etc. and
to allow staff sufficient room to move around the floor and service the tables
 The amount of room required for staff movement must reflect the style of
service being offered – for example, more room is needed between tables if
gueridon trolleys are going to be used as part of the service
 Most floor plans will allow several primary service routes for waiting staff to take
on the floor so that all the tables can be serviced
 Location and number of booths or alcoves that exist in the room – if applicable.
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Trainer Guide 39
Slide

Get audience to think about the impact immovable objects will have on a floor plan:
 Immovable objects
 Within most rooms there will be various objects that cannot be moved and there is
therefore a need to plan around them. They include:
 Waiters stations
 Pillars
 Staircases
 Display cases.
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40 Trainer Guide
Slide

Get audience to think about the impact styles of furniture will have on a floor plan:
 Style of furniture
 These will also influence the layout of the floor plan. Factors involved are:
 Shape of tables – round, square, half-moon, quarter-circle
 Size of tables – two-person, or four-person
 Type of chair used at the tables.
© ASEAN 2013
Trainer Guide 41
Slide

Get audience think about the impact exits and doors will have on a floor plan.
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42 Trainer Guide
Slide

Get audience think about the impact other considerations will have on a floor plan:
 Further considerations
 Further points that may need to be factored in include:
 Leaving space for guests to move in and out from their table with safety and
without having to ask others to stand up
 Providing customers with enough space around the table to grant a level of
privacy – placing tables ‘too close’ to others is to be avoided
 Avoiding placing tables in draughty areas, directly under speakers or air
conditioning, or too close to waiter’s stations
 Making provision for hats and coats, where applicable.
© ASEAN 2013
Trainer Guide 43
Slide

Get audience to think about the impact of customer and service personnel access:
Access routes into the room and between tables must ensure:
 The ability of all patrons to move freely to and from their tables
 Room for staff to service individual tables – that is, to move freely and easily around
individual tables
 Room for staff to wheel service trolleys around the room and to individual tables
 Ease of access to facilities in the room – such as toilets, viewing areas and service
points such as bars, food pick-up points and dance floor
 Waiting staff can have freedom of movement around their waiting stations.
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44 Trainer Guide
Slide

Get audience to think about food and beverage items displayed in an outlet.
© ASEAN 2013
Trainer Guide 45
Slide

Get audience to think about and identify all equipment and auxiliary items that need to
be prepared.
© ASEAN 2013
46 Trainer Guide
Slide

Discuss the steps associated with setting up coffee area.
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Trainer Guide 47
Slide

Discuss the steps associated with setting up coffee area.
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48 Trainer Guide
Slide

Discuss the steps associated with organising other equipment.
© ASEAN 2013
Trainer Guide 49
Slide

 Discuss the different types of cutlery used in a food and beverage outlet
 How can you ensure cutlery is clean?
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50 Trainer Guide
Slide

 Discuss the different types of crockery used in a food and beverage outlet
 How can you ensure crockery is clean?
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Trainer Guide 51
Slide

 Discuss the different types of glasses used in a food and beverage outlet
 How can you ensure glassware is clean?
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52 Trainer Guide
Slide

 Discuss the different types of condiments used in a food and beverage outlet
 What preparation activities need to take place to ensure these are ready?
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Trainer Guide 53
Slide

 Discuss the different types of napkin materials are used in a food and beverage
outlet
 What forms are napkins commonly found (packaged and disposable etc.)?
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54 Trainer Guide
Slide
39. Class Activity – General Discussion & Demonstration

 What are common folds?
 Trainer may demonstrate a number of common napkin folds.
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Trainer Guide 55
Slide

 Discuss the different items commonly found at a waiter’s station
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56 Trainer Guide
Slide

 Discuss the different items commonly found at a waiter’s station
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Trainer Guide 57
Slide

 If you remove these items, where do you place them?
 When would they be needed again?
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58 Trainer Guide
Slide

 If you remove these items, where do you place them?
 When would they be needed again?
© ASEAN 2013
Trainer Guide 59
Slide

 Discuss the different types of settings?
 What cutlery is needed for these settings?
 What crockery is needed for these settings?
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60 Trainer Guide
Slide

What is a cover?
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Trainer Guide 61
Slide

 What items are included in à la carte cover?
 What types of food and beverage establishments use this type of cover?
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62 Trainer Guide
Slide

 What are common centre pieces?
 These include salt and pepper shakers, table numbers, vases or tent cards
 The trainer may demonstrate setting this type of cover, explaining reasoning.
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Trainer Guide 63
Slide

 What items are included in a table d’hôte cover?
 What types of food and beverage establishments use this type of cover?
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64 Trainer Guide
Slide

 What variations exist to this setting?
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Trainer Guide 65
Slide

 What items are included in this cover setting and why?
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66 Trainer Guide
Slide

Discuss the reasoning behind these tips.
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Trainer Guide 67
Slide

Discuss the reasoning behind these tips.
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68 Trainer Guide
Slide
53. Class Activity – General Discussion and Demonstration

 What items are included in clothing a table?
 The trainer may demonstrate clothing a table.
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Trainer Guide 69
Slide

What would you check and why?
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70 Trainer Guide
Slide

 Crumbs on chairs – left from the previous session: cleaners will clean the floor of
the room but rarely be required to clean chairs
 Lop-sided, creased, dirty or otherwise unsuitable table cloth
 Missing items from the cover or table – crockery, cutlery, centre pieces, glassware,
napkins, tent cards
 Missing, damaged or unstable tables and chairs
 Incorrect covers set on a table – the covers must reflect the number of guests for
each table as indicated on the floor plan. Where tables exist that do not have
bookings, most venues will prepare tables to suit the size of walk-in
numbers/parties that can be reasonably expected. This means they may set up a
number of tables for two, some tables for four people and some for (perhaps) six or
eight people
 That the actual table positions reflect the set floor plan
 Rubbish on the floor, in pot plants etc.
 Flies or insects – alive or dead, with special attention being paid to window ledges.
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Trainer Guide 71
Slide

 What information should you verify?
 Who provides this information?
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72 Trainer Guide
Slide

Who provides this information?
© ASEAN 2013
Trainer Guide 73
Slide
58. Introduce topic.

