ITHHAFBS01AEM-Provide Specialist Advice On Food

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centred Materials and Assessment Tools)
Unit Title:
PROVIDE SPECIALIST ADVICE
ON FOOD
Unit Code: ITHHAFBS01AEM

Acknowledgements
Writer:
Suntama Cendana, S.Pd., Lecturer, Trisakti Institute of Tourism
Others:
Indonesian Hotels and Restaurant Association
Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not
intended to replace current resources.
Package for Hospitality Training – Provide specialist advice on food i

Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training – Provide specialist advice on food ii

These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal autonomy
for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher
A trainer or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training – Provide specialist advice on food iii

will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Provide specialist advice on food iv

Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________3
3. The competency standard
3.1 Use of the competency standard______________________________4
3.2 Competency standard______________________________________4
4. Delivery strategy
4.1 The content plan__________________________________________7
4.2 How to teach the competency standard________________________9
4.3 Support materials (Overhead transparencies/Handouts)__________11
5. Assessment
5.1 Workplace assessment issues______________________________27
5.1.1 Workplace assessment.....................................................................27
5.1.2 Competent.........................................................................................27
5.1.3 Recognition of current competence...................................................27
5.1.4 Assessors..........................................................................................27
5.2 Underpinning skills and knowledge___________________________27
5.2.1 Assessment of underpinning skills and knowledge...........................27
5.2.2 Examples of assessment tasks.........................................................28
5.3 Suggested assessment for Provide specialist advice on food_______28
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment List.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Provide specialist advice on food.
This guide deals with the skills and knowledge required to develop and maintain in-depth
knowledge of food and apply that knowledge to food service operations.
Linkages to other units:

1. This unit should be assessed with or after the following units:
a. ITHHGHS01AES Follow workplace hygiene procedures
b. ITHHBFBS12AES Provide a link between kitchen and service areas
c. ITHHBFBS03AES Provide food and beverage service
d. ITHHBFBS04AES Provide table service of alcoholic beverages
e. ITHHBFBS11AES Develop and update food and beverage knowledge
f. ITHHGCS02AES Promote products and services to customers.
g. ITHHHCO01AES Develop and update hospitality industry knowledge.
2. There is a strong link between this unit and the following units:
a. ITHHAFBS07AES Provide silver service
b. ITHHAFBS04AES Provide gueridon service
c. Depending upon the industry sector and workplace, combined
training/assessment maybe appropriate.
3. Please note that in the development of training care should be taken not to duplicate
knowledge covered in other units.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no basis towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and trainers should structure their sessions according to the:
 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.
The delivery strategy used and assessment provided in this unit are not compulsory and
should be used as a guide. Teachers and trainers are encouraged to utilise their own
industry knowledge, experience, local examples and products to adapt the materials or
develop their own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.
Package for Hospitality Training – Provide specialist advice on food 1
Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 Role-plays and simulations.
Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.
Specialised delivery requirements:

Food service
A functional dining area would generally include table, chairs and a sideboard / service area:
 tablecloths  menus / wine list
 selected linen / serviettes  docket books
 cruets  reservations book
 ashtrays  “reserved” signs
 table no’s  vases, candles
 butter dishes and curler  toasters
 pepper mills  water jugs
 coffee pots  tea pots
 milk and sugar containers  bread baskets.

Beverage service:
A functional bar areas would generally include washable workbenches, sink, hot/cold water
and beverage selections:
 refrigeration units  drink trays for table service
 beer reticulation system  wine list
 beer taps  waiters friend
 glass washer  appropriate wines
 waiters cloths  ice buckets
 post mix system  wine stands
 ice making equipment  ashtrays
 spirit dispensing system  cutlery.
Cellar: Cutlery:
 bar area (not in use) to show cleaning  main forks
procedure  main knives
 cool room  entrée knives
 manifolds  entrée forks
 transfer leads  bread and butter knives
 gas gauges  dessert spoons
 liquor storage area – sufficient working  fish knives (optional)
area to show how to dismantle keg  fish forks
extractors  tea / coffee spoons
 beer lines (from head lead up)  soup spoons.
 cleaning procedure-50-litre keg and
cleaning solution Crockery:
 appropriate stock  side plates
 post-mix system  main
 packaged and paper products  entrée
 requisition forms  coupes
 kegs room.  soup bowls
 dessert bowls
Glassware (Food and Beverage):  milk jugs / sugar bowls
 wine – red  coffee / teacups and saucers.
 wine – white
 wine – champagne flute General (food and beverage):
 port/sherry  order pads / dockets
 brandy balloon  cashiering facilities
 liqueur  EDC (Electronic Data Captured)
 cocktail  guest accounts
 water  cash register
 beer glasses  various legal tender types e.g. : cash
 high ball vouchers, checks
 old fashioned  cleaning equipment.
 liqueur coffee glasses.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www. Tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants Association (PHRI)
Jl. R. P Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