 What are the steps associated with taking orders?
 What equipment can be used to help with this process?
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74 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 75
Slide

What is a good welcome?
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76 Trainer Guide
Slide

 Where reservations are normally kept?
 What happens if a customer says they have a reservation but it cannot be found in
your records?
© ASEAN 2013
Trainer Guide 77
Slide

Suggested topics include:
 The weather – a genuine comment: “Isn’t it cold today?” – can be a great ice-
breaker and help strike up a conversation
 Sporting events – “Did you watch the game today?”
 Special events – “Happy Festival Day”
 The season – “Isn’t it getting dark early these days?”
 A special in-house event – “Welcome to our Grand Winery Tour Dinner, it will be a
night to remember!”
© ASEAN 2013
78 Trainer Guide
Slide

In a given restaurant setting, how would you accommodate these special needs?
© ASEAN 2013
Trainer Guide 79
Slide

How would you offer these pre-meal services?
© ASEAN 2013
80 Trainer Guide
Slide
65. Class Activity – General Discussion and Demonstrate

Demonstrate how to undertake escorting activities.
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Trainer Guide 81
Slide

Discuss points.
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82 Trainer Guide
Slide
67. Class Activity – General Discussion and Role Play

Participants to practice giving information based on a menu chosen by the trainer.
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Trainer Guide 83
Slide
68. Class Activity – General Discussion and Role Play

Participants to practice giving recommendations based on a menu chosen by the
trainer.
© ASEAN 2013
84 Trainer Guide
Slide

Discuss the advantages/disadvantages of using these methods and when they would
best be used:
 Remember orders - relying solely on their memory, as is the case at most bars and
in some restaurants
 Record orders on paper-based order forms – such as waiter’s dockets and order
pads
 Record orders using electronic means – such as small hand-held computers (PDAs
– Personal Digital Assistants) which also send the orders to the kitchen or bar and
interface with point-of-sale registers to facilitate account tracking, processing and
payment.
© ASEAN 2013
Trainer Guide 85
Slide

Discuss the role of the order including:
 Informs the kitchen or bar staff of the order – so that they can produce the items
required by the customers
 Informs the service staff of any changes needed to the cutlery. Some may need to
removed, some may need to be added or exchanged
 Identifies who is eating or drinking the items ordered – so that the right item can be
served to the correct guest
 Provides the basis from which an account can be made up and presented to the
customer at the end of the dining experience.
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86 Trainer Guide
Slide

Demonstrate the steps associated with taking an order.
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Trainer Guide 87
Slide

Demonstrate the steps associated with taking an order.
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88 Trainer Guide
Slide

Discuss the different degrees of doneness:
 Blue – steak is seared on both sides then served
 Rare – steak is served when browned on both sides, and meat still contains blood
 Medium rare – steak has less blood than a rare steak, though blood is still just
present
 Medium to well-done – steak is cooked all the way through, no sign of blood
 Well-done: steak is cooked very well – a little burnt on the outside and definitely no
sign of blood.
© ASEAN 2013
Trainer Guide 89
Slide

Discuss the importance of operating ordering systems.
All transactions should be undertaken within establishment guidelines relating to:
 Honesty and integrity – these address not charging for items that were not delivered
or not charging person X for something that person Y received
 Accuracy – checking all entries, extensions, additions and other calculations to
make sure that the customer isn’t overcharged and that the venue captures all the
revenue to which it is legitimately entitled
 Speed – ensuring that accounts are compiled and presented in a timely manner
consistent with honesty and accuracy. Never sacrifice accuracy for speed
 Explanation and description of charges – fully detailing the nature of all charges so
that no confusion or suspicion about charges exists
 Customer service – treating customers with the courtesy they merit in relation to the
taking of the order, processing of the order and presentation of the account for
payment.
© ASEAN 2013
90 Trainer Guide
Slide
75. Class Activity – General Discussion, Demonstration and Role Play

 The trainer should describe the benefits and methods of using each method of
taking orders
 The participants should practice taking orders using each type of ordering system.
© ASEAN 2013
Trainer Guide 91
Slide

What are examples of where information needs to be personally discussed with a chef
or bartender?
© ASEAN 2013
92 Trainer Guide
Slide

What are common special requests?
© ASEAN 2013
Trainer Guide 93
Slide

Discuss information that may need to be relayed.
Information that may need to be relayed involves:
 Timing issues – informing the kitchen/bar of those who are in a hurry, or those who
want to stretch their meal out over several hours
 Coordination of service – telling the bar about the food that a table has ordered so
that wines selected to accompany certain dishes can be presented, opened and
served before the food has been served. It is very annoying and disappointing for a
guest to choose a special wine to accompany their fish main course only to find that
wine is served when they are halfway through that dish
 Cultural issues – notifying the kitchen/bar of cultural food and drink needs.
Sometimes patrons expect you to know what these needs, but in other instances
individuals will advise you of what they want
 Dietary requirements
 Special requests – in relation to serve size, extra this, no that or a special way of
cooking that is not listed on the menu
 How steaks are to be cooked
 Entrees required as main courses – or vice versa
 Explanation of tables and their orders – for example a table of six people where four
are having entrees, and three are having soup and two are not having soup or
entrees, what is required and when.
© ASEAN 2013
94 Trainer Guide
Slide

Discuss types of special dietary needs:
 Vegetarian requests – this is probably the most common dietary-related request
 Lacto-ova vegetarians/Ova-lacto vegetarians – these are the majority of
‘vegetarians’. They eat dairy products and eggs but not meat of any kind including
red and white meat, poultry or fish
 Lacto-vegetarians – they don’t eat meat, poultry or fish. They don’t eat eggs but
they eat dairy products
 Pescatarians – people who don’t eat meat, poultry or animal flesh but do eat fish
 Vegan – this definition is open to various definitions so it is best to check exactly
what. The diner means when they say they are a ‘vegan’. Generally a vegan can be
seen as anyone who doesn’t eat meat, poultry, fish, eggs or dairy products and
doesn’t eat foods derived from animals such as gelatine. The person may also
stipulate that they are served only raw/unprocessed foods, or foods that have not
reached a temperature of above 46ºC (because they believe foods above this
temperature have had some of their dietary goodness removed or be harmful to the
human body).
© ASEAN 2013
Trainer Guide 95
Slide

Discuss types of special dietary needs:
 Requests for low-salt meals
 Requests for low-sugar or no sugar meals – for diabetics
 Requests for lactose-reduced milk – for those who are lactose intolerant
 Requests for gluten-free food – from patrons who have celiac disease
 Requests for a macrobiotic diet – for those who are especially health-focussed they
will request unprocessed vegan foods, no oil and no sugar.
© ASEAN 2013
96 Trainer Guide
Slide

Discuss points.
© ASEAN 2013
Trainer Guide 97
Slide

Discuss points.
© ASEAN 2013
98 Trainer Guide
Slide

 What businesses are very good at doing this?
 What are specific items that you can sell as additional items?
© ASEAN 2013
Trainer Guide 99
Slide

What businesses are very good at doing this?
© ASEAN 2013
100 Trainer Guide
Slide

 What food and beverage businesses provide take away service?
 Why is this type of service popular?
 How can businesses provide this service?
© ASEAN 2013
Trainer Guide 101
Slide
© ASEAN 2013
102 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 103
Slide

What food and beverage is normally produced for take away?
© ASEAN 2013
104 Trainer Guide
Slide

Discuss questions in the slide.
© ASEAN 2013
Trainer Guide 105
Slide

Discuss methods to ensure the challenges identified in this slide can be met.
© ASEAN 2013
106 Trainer Guide
Slide

 How can you ensure items stay above this temperature?
 How long should items be kept on display?
 What items are kept hot under each type of equipment mentioned in this slide?
Activity: Demonstration and explanation
 Trainer explains the different types of equipment stated in this slide
 If possible show the equipment to the audience. This may involve a tour of a
kitchen.
© ASEAN 2013
Trainer Guide 107
Slide
92. Demonstration and explanation

 Trainer explains the different types of temperature reading equipment stated in this
slide
kitchen.
© ASEAN 2013
108 Trainer Guide
Slide
93. Trainer explains how food is maintained in hot food displays especially during transport.
© ASEAN 2013
Trainer Guide 109
Slide
94. Demonstration and explanation

 Trainer explains the different types of containers stated in this slide
 If possible show the containers to the audience. This may involve a tour of a
kitchen.
Activity: Discussion
For each of the above containers, identify what food or beverage is served in them.
© ASEAN 2013
110 Trainer Guide
Slide
95. Trainer explains how food is maintained in cold food displays.

Activity: Demonstration and explanation
 Trainer explains the different types of equipment stated in this slide
kitchen.
© ASEAN 2013
Trainer Guide 111
Slide
96. Trainer explains how food is protected from airborne and other contamination.
Discuss points.
If possible show the containers to the audience. This may involve a tour of a kitchen.
a) What are different types of vessels or closed displays are used to help reduce
airborne contamination?
b) What foods are stored in each?
© ASEAN 2013
112 Trainer Guide
Slide
97. Trainer explains the importance of displaying items attractively.

a) How have you been ‘enticed’ to purchase food before? What attracted you?
b) How can you visually entice the customer?
c) How can you provide all the desired information
d) What do you need to consider when placing items on display?
© ASEAN 2013
Trainer Guide 113
Slide
98. Trainer explains the importance of visually enticing the customer.

Discuss points providing examples of each.
a) Think of successful businesses who use each of these methods to entice customers
b) Do you use posters? What do they show?
c) How can you use pictures?
d) What signs and menus do you use?
e) Would you change them to make them more attractive?
f) What would you change?
© ASEAN 2013
114 Trainer Guide
Slide
99. Trainer explains the importance of providing accurate information.

Discuss points providing examples of each.
a) What information do customers want when they are deciding what food to offer?
Activity: Observation
Have a look at the menus promotions used in your outlet and see if the points in this
slide are easily visible for customers.
© ASEAN 2013
Trainer Guide 115
Slide
100. Trainer explains the importance of storing food wrapping and packaging materials
correctly.
Discuss points.
© ASEAN 2013
116 Trainer Guide
Slide
correctly.
What is each container used for?
© ASEAN 2013
Trainer Guide 117
Slide
correctly.
What is each container used for?
© ASEAN 2013
118 Trainer Guide
Slide
103. Trainer asks the audience to identify ways to maintain food safety when customers get
their own food.
The trainer should ask the audience for generic feedback to help stimulate discussion.
Write answers down.
© ASEAN 2013
Trainer Guide 119
Slide
104. Trainer to introduce concept of self-service.

a) Why are the advantages of self-service? (Think in terms of owners, managers, staff
and customers)
b) What are the disadvantages of self-service?
c) Why is self-service popular and which successful companies use this service style?
d) Which outlets in your venue use self-service?
© ASEAN 2013
120 Trainer Guide
Slide
105. Trainer to introduce benefits of self-service.

Discuss points.
© ASEAN 2013
Trainer Guide 121
Slide
106. Trainer to introduce principles of self-service.

Discuss points.
© ASEAN 2013
122 Trainer Guide
Slide
107. Trainer to introduce importance of sneeze guards.

Discuss points.
a) Where are sneeze guards used?
b) How do you clean them?
c) If sneeze guards are not used, what are other items that are used to protect food
from bacteria?
© ASEAN 2013
Trainer Guide 123
Slide
108. Trainer to introduce importance placing service cutlery on food displays.