UNIT ITHHAFBS01AES PROVIDE SPECIALIST ADVICE ON FOOD
UNIT DESCRIPTOR This unit deals with the skills and knowledge required to
develop and maintain in-depth knowledge of food and apply
that knowledge to food service operations.
ELEMENTS PERFORMANCE CRITERIA

01 Advise on menu items 1.1 Assistance with making food selections is courteously
offered to customers.
1.2 Options and possible variations are offered to
customers where appropriate.
1.3 Methods of cooking and different culinary styles are
discussed with customers where appropriate in clear
and simple language.
02 Contribute to menu 2.1 Content of menus is planned in consultation with
development appropriate kitchen staff.
2.2 Menu suggestions are balanced in terms of cost and
variety profit margin and reflect the type of enterprise
and regional location.
2.3 Customer feedback and preferences are considered
in the menu development process.
2.4 Where appropriate consultation is undertaken with
those responsible for the development of wine lists.
2.5 Menus are developed to ensure required profit
margin is obtained for the enterprise.
2.6 Format and design of menus are clear, accurate and
appropriate to enterprise needs.
03 Update specialist food 3.1 Informal and formal research is used to access
knowledge current accurate and relevant information about food.
3.2 Trends in customer needs are identified based on
direct contact and workplace experience.
3.3 General trends in the food market are identified and
information is applied to the workplace.
RANGE OF VARIABLES
1. This unit applies to all operations where specialist food knowledge is required.
2. Informal and formal research may include but not limited to:
2.1 talking to chefs and cooks
2.2 talking to product suppliers
2.3 reading general and trade media
2.4 attending trade shows
2.5 reading food reference books

2.6 internet.
3. Types of food for which knowledge may be required include but are not limited to:
3.1 appetisers
3.2 soups
3.3 meat and fish
3.4 vegetables
3.5 sweets
3.6 snacks
3.7 cheeses
3.8 fruits
3.9 salads
3.10 sauces
3.11 pre-packaged.
EVIDENCE GUIDE
1. Underpinning skills and knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the following
areas is required:
a. For all food items listed in the Range of Variables:
 methods of preparation/cooking/production
 cultural and dietary issues and options
 suitability for different customers
 major suppliers
 accompaniments and garnishes
 origins and ingredients
 presentation styles
 service styles
 compatibility with wines and other beverages
 industry research skills.
2. Context of assessment
2.1 This unit may be assessed on or off-the-job. Assessment should include
practical demonstration either in the workplace or through a simulation. This
should be supported by a range of methods to assess underpinning
knowledge.
3. Critical aspects of assessment
3.1 Evidence should include a detailed knowledge of food types as listed in the
Range of Variables with coverage of knowledge to include all areas mentioned
in the Evidence Guide. Evidence of the ability to update and maintain current
and relevant knowledge of food and to apply that knowledge to the workplace
must also be demonstrated.
4. Linkages to other units
4.1 This unit should be assessed with or after the following units:
a. ITHHGHS01AES Follow workplace hygiene procedures
b. ITHHBFBS12AES Provide a link between kitchen and service areas
c. ITHHBFBS03AES Provide food and beverage service
d. ITHHBFBS04AES Provide table service of alcoholic beverages
e. ITHHBFBS11AES Develop and update food and beverage knowledge
f. ITHHGCS02AES Promote products and services to customers.
g. ITHHHCO01AES Develop and update hospitality industry knowledge.
4.2 There is a strong link between this unit and the following units:
a. ITHHAFBS07AES Provide silver service
b. ITHHAFBS04AES Provide gueridon service
c. Depending upon the industry sector and workplace, combined
training/assessment maybe appropriate.
4.3 Please note that in the development of training care should be taken not to
duplicate knowledge covered in other units.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL
UNIT UNIT
Collecting, organising and 2 Using mathematical ideas and 1