Careful consideration must be made to the composition of service utensils. Whilst
metallic utensils are more aesthetically appealing, they can be dangerous when used
near electrical points and equipment such as toasters, especially when handled by
children.
Discuss points.
a) Describe the different types of service utensils used in outlets
b) How are they presented?
© ASEAN 2013
124 Trainer Guide
Slide
109. Trainer to introduce importance of protecting food from contamination.

Discuss points.
Discuss different food items commonly on display and ask audience how you can keep
them ‘fresh and appealing’.
© ASEAN 2013
Trainer Guide 125
Slide
110. Trainer to introduce importance of monitoring activities of customers.

Discuss points.
a) What would you check when monitoring activities of customers?
b) What would you consider ‘unacceptable’ behaviour?
c) What would you do if you witnessed ‘unacceptable’ behaviour?
© ASEAN 2013
126 Trainer Guide
Slide
111. Trainer to explain when to discard contaminated food.

Discuss points.
a) Why is food normally discarded after 30 minutes?
b) When would you discard food earlier than 30 minutes?
c) When would you discard food after than 30 minutes?
d) What do you do with discarded food?
e) Can you give discarded food to a charity? Why/why not?
© ASEAN 2013
Trainer Guide 127
Slide
112. Trainer to explain when to discard contaminated service utensils.

Discuss points.
© ASEAN 2013
128 Trainer Guide
Slide
113. Trainer to explain when to replenish food.

Discuss points.
a) When should you replenish food?
b) Who is responsible for monitoring food levels?
c) Who is responsible for replenishing food?
© ASEAN 2013
Trainer Guide 129
Slide
114. Trainer to explain when to replenish other items

Discuss points.
a) When should you replenish food?
b) Who is responsible for monitoring other items?
c) Who is responsible for replenishing other items?
© ASEAN 2013
130 Trainer Guide
Slide
115. Research activity

Trainer to explain or get audience to research and identify current laws and regulations
that influence or dictate how they must handle food.
© ASEAN 2013
Trainer Guide 131
Slide
116. Discussion of legal requirements

Trainer to discuss these legal points and reasoning behind them.
© ASEAN 2013
132 Trainer Guide
Slide
117. Discussion of legal requirements

Trainer to discuss these legal points and reasoning behind them.
© ASEAN 2013
Trainer Guide 133
Slide

In section 2 of this manual, the steps associated with a common ‘dine in’ service cycle
were explained up to and including the point where the order has been given to the
respective person whom will prepare the food or beverage items.
Naturally the processes of preparing food and beverage items are too detailed to
include in this manual as they are responsibilities often performed by specialist chefs or
bar staff.
This section will continue to follow the logical steps performed by service staff after the
order has been lodged.
Questions:
 What activities take place after the order has been lodged?
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134 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 135
Slide
120. Discuss table service steps after order has been lodged.
© ASEAN 2013
136 Trainer Guide
Slide

 What glasses are normally set at the table?
 How do you remove glasses?
© ASEAN 2013
Trainer Guide 137
Slide

 What are each of these items used for?
 How would you use them?
© ASEAN 2013
138 Trainer Guide
Slide

 Discuss the steps for adjusting covers
 Trainer may demonstrate explaining steps.
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Trainer Guide 139
Slide

 What are the differences between these?
 What are common generic brands – e.g. coke?
 What are common generic drinks – whisky, gin?
© ASEAN 2013
140 Trainer Guide
Slide

 What is a ‘house/pour’ brand?
 Who decides this?
 Why have them?
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Trainer Guide 141
Slide

 Answer the questions in this slide
 Trainer to demonstrate a range of common pour/house brands.
© ASEAN 2013
142 Trainer Guide
Slide

 What would you recommend to customers and why?
 What is important to remember when recommending food items?
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Trainer Guide 143
Slide

 What would you recommend to customers and why?
 What is important to remember when recommending food items?
Recommending Beverages
In relation to drinks, advice or recommendations may be needed when:
 Customers are unsure about exactly what they would like – sometimes regular
customers come in and they are just bored with their normal drink, and want
something a bit different perhaps just for that session
 The drink or brand they have ordered is unavailable – after apologising you must be
able to recommend an intelligent alternative for them
 It’s a special occasion – maybe they’ve just won a promotion, had a baby or are
celebrating a birthday
 You have a new product in stock – let the customers know. Tell them what it’s like,
what it goes with, how much it costs, how strong it is, and so on. Perhaps the boss
will let you give away a few free samples
 The customer is feeling off colour or a bit low – you may want to suggest some
refreshing style of drink, or a non-alcoholic alternative to their usual
© ASEAN 2013
144 Trainer Guide
 They are dining – while a detailed knowledge of wine falls outside this unit, a very
basic rule of thumb that continues to apply today as it did decades ago is “White
meat – white wine, red meat – red wine”. Nonetheless, many, many people drink a
nice white (say, a Chardonnay) with a steak.
They don’t want to drink alcohol, or when they need to limit their alcohol intake – you
have both a moral and very much a legal duty to assist patrons who don’t want alcohol,
or want a little. Be prepared to offer fruit juices, waters, mocktails (non-alcoholic
cocktails), alcohol-free wine and aerated waters.
© ASEAN 2013
Trainer Guide 145
Slide
129. Class Activity – General Discussion and demonstration

 Trainer should provide a brief introduction to wine
 Provide explanation why certain wines do with certain types of food.
© ASEAN 2013
146 Trainer Guide
Slide

Provide explanation why certain wines do with certain types of food.
© ASEAN 2013
Trainer Guide 147
Slide

Trainer should demonstrate what to look for when collecting beverages.
© ASEAN 2013
148 Trainer Guide
Slide

Trainer should demonstrate how to load and carry trays and to deliver drinks to the
table.
© ASEAN 2013
Trainer Guide 149
Slide

 Who is responsible for ensuring food is sent out of preparation areas in a timely
manner when they are ready?
 Where are food items prepared?
© ASEAN 2013
150 Trainer Guide
Slide

Trainer should demonstrate what to look for when collecting food.
© ASEAN 2013
Trainer Guide 151
Slide

Trainer should demonstrate how to carry and place food at the table.
© ASEAN 2013
152 Trainer Guide
Slide

 Why is it important that this check takes place?
 Besides asking if customers if they are happy, what else should waiters be looking
for?
© ASEAN 2013
Trainer Guide 153
Slide

How else can you identify when a customer may want something?
© ASEAN 2013
154 Trainer Guide
Slide

 What are some specific items you can recommend under each point?
 How would you do this?
© ASEAN 2013
Trainer Guide 155
Slide

Answer the questions in this slide.
© ASEAN 2013
156 Trainer Guide
Slide

 Discuss the points in this slide including their importance
 The trainer should demonstrate how to clear a table.
© ASEAN 2013
Trainer Guide 157
Slide

© ASEAN 2013
158 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 159
Slide

Discuss the points in this slide including their importance.
© ASEAN 2013
160 Trainer Guide
Slide
144. No comments required.

Trainer may give a brief explanation to keep the service cycle fluid.
© ASEAN 2013
Trainer Guide 161
Slide

Discuss the points in this slide including their importance.
© ASEAN 2013
162 Trainer Guide
Slide

 How can you handle food safely?
 How can you store food safely?
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Trainer Guide 163
Slide
© ASEAN 2013
164 Trainer Guide
Slide

 What other ways can you ensure you are working in a hygienic manner?
© ASEAN 2013
Trainer Guide 165
Slide

What are other policies and procedures that may apply to leftover food?
© ASEAN 2013
166 Trainer Guide
Slide

Discuss the policies and procedures that may apply to leftover food:
 Throwing out all leftover food – some properties have a standing rule that requires
all leftover food be disposed of
 Allowing staff to eat items that are left over – some properties may allow staff to tale
left over food home with them but this should not be expected. Check with your
supervisor first
 Requiring high cost items to be stored for later use but allowing low-cost items to be
thrown out. This may mean that meat dishes are caved while vegetables are
discarded
 Separating disposables from food waste.
© ASEAN 2013
Trainer Guide 167
Slide

 Explain the importance of each step
 What existing policies and procedures support these steps?
© ASEAN 2013
168 Trainer Guide
Slide

 Explain the importance of each step?
 What existing policies and procedures support these steps?
© ASEAN 2013
Trainer Guide 169
Slide

 Trainer to demonstrate cleaning of glasses.
© ASEAN 2013
170 Trainer Guide
Slide

 Trainer to demonstrate cleaning of crockery and cutlery.
© ASEAN 2013
Trainer Guide 171
Slide
155. Trainer to explain the importance of correct disposal of unused items.

Discuss points.
© ASEAN 2013
172 Trainer Guide
Slide
156. Trainer to explain the importance of correct disposal of disposables.

How do you safely dispose of the following items:
 General waste
 Vegetable or organic matter
 Recyclables including paper, cardboard, glass and cartons
 Broken glass.
 Oils and hot liquids.
© ASEAN 2013
Trainer Guide 173
Slide
157. Trainer to explain the importance of correct disposal of recyclables.

How do you safely dispose of the following items:
 Paper
 Cardboard
 Glass
 Plastic
 Cans.
© ASEAN 2013
174 Trainer Guide
Slide

What types of cleaning chemicals are used in a food and beverage outlet?
© ASEAN 2013
Trainer Guide 175
Slide

 Explain the importance of disposing of chemicals correctly
 Trainer to demonstrate disposing of chemicals correctly.
© ASEAN 2013
176 Trainer Guide
Slide

 Why is contamination so harmful to a person and a business?
 How do you reduce contamination?
© ASEAN 2013
Trainer Guide 177
Slide

 How do you reduce contamination caused by poor personal hygiene and cleaning?
 What policies and procedures would you put into place?
© ASEAN 2013
178 Trainer Guide
Slide

 How do you reduce contamination caused by poor cleaning of the work area?
 What policies and procedures would you put into place?
© ASEAN 2013
Trainer Guide 179
Slide

How do you reduce the presence of vermin in the work area?
© ASEAN 2013
180 Trainer Guide
Slide

What policies and procedures would you put into place to eliminate vermin?
© ASEAN 2013
Trainer Guide 181
Slide

What should you do, if you see any of these signs?
© ASEAN 2013
182 Trainer Guide
Slide

What cleaning and sanitation practices can you put into place?
© ASEAN 2013
Trainer Guide 183
Slide

 Discuss how these prevention methods can be implemented on a daily basis
 Who should be responsible for it?
© ASEAN 2013
184 Trainer Guide
Slide

 What are the steps associated with settling accounts?
 Who is responsible for this?
 What activities are associated with balancing financial transactions at the end of the
shift?
© ASEAN 2013
Trainer Guide 185
Slide
© ASEAN 2013
186 Trainer Guide
Slide
170. Trainer to detail and explain what is a ‘float’.

 How much money is in a float in your outlet?
 What is the breakdown of currency in the float?
© ASEAN 2013
Trainer Guide 187
Slide
171. Trainer explains the use of a ‘float’ (also known as a ‘cash float’) highlighting:
 A float is the amount of money an establishment has deemed appropriate to
commence the day’s trading for a cash register
 Float is located in the cash drawer of the cash register/POS terminal
 Float is used for giving out change when completing a financial transaction,
because change is nearly always needed
 Overnight, most cash floats/cash drawers will be stored in a safe
 At the beginning of each shift (or day’s trading), the float/cash drawer will be
distributed by management to staff members
 Staff may need to sign for float to prove they have taken possession of it
 Staff must count float when they receive it to ensure it is correct – discrepancies
must be immediately followed up.
Trainer asks trainees to describe how floats are distributed in their workplaces, the
amount of the float and the way in which notes and coins are allocated.
Trainer demonstrates how to count a float.
Trainees to practice counting floats.
© ASEAN 2013
188 Trainer Guide
Slide
172. Trainer explains the purpose of a cash register