analysing information techniques
Communicating ideas and 3 Solving problems 2

information
Planning and organising 2 Using technology -

activities
Working with others and in teams 2

Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Criteria Range of Variables Additional Training Topics Activity Visual
Content
0.1 Advice on menu items. This unit applies to all Menu knowledge B OHT 1
operations where specialist Dis HO 1a-b
food knowledge is required
1.1 Assistance with making food selections Describing and Dis HO 2
is courteously offered to customers. recommending dishes Q, PA
1.2 Options and possible variations are Variety menu Dis HO 3
offered to customers where Q
appropriate.
1.3 Methods of cooking and different Satisfying the guests Dis HO 4
culinary styles are discussed with
customers where appropriate in clear
and simple language.
0.2 Contribute to menu development. Types of food for which

knowledge may be required
2.1 Content of menus is planned in include but are not limited to: Kinds of meals B OHT 2
consultation with appropriate kitchen appetizers, soups, meat and Dis HO 5
staff. fish, vegetables, sweets,
2.2 Menu suggestions are balanced in snacks, cheeses, fruits, Cost or budget Dis HO 6
terms of cost and variety profit margin salads, sauces, pre-
and reflect the type of enterprise and packaged.
regional location.
2.3 Customer feedback and preferences Considering the customer Dis HO 7
are considered in the menu Q
development process.
2.4 Where appropriate consultation is Consultation with wine Dis HO 8
undertaken with those responsible for butler
the development of wine lists.
Package for Hospitality Training – Provide specialist on food 7

Element and Performance Criteria Range of Variables Additional Training Topics Activity Visual
Content
2.5 Menus are developed to ensure Profitability Dis HO 9
required profit margin is obtained for the
enterprise.
2.6 Format and design of menus are clear, Format and design Dis HO 10
accurate and appropriate to enterprise Dem
needs.
0.3 Update specialist food knowledge. Informal and formal research

3.1 Informal and formal research is used may include but not limited Research information B OHT 3
to access current accurate and to: about food and food Dis
relevant information about food.  talking to chefs and trends
cooks
3.2 Trends in customer needs are  talking to product Customer needs Dis HO 11
identified based on direct contact and suppliers
workplace experience.  reading general and
trade media
3.3 General trends in the  attending trade shows Applying research Dis HO 12
food market are identified  reading food reference information into the
and information is applied to the books workplace
workplace.  internet.
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V

4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Menu knowledge Trainees or Students in small groups to brainstorm their knowledge of menus.
Trainer or Teacher to show and discuss OHT 1 [Menu knowledge].
Trainer or Teacher to give Handout 1a-b [Menu knowledge].
Trainer or Teacher to explain different kinds of menus and clarify the information given by the groups.
Describing and recommending dishes Trainer or Teacher to show and discuss Handout 2 [Describing and recommending dishes].
Trainer or Teacher to give explanations about how to describe and recommend dishes to the customer.
Trainees or Students to practice the way to be a good salesperson in helping the customer to choose
dishes.
Menu variety Trainer or Teacher to give Handout 3 [Variety menu].

Trainees or Students to discuss with each other about how the menu variety should be.
Satisfying the guests Trainer or Teacher to give Handout 4 [Satisfying the guests].
Trainer or Teacher to explain how to satisfy the guests by approaching and discussing the menu with
guests.
Kinds of meals Trainees or Students to brainstorm the different types of meals that they know.
Trainer or Teacher to give OHT 2 and Handout 5 [Kinds of meals].
Trainer or Teacher to discuss different types of meals given by the groups.
Cost or budget Trainer or Teacher to show and discuss Handout 6 [Cost or budget].
Trainer or Teacher to explain about how the cost or budget is important in planning the menu.
Considering the customer Trainer or Teacher to give Handout 7 [Considering the customer].
Trainer or Teacher to discuss and explain why considering customer feedback and preferences should be
taken and is important to the business.
Trainees or Students to discuss with each other about the information given by Trainer or Teacher.

What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Consultation with wine butler Trainer or Teacher to show and discuss Handout 8 [Consultation with wine butler].
Trainer or Teacher to give more information to the Trainees or Students in making consultation with the one
who is responsible for the development of wine lists.
Profitability Trainer or Teacher to give Handout 9 [Profitability].