A cash register is a machine that is used to accurately record transactions – both
charges and methods of payments, issue accounts and receipts and to store cash and
non-cash payments.
Activity: Demonstration
Trainer to demonstrate the functions of a cash register.
© ASEAN 2013
Trainer Guide 189
Slide
173. Trainer explains the tasks to be performed when preparing a register area.
Discuss points.
© ASEAN 2013
190 Trainer Guide
Slide
174. Trainer explains the tasks to be performed when preparing a register area.
Discuss points.
© ASEAN 2013
Trainer Guide 191
Slide
175. Trainer explains the tasks to be performed when preparing a workstation

Besides the cash register there are other machines that must be checked before the
start of the shift. These include:
 ETFPOS machines
 Manual credit card machines.
Trainer to demonstrate the functions of an EFTPOS and manual credit card machines.
© ASEAN 2013
192 Trainer Guide
Slide
176. Trainer explains the tasks to be performed when preparing a workstation.
© ASEAN 2013
Trainer Guide 193
Slide

Explain the importance of these security measures.
© ASEAN 2013
194 Trainer Guide
Slide

Explain the importance of these security measures.
© ASEAN 2013
Trainer Guide 195
Slide
179. Activity: Demonstration and explanation

Trainer to provide an introduction on the three key steps of processing accounts.
Processing a customer account refers to:
 Creating an account for the customer or table
 Updating the account as items are ordered/purchased
 Finalising the account by accepting payment.
Activity: Practice
Trainer to explain activities involved in each step.
© ASEAN 2013
196 Trainer Guide
Slide
180. Activity: Discuss procedures

When using an electronic system to process an account always make sure you follow
manufacturer’s instructions – obtain in-house training before using the system:
 Review supporting dockets received– to verify table/customer, make sure the
dockets are legible and can be understood/interpreted, and ensure only the items
ordered are charged for
 Post charges (see below) promptly – to ensure the account is ready when needed
and to make sure money for all items bought by the customer is recovered when
the account is paid
 Update the account balance – or verify the updated account balance where this
occurs automatically – making sure all entries are accurate and all charges have
been correctly entered/processed
 Produce the final account/bill when requested by waiting staff or customer – it is
important to continually update accounts during service so there is minimum waiting
time at this stage
 Present account to guest/staff according to workplace policy – which may require
presentation of the account in a billfold, or on a plate.
© ASEAN 2013
Trainer Guide 197
Slide
181. Trainer to provide an introduction on posting charges.

Discuss points.
© ASEAN 2013
198 Trainer Guide
Slide

 Trainer to demonstrate and explain debit and credit postings
 Trainee, where applicable to post charges, both debit and credit.
© ASEAN 2013
Trainer Guide 199
Slide

 Trainer to explain processes and guidelines to accurately process accounts
 Trainee, where applicable, to practice.
© ASEAN 2013
200 Trainer Guide
Slide

 Trainer to explain the role of cash registers when presenting accounts
© ASEAN 2013
Trainer Guide 201
Slide

 Trainer to explain the role of account folders when presenting accounts
© ASEAN 2013
202 Trainer Guide
Slide
186. Trainer identifies the ways in which an account can be paid for:
 Cash
 Credit card – manual and electronic
 Using EFTPOS. Explain EFTPOS is ‘Electronic Funds Transfer at Point of Sale’
 House/VIP account
 Presentation of voucher
 Payment by check – personal and traveller’s cheque.
Activity – demonstration and practice (relates to next slides)
 Trainer notes these options may vary between properties
 Trainer demonstrates processing of payment in the simulated restaurant using the
above options
 Trainees practice each processing payments using each listed option.
© ASEAN 2013
Trainer Guide 203
Slide
187. Trainer identifies the procedure for accepting cash payments.

Discuss points.
© ASEAN 2013
204 Trainer Guide
Slide
188. Trainer identifies the procedure for accepting payments made by credit card or
EFTPOS.
Discuss points.
© ASEAN 2013
Trainer Guide 205
Slide
189. Trainer identifies when customers may charge a house, room or VIP account.
Discuss points and explain the processes used for handling house accounts.
© ASEAN 2013
206 Trainer Guide
Slide
190. Trainer identifies when customers present vouchers as a form of account settlement.
Discuss points and explain the processes used for handling vouchers.
© ASEAN 2013
Trainer Guide 207
Slide
191. Trainer identifies how tips are handled and distributed in an outlet.
© ASEAN 2013
208 Trainer Guide
Slide
192. Trainer identifies how and demonstrates how to issue change and present receipts.
© ASEAN 2013
Trainer Guide 209
Slide
193. Trainer discusses steps in ‘closing’ the financial records for the day:
 What activities are involved?
 What financial activities are conducted at the end of a shift?
© ASEAN 2013
210 Trainer Guide
Slide
194. Trainer to give an introduction to the concept of ‘reconciling takings’.

Activity: Discuss points
© ASEAN 2013
Trainer Guide 211
Slide
195. Trainer to explain why securing takings, especially cash is important.

Ask trainees to:
a) Identify the different type of cash and non-cash takings
b) Try to determine how much cash is taken in a normal shift
c) What problems arise if cash and non-cash takings are stolen or go missing?
© ASEAN 2013
212 Trainer Guide
Slide
196. Trainer to explain why securing cash during normal activities is important.
Discuss points.
© ASEAN 2013
Trainer Guide 213
Slide
197. Trainer to explain why securing cash during reconciliations is important.