Trainer or Teacher to discuss how to make a profit in the food-service business where and when in planning
a menu you need to consider food cost and the standard recipes.
Format and design Trainer or Teacher to give Handout 10 [Format and design].
Trainer or Teacher to demonstrate or to show the different style of menu.
Trainees or Students to discuss with each other about the information given by Trainer or Teacher.
Research information about food and food Trainees or Students to brainstorm about what factors should be taken into account when researching food
trends and food trends.
Trainer or Teacher to show and discuss OHT 3 [Research information about food and food trends].
Trainer or Teacher to clarify the information given by the groups.
Customer needs Trainer or Teacher to give Handout 11 [Customer needs].

Trainer or Teacher to discuss about what should be done to fulfil the customer’s needs.
Applying research information into the Trainer or Teacher to give Handout 12 [Applying research information into the workplace].
workplace Trainer or Teacher to explain and to discuss what information about food or menu should be used in their
workplace to satisfy the customer’s needs.

4.3 Support materials
(Overhead transparencies/
Handouts)
OHT 1
Menu knowledge
Types of menu:
 static menu
 cyclic menu
 a’la carte menu
 table d’hote menu
 special function menu
 chef’s special.

HO 1a
Menu knowledge
A menu is a printed or hand written list with a complete

description of prepared dishes available at the
establishment. This list or card is necessary information
for guests because it indicates what is for sale.
The menu must be planned in proper sequence and can
be presented as a:
 Static menu;
A static menu is one that offers the same dishes
every day. These menus are used in restaurants and
other establishments where the clientele changes
daily or where there are enough items listed on the
menu to offer sufficient variety.
 Cyclic menu;
A cyclic menu is one that changes every day for a
certain period; after this period the daily menus
repeat in the same order. This kind of menu is used
in such operations as schools and hospitals, where
the number of choices must be kept small. The
cyclic menu is a way of offering variety.
 A’la carte menu;

An a’la carte menu is one in which each individual
item is listed separately, with its own price. The
customer makes selections from the various courses
and side dishes to make up a meal.
HO 1b
Menu knowledge (cont’d)
 Table d’hote menu;

A table d’Hote menu originally meant a fixed menu
with no choices. Table d’Hote has also come to refer
to a menu that offers a selection of complete meals
at given prices. In other words, a customer may
choose from among several selections, each of
which includes an entrée and side dishes plus other
courses, such as appetizer, salad, and dessert.
 Special function menu;

The menus for parties or banquets which are held in
or outside the hotel. The menu is discussed and
decided upon by the organiser of the function. If any
additional items are required, they will be charged as
extra.
 Chef’s special;
The chef’s suggestions, today’s special and specialist
of the day are not a complete menu. It generally
consists of a main course or an appetizer. This menu
is composed by the chef and suggested to the
customer, usually attached to the a’la carte menu, for
one specific day or date.

HO 2
Describing and recommending dishes
Kitchen personnel are now likely to be asked

questions about the specials and about the items on
the menu. They must be able to describe the
dishes, and how they are cooked, plated, garnished
and served accurately and attractively.
In a restaurant, it is a job for the waiter to be a good

salesperson in helping the customer to choose the
dishes. Sales are made by suggesting items which
the guests might well have ordered had they known
of them. What you are providing is better service –
making the guests’ experience more complete and
enjoyable, rather than a series of sales pitches.
You might helpfully say, for example, that the fish of
the day is fresh from the market, or that buffalo
steaks are a new menu item and have proved very
popular, or fantastic chicken wings are the special
of the day from our chef.
To be an extremely effective salesperson, the

waiter needs only be sincerely helpful, friendly,
attentive and enthusiastic, and have a thorough
knowledge of the menu and be able to describe and
recommend suitable items.

HO 3
Variety menu
In the food service business variety is not so much the

spice of life, but the key to a successful operations.
People do get tired of the same old thing and are
constantly on the lookout for new and interesting
preparations.
Variety can be achieved in four different ways:
 methods of preparation
 ideas for service
 kinds of food served
 garnishes.
The element of surprise if worked into certain food
preparations can increase sales and profit, because
surprise will stimulate the appetite and get people talking
about your establishment. If the same kind of meat or fish
must be placed on the menu two or three days in a row,
vary the method of preparation. Creating variety through
ideas for service is not as difficult as one may imagine
when we consider the many different serving dishes and
casseroles available on the market today. Skewered
items and foods served in natural shells is another
possibility.
There should be no need for lack of the kinds of food
served, because the markets are full of foods that can be
featured in interesting and appetite appealing ways and
can be brought about by the addition of some extra
colourful item which will add eye appeal.