Discuss points.
Hand out SOP.
© ASEAN 2013
214 Trainer Guide
Slide
198. Activity: List electrical equipment

Get audience to list the different types of electrical equipment used in sales-related
activities.
Activity: Show and demonstrate
Trainer to show, demonstrate and explain types of electrical equipment used to record
transactions and takings.
© ASEAN 2013
Trainer Guide 215
Slide
199. Activity: Discussion

a) Ask audience the difference between an ‘X’ and ‘Y’ reading?
b) What are they used for?
c) What information do they give you?
d) What systems have the capacity to provide an ‘X’ or a ‘Z’ reading?
© ASEAN 2013
216 Trainer Guide
Slide
200. Activity: Show and demonstrate

 Trainer to show, demonstrate and explain how to get an ‘X’ reading
 Explain the information contained on an ‘X’ reading to the audience
 Discuss points.
© ASEAN 2013
Trainer Guide 217
Slide

 Trainer to show, demonstrate and explain how to get an ‘Z’ reading
 Explain the information contained on an ‘Z’ reading to the audience
© ASEAN 2013
218 Trainer Guide
Slide

Trainer to show, demonstrate and explain to separate the cash float from the takings.
© ASEAN 2013
Trainer Guide 219
Slide

Trainer to show, demonstrate and explain how to:
a) Complete cash float slip
b) Secure, carry and sign in cash.
© ASEAN 2013
220 Trainer Guide
Slide

Trainer to show, demonstrate and explain cash float procedures and recording actual
takings.
© ASEAN 2013
Trainer Guide 221
Slide

Trainer to show, demonstrate and explain how to fill in ‘Cash Summary Sheet’.
© ASEAN 2013
222 Trainer Guide
Slide

Trainer to show, demonstrate and explain how to determine cash payments.
© ASEAN 2013
Trainer Guide 223
Slide
207. Trainer to explain steps in counting and recording non-cash payments.

Trainer to show, demonstrate and explain different non-cash payments and the
procedures to be followed.
© ASEAN 2013
224 Trainer Guide
Slide

Trainer to show, demonstrate and explain how to determine final balance.
© ASEAN 2013
Trainer Guide 225
Slide

Trainer to show, demonstrate and explain how to determine final balance.
© ASEAN 2013
226 Trainer Guide
Slide
210. Trainer to ask attendees why ‘overs’ and ‘unders’ occur.

Trainer to show, demonstrate and explain how to identify discrepancies/variations.
© ASEAN 2013
Trainer Guide 227
Slide
211. Trainer to explain ways to identify variations.

Trainer to show, demonstrate and explain how to investigate and resolve problems.
© ASEAN 2013
228 Trainer Guide
Slide

a) What is the process of reporting variations?
b) Why is it done?
c) Who do you report variations too?
d) What happens next if a variation occurs?
© ASEAN 2013
Trainer Guide 229
Slide

Trainer to show, demonstrate and explain how to complete Daily Takings Sheet.
Each participant will be required to demonstrate to another group member all the
activities associated with completing sales related activities.
Trainer to ensure there is adequate equipment and documentation and fake ‘money’ to
complete activities.
© ASEAN 2013
230 Trainer Guide
Slide
214. Trainer to explain the final steps of transporting, securing and signing off cash
and documentation
In many cases, you are to supervise that the cash and the documentation be stored
together in a secure package, which has been signed off by yourself to clearly state
when you have ceased control of the package. This package is normally locked to
protect its contents:
 Overs and unders are recorded
 All sources of revenue from every register are recorded
 Your name/signature is added.
© ASEAN 2013
Trainer Guide 231
Slide

 What activities need to be performed at the end of a shift?
 Who performs these activities?
 What needs to be prepared for the next shift?
© ASEAN 2013
232 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 233
Slide
© ASEAN 2013
234 Trainer Guide
Slide
218. Activity: Questions and review of Standard Operating procedures (SOPs)

 Trainer to discuss the activities associated under each point
 Review relevant SOPs.
© ASEAN 2013
Trainer Guide 235
Slide
219. Activity: Questions and review of SOPs

 Trainer to discuss the equipment to be clean and/or stored
© ASEAN 2013
236 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 237
Slide

© ASEAN 2013
238 Trainer Guide
Slide

 Trainer to discuss the equipment to be stored
© ASEAN 2013
Trainer Guide 239
Slide

 Trainer to discuss the equipment to be checked
© ASEAN 2013
240 Trainer Guide
Slide

Trainer to discuss areas to be cleared and cleaned.
Some of those areas may include:
 Stripping tables – including removal of all table items, and the tablecloth. Part of this
process may include checking the seats of chairs to ensure they are clean and
tidying the area immediately around each table. In some cases you may be required
to put the chairs on the tables to facilitate a full clean of the floor by cleaners
 Around the coffee machine – where coffee grounds and spillage are common, and
there is normally a need to do a general ‘clean and tidy’. Where required,
replacements and top-up of items such as coffee, sugar, crockery etc. should occur
 The waiter’s stations – to clean and replenish supplies
 Laundry areas – in cases where service staff are responsible for laundering of the
dining room/bar linen they may have basic cleaning and tidying responsibilities
including checking levels of chemicals and linen supplies
 Kitchen food service area – the tasks here should be restricted to service-related
activities such as refilling condiments, tidying, replacing used items back into this
area.
© ASEAN 2013
Trainer Guide 241
Slide

Trainer to discuss SOP relating to clearing and cleaning restrooms.
© ASEAN 2013
242 Trainer Guide
Slide

Trainer to discuss SOP relating to clearing and cleaning furniture.
© ASEAN 2013
Trainer Guide 243
Slide

 Trainer to discuss SOP relating to clearing and cleaning other items
 Fixtures and fittings – a check on these should be made which may include:
 Checking for damage
 Watering plants as required
 Clearing papers or rubbish and used glasses etc.
 Windows and doors – spot cleaning as required and checking to ensure they are
closed and locked
 All floor areas – picking up loose rubbish and checking to identify areas that require
special attention
 Displays – including restocking display items and securing items
 Guest waiting area and reception – spot cleaning and tidying
 Garbage area – removing garbage from internal rubbish bins and replacing bin
liners.
© ASEAN 2013
244 Trainer Guide
Slide

Trainer to discuss SOP relating to cleaning and storing cleaning equipment.
© ASEAN 2013
Trainer Guide 245
Slide

Trainer to discuss what needs to be set up for the next shift.
© ASEAN 2013
246 Trainer Guide
Slide