HO 4
Satisfying the guests
Satisfying the guests requires knowing them. The

successful menu maker will know the age, sex,
occupation, and economic status of the patrons
because these factors are significant in their
acceptance of certain foods. Food habits and
preferences are sometimes the result of family
attitudes and practices, ethnic backgrounds,
regional preferences, and religious traditions and
restrictions.
There is a difference in planning a menu for
Americans or Germans; for a physicians’
association or a butchers’ trade organisation; for a
country wedding or for one in a large city. The life
style of the clients must be considered – their
national dishes, the methods of preparation, and the
seasoning must be harmonised to suit their tastes.
The client particularly enjoys those foods that have
been prepared with imagination, skill, and flair of the
unusual.
Many individuals will adjust surprisingly well and
enjoy a variety of foods that differ in texture,
particularly if the foods are carefully prepared and
attractively presented in a form that can be handled
easily.

OHT 2
Kinds of meals
1. Breakfast.
2. Lunch.
a. Speed
b. Simplicity
c. Variety.
3. Dinner.

HO 5
Kinds of meals
Menus will vary not only for different kinds of operations but for different meals
as well:
Breakfast;
Breakfast menus are fairly standard across the country. A restaurant has to
offer the usual selection of fruits, juices, eggs, cereals, pancakes, waffles,
breakfast meats, plus regional specialties, because this is what customers
want and expect. In addition, featuring one or two unusual items on the menu
– such as an English muffin topped with creamed crabmeat and a poached
egg – often attracts additional customers. Breakfast menus must feature
foods that can be prepared quickly and eaten in a hurry.
Lunch;
The following factors are important to consider when planning lunch menus:
a. Speed
Like breakfast customers, luncheon diners are usually in a hurry. They

are generally working people who have a limited time to eat. Food must
be prepared quickly and easy to serve and eat. Sandwiches, soups, and
salads are important items on many lunch menus.
b. Simplicity
Menu selections are fewer, and fewer courses are served. In many cases
customer select only one course. Luncheon specials satisfy the need for
simplicity and speed.
c. Variety
In spite of the shortness of the menu and the simplicity of the selections,
luncheon menus must have variety, because many customers eat at the
same restaurant several times a week, or even every day. In order to
keep the menu short, many operations offer several different luncheon
specials every day, so there is always something new on the menu.
Dinner;
Dinner is usually the main meal, and is eaten in a more leisurely fashion then
either breakfast or lunch. Of course, some people are in a hurry in the
evening, too, but in general people come to a restaurant to relax over a
substantial meal. Dinner menus offer more selections and more courses. Not
surprisingly, prices and check averages are also higher that at lunch.
HO 6
Cost or budget
The cost or budget will stipulate the projected

income and the amount of this income that can be
used for the purchase of food. Food sales, the
major source of the potential income, must also
cover labour and operation costs. The percentage
of income that can be spent for each of these
expenses should be determined by management.
The menu must be planned in accordance with the
established food cost percentage. To maintain this
percentage it is necessary to calculate daily food
costs, provide and use standardised recipes, know
raw food and portion costs, and adjust food costs
which are based on storeroom requisitions and
purchases.
A standardised recipe system is essential for
successful food cost control. The recipes should list
the total raw food cost and the individual portion
cost. The menu planner must know and keep these
costs up-to-date. Failure to use such a system will
lead to major inconsistencies in quality and cost
controls. Portion control is necessary from an
aesthetic and cost standpoint. Portions should be
standardised in relation to cost and appetite so that
a variety of foods can be enjoyed in a meal without
excessive cost or waste.

HO 7
Considering the customer
The people to be served are the most important consideration in menu

design. They are, after all, the reason for each operation’s existence.
In some types of operations, you know quite well whom you are serving.
A hospital serves patients, staff, and sometimes visitors. A club serves
a membership with fairly predictable tastes. A school cafeteria serves
students with limited time and money and hearty appetites. A highway
restaurant serves travellers in a hurry. A big-city hotel serves
conventions, expense-account executives, and potential big spenders.
A quick-service restaurant serves individuals and families in search of a
fast meal.
The most successful restaurant dinner menus contain a variety of

selections, including dishes of proven popularity. A choice between old
favourites and unusual dishes – foods the diners would not cook
themselves – makes it a pleasure for customers to plan their own
menus for the evening.
Most customers, in fact, tend to be comfortable and happy with foods

they understand and are used to. The new cook must remember this.
New cooks have a tendency to try to make their mark in history by
giving birth to a new dish-something different and unusual. Never forget
that you are in a service industry. The responsibility is to give the
customers what they want.
Customer tastes may be motivated by needs, habits, ethnic traditions,

and regional preferences. Working people may need fast foods
because of limited time, or heavy foods because of physical labour and
hearty appetites. Temperature and seasons of the year affect customer
preferences. Cold weather requires more hot dishes on the menu, hot
weather more cold dishes.
Different foods are in demand in different areas of the country.
The cook as well as the menu writer must understand the styles and
tastes of various dishes in different areas. For example in Central Java
taste is often for sweeter foods. In other areas hotter (spices) food is
preferred. You must take great care not to disappoint the customer’s
expectations.

HO 8
Consultation with wine butler
The wine list deserves special mention.

Some hotels put their wines on the food menu.
Suggestions are often made regarding which wine
accompanies which food.
These ideas are excellent if the wine was selected
with the target markets in mind. Consumers prefer
certain wines and those selections should be
available.
The choices of in-expensive, moderately priced, or
expensive wines on the menu ultimately depends
on whom the hotel is catering to in the dining room.
Some hotels have successfully used separate wine
lists. This is generally recommended when the
selection is substantial. The decision on whether or
not to have a separate wine list depends on
management evaluation of the hotel. The image of
the hotel influences the decision.
Ultimately, the basic needs and desires of the target
markets must be considered.

HO 9
Profitability
The final test of a menu, profitability, tells us whether a menu

item can be produced within the budget guidelines set by
management. In a non-profit operation, the cost of all the food
on the menu must be within the limit of so much per person, or
per meal, or whatever standard management has set. In a
commercial operation, the menu must maintain the minimum
spread between food cost and sales – at menu prices the
customer is willing to pay. No sales mean no restaurant.
Sales but not enough profit mean no restaurant.
Before a menu can be launched, then, both the individual
dishes and the menu as a whole are carefully costed to make
sure they can be served within the guidelines. Costing a
menu means figuring the raw-food cost of each product as
served.
When you are planning a menu, there are two ways of working
with menu costs. You can find out what you will be able to
spend first and then pick menu items you can produce for that
price, or you can decide on specific items you think will fall
within the guidelines and then check them out.
Costing a menu or a dish is also used as a tool of cost control
to determine whether costs and prices are maintaining the
minimum spread necessary for successful operation.
The costing of menus is an essential ingredient in the success
of an operation and the process does not end once the menu
is written. In commercial menus, the pricing is as important as
the costing. Successful menus stay within budget guidelines,
and successful pricing includes allowances for cost changes.

HO 10
Format and design
The menu is used to reinforce the food service

enterprise’s image. The objective is to meet or exceed
customer expectation. Menu design and lay out will set the
tone. Graphics can display food and beverage items in
interesting ways. Pictures can present a desirable image.
All menus should be designed with the customer’s
potential food selections in mind. When a menu is
presented to the customer it should be served for several
functions.
The menus primary responsibility is to sell food and
beverage products. The items sold should bring the
enterprise the highest profit and the customer the greatest
satisfaction. Food service customers can be “hypnotised”
by a properly attractive and designed menu.
Customer’s interest can be drawn to items the enterprise
wants to sell most often.
If the menu is printed on a single sheet of paper, the
customer’s eyes are likely to focus on the area
immediately above the centre-line. When the server
presents a two-folded menu to the customer, the reader is
likely to focus attention on the upper right portion of the
menu.
Because the menu is called the core of the foodservice
operation, so today’s successful menu is a carefully
researched document prepared by management. There is
as much input from the business side of the operation as
from the food specialist, sometimes more.