Trainer to discuss what needs to be set up for the next shift in relation to breakfast
requirements:
 Re-lay all tables and set covers for a breakfast menu
 Place breakfast menus on tables – or at other designated locations in the room
 Place sealed portion-control condiments (such as sugar, jam and honey) onto
service areas or customer tables
 Set up the breakfast buffet - with the appropriate equipment, displays and non-
perishable food items such as cereals etc.
 Re-stock refrigerated and non-refrigerated items that will be needed to service the
breakfast menu.
© ASEAN 2013
Trainer Guide 247
Slide

Trainer to discuss what needs to be set up for the next shift in relation to a function.
A ‘Function Sheet’ should be used to direct activities which may include a need to:
 Rearrange all tables and chairs
 Set covers on tables according to the menu
 Set up a buffet and equipment needed to service it
 Stock specific food and beverage items
 Clear an area for entertainment or displays.
© ASEAN 2013
248 Trainer Guide
Slide

Trainer to discuss what needs to be set up for the next shift in relation to a function:
 Ensuring safety of premises and furniture, equipment etc.
 Preserving food safety
 Ensuring security of the premises during set up. Most premises are closed to the
public during these preparation times but need to open as required to allow access
by suppliers to the area. This need for access obviously has the potential to
jeopardise security so special attention needs to be paid to security at these times
 Following identified sequences for room preparation. Properties will normally have a
staged way of setting up a room so following the identified procedures is a
necessity
 Communicating with others to integrate total property needs
 Completing necessary documentation such as requisitions forms, ‘change required’
slips, maintenance requests etc.
 Adhering to imposed labour budget restrictions such as making sure that certain
staff knock off when required as opposed to dragging out their work time to gain
extra pay.
© ASEAN 2013
Trainer Guide 249
Slide
233. Activity: Discussion and questions

Trainer to discuss importance of a review session/debrief session:
 What is the purpose of an evaluation session?
 Who is involved?
 When is it conducted?
 What should be discussed?
© ASEAN 2013
250 Trainer Guide
Slide
234. Activity: Discussion and questions

Trainer to discuss importance of a review session/debrief session:
 What is the purpose of an evaluation session?
 Who is involved?
 When is it conducted?
 What should be discussed?
© ASEAN 2013
Trainer Guide 251
Slide

Trainer to discuss importance of a review session/debrief session.
© ASEAN 2013
252 Trainer Guide
Slide
236. Trainer asks the audience regarding the concept of a ‘handover’

 The trainer should ask the audience for generic feedback to help stimulate
discussion
 Write answers down.
© ASEAN 2013
Trainer Guide 253
Slide
237. Trainer to explain the purpose of a handover.

a) What is the purpose of a handover?
b) Who participates in a handover?
c) What information is communicated in a handover?
© ASEAN 2013
254 Trainer Guide
Slide
238. Trainer to explain the importance of sharing information at a handover.
© ASEAN 2013
Trainer Guide 255
Slide
239. Is the conclusion of the subject?

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

 Bar equipment
 Cashiering equipment
 Chemicals – various for cleaning
 Cleaning Equipment – various including vacuum cleaner, brooms, mops, brushes,
sponges
 Communication documents used in workplace
 Coffee machine
 Computer with internet and email access
 Crockery
 Cutlery
 Dietary informational charts
 Emergency procedures
 Equipment manuals
 Food temperature thermometers
 Floor Plan
 Food
 Glassware
 Job descriptions
 Locations – including access to restaurants, kitchens and bars
 Menus – food and beverage
 Napkins
 Note pads and pens
 Organisational Chart
 Order pads
 Posters
 Reservation Book
 Safety Signs
 Salt and pepper shakers
 Different service equipment – including stands, bain-maries, heat lamps
 Standard Operating Procedures (SOP’s)
 Tables and chairs
 Tea making facilities
 Trays – food and drink.
© ASEAN 2013
Trainer Guide 257
© ASEAN 2013
258 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set Up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2013
Trainer Guide 259
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2013
260 Trainer Guide
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program.
ACCSTP ASEAN Common Competency Standards for Tourism Professionals.
AEC ASEAN Economic Community.
AMS ASEAN Member States.
ASEAN Association of Southeast Asian Nations.
ASEC ASEAN Secretariat.
ATM ASEAN Tourism Ministers.
ATPMC ASEAN Tourism Professionals Monitoring Committee.
ATPRS ASEAN Tourism Professional Registration System.
ATFTMD ASEAN Task Force on Tourism Manpower Development.
CATC Common ASEAN Tourism Curriculum.
MRA Mutual Recognition Arrangement.
MTCO Mekong Tourism Coordinating office.
NTO National Tourism Organisation.
NTPB National Tourism Professional Board.
RQFSRS Regional Qualifications Framework and Skills Recognition System.
TPCB Tourism Professional Certification Board.
© ASEAN 2013
Trainer Guide 261
© ASEAN 2013
262 Trainer Guide

Take Food Orders and Provide Table Serv Refined

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Take Food Orders and Provide Table Serv Refined

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Take food orders and provide table

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

File name: TG_Take_food_orders_&_provide_table_serv_refined

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

Notes and PowerPoint slides .............................................................................................. 17

Recommended training equipment ................................................................................... 257

Appendix – ASEAN acronyms .......................................................................................... 261

Competency Based Training (CBT) and

Competency Based Assessment (CBA)

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

Competency Based Training (CBT)

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

Competency Based Assessment (CBA)

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

UNIT NUMBER: D1.HBS.CL5.16

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Prepare food and/or food and beverage Unit Variables

 Demonstrated ability to process financial transactions

Key Competencies in this Unit

Key Competencies Level Examples

Collecting, organising and 1 Take food and/or beverage orders

Communicating ideas and 2 Use positive communication and customer

Using mathematical ideas and 2 Complete financial transactions

Solving problems 2 Identify the presence of pests and eradicate

Using technology 1 Use cash register and/or electronic terminals

Notes and PowerPoint slides

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