OHT 3
Research information about food and

food trends
Foods and food trends change often following the

customer’s needs. That’s why, every kitchen
personnel should have a program research on
foods and foods trends. The food service industry is
influenced by both external and internal factors.
The external factor may include demographic
trends:
 food product
 availability and price trends
 trends in foods productions
 processing
 distributions
 consumer’s life style trends
 trends in customer’s food tastes
 food habits.
The internal factor include:

 meal consumption patterns
 the concept
 the operational system
 the menu mix.
Both categories of factors influence the foodservice

manager’s decision making regarding the menu.

HO 11
Customer needs
For kitchen personnel, it is very important to

improve or update his or her specialist food
knowledge.
The customer frequently forms his or her first
impression of the restaurant from the food that is
presented to him or her.
It should be designed to harmonise with the décor
and garnish, and it should be planned to function as
a promotion tool that will increase sales through
customer satisfaction.
In each operation, the particular customer dictates
certain things about the menu. For example, in the
hospital the primary consideration is the health of
the patients. The menu must provide for three
meals a day of a nutritionally balanced diet, with
special versions for special needs – low fat, low
sodium, and so on. The menus for staff and visitors
will probably be spin-offs from the general patient
menu. Although the patient may not have a choice
of foods, the menu is still intricate in design
because of the variety of special needs. In addition,
the menu offerings change from one day to the
next, so that the patients won’t get tired of the food.

HO 12
Applying research information

into the workplace
Menu items may be changed by changing the formulation.

Basic ingredients, spices, and sauces can be used to
create something new, for example:
 chicken ala king can be glamorised by adding an ounce
of cognac and flaming the entrée on a trolley or side
table, and the name changed to chicken cognac
 nuts can be added to protein-based salads to alter the
texture
 stir-fried pork with green peppers takes on the different
formulation when walnuts are added
 baked chicken can be marinated in Italian dressing to
alter the flavour
 veal is enhanced when presented with a choice of
sauces.
All these menu changes are relatively low in cost.
Other ideas include sandwiches presented or non-
traditional buns, unique garnish ideas for dessert (fresh
kiwi fruits with strawberry) and the addition of perceived
healthier dessert (fresh-fruit trays, cheese and nut platter).
Consideration may be given for a complete menu change
requiring extensive equipment replacement and dining
room renovation. This extensive menu change must be
justifiable in terms of a cost- benefit analysis.

Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other trainees.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge
Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.

You must now assess your trainee’s or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. for all food items listed in the Range of Variables:
 suitability for different customers
 major suppliers
 service styles
 industry research skills.
Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
5.2.2 Examples of assessment tasks
Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.
Assessment tasks Yes No Further training

needed
What are the cultural or dietary issues to be

considered for a specified food type?
What sort of recommendation could you make to

a person seeking low fat options?
Describe different presentation and service

techniques for specified food types.
5.3 Suggested assessment for Provide specialist

advice on food
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.

Results of a successful
assessment should indicate
sufficient and relevant
knowledge and understanding to
be able to infer competence.
Therefore the trainee is assessed
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.

Evidence gathering methods
Assessment of practical demonstration in the workplace may include observation of the trainee:
 advising customers on menu items
 talking to chefs and cooks, product suppliers about menu items.
Third party/documentary evidence may include:

 menus developed by the candidate (or to which the candidate has contributed)
 customer report (written or oral)
 details of previous training, work experience
 peer or supervisor report (written or oral)
 menu formats/proposals developed by the candidate.
Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 suitability of foods for different customers
 major food supplies
 service styles.
In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical demonstration:
 development of menus for a specific need (joint project with cookery students/colleagues)
 research project on a particular food issue or trend
 presentation on food types to students studying at introductory or basic level
 role-play to demonstrate provision of food advice.

Sample methods On-the-Job Off-the-Job
1. Imagine you are the supervisor of a small upmarket licensed restaurant located in a popular holiday destination.  
Your promotional focus is the use fresh local produce and high quality Australian wines. Your menu is not large.
It generally includes six entrees, six mains and three desserts with a cheese option. You usually seek a balance
of meat, fish and vegetarian options. The wine list is always developed to suit the menu. You and your
owner/manager (the chef) have decided to overhaul the menu and list for the upcoming summer holiday season.
Develop and cost the menu and wine list and outline the research you undertook. Conduct a briefing season.
Develop and cost the menu and wine list/. This should include the methods of cooking, food presentation and
service requirements plus comprehensive briefing on the new wines.
This example can also be used to assess unit ITHHAFB02AEM Provide specialist wine service.
2. Develop and cost a set three-course dinner menu for a private function. It is an eightieth birthday party and fat  
items have been requested. The customer would like two choices for each course. Discuss your
recommendations with the customer, take account of their responses and finalise the menu.
Questions On-the-Job Off-the-Job

Questioning should focus on:
1. Technique and processes 
 what process could you use to ensure an adequate profit margin on a menu?
 describe how would you plan a specified menu, and what issues need to be considered.
2. Organisation and planning
 how could you ensure the orderly and effective introduction of a new menu of your establishment? 
3. Communication with others
 what are the major communication issues to be considered in introducing a new menu? 
 what communication techniques should you use in explaining a menu item to a customer ?
 what role do suppliers play in the menu development process?
4. Problem solving 
 what would you do if no item on your menu was suitable for a customer?
5. Health and safety
 what health and safety issues might apply to the service of a specified menu item? 

Appendices
Appendix 1
Competency assessment result

Unit code: ITHHAFBS01AEA Title: Provide specialist
advice on food
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 
Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision
Date:
Package for Hospitality Training – Provide specialist advice on food Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

advice on food
Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 1a-b Menu knowledge
2 Describing and recommending

dishes
3 Variety menu
4 Satisfying the guests
2 5 Kinds of meals
6 Cost or budget
7 Considering the customer
8 Consultation with wine butler
9 Profitability
10 Format and design
3 Research information about food

and food trends
11 Customer needs
12 Applying research information into

the workplace
Appendix 4
Trainee or student evaluation sheet

advice on food
Agree Don’t Disagree Doesn’t

The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHAFBS01AEM
Unit title: Provide specialist advice on food
Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Package for Hospitality Training – Provide specialist advice on food Appendix 5 – Page 1

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHAFBS01AEM

Package for Hospitality Training – Provide specialist advice on food i

Access and equity

Competency Based Training

Critical aspects of assessment

Package for Hospitality Training – Provide specialist advice on food ii

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Package for Hospitality Training – Provide specialist advice on food iii

Package for Hospitality Training – Provide specialist advice on food iv

Linkages to other units:

1.2 Time required to achieve competency

2.2 Delivery strategies

2.3 Delivery requirements

Specialised delivery requirements:

Package for Hospitality Training – Provide specialist advice on food 2

2.4 Source of additional information

Package for Hospitality Training – Provide specialist advice on food 4

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

Package for Hospitality Training – Provide specialist advice on food 4

Package for Hospitality Training – Provide specialist advice on food 5

Collecting, organising and 2 Using mathematical ideas and 1

Communicating ideas and 3 Solving problems 2

Planning and organising 2 Using technology -

Working with others and in teams 2

Package for Hospitality Training – Provide specialist advice on food 6

0.2 Contribute to menu development. Types of food for which

Package for Hospitality Training – Provide specialist on food 7

0.3 Update specialist food knowledge. Informal and formal research

Package for Hospitality Training – Provide specialist on food 8

Menu variety Trainer or Teacher to give Handout 3 [Variety menu].

Package for Hospitality Training – Provide specialist on food 9

Profitability Trainer or Teacher to give Handout 9 [Profitability].

Customer needs Trainer or Teacher to give Handout 11 [Customer needs].

Package for Hospitality Training – Provide specialist on food 10

 a’la carte menu

 table d’hote menu

 special function menu

Package for Hospitality Training – Provide specialist on food 11

A menu is a printed or hand written list with a complete

 A’la carte menu;

Menu knowledge (cont’d)

 Table d’hote menu;

 Special function menu;

Package for Hospitality Training – Provide specialist on food 13

Describing and recommending dishes

Kitchen personnel are now likely to be asked

In a restaurant, it is a job for the waiter to be a good

To be an extremely effective salesperson, the

Package for Hospitality Training – Provide specialist on food 14

In the food service business variety is not so much the

Package for Hospitality Training – Provide specialist on food 15

Satisfying the guests

Satisfying the guests requires knowing them. The

Package for Hospitality Training – Provide specialist on food 16

Package for Hospitality Training – Provide specialist on food 17

Like breakfast customers, luncheon diners are usually in a hurry. They

The cost or budget will stipulate the projected