Provide Food and Beverage Services

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Provide Food and Beverage Services D1.HBS.CL5.12 Trainer Guide

Provide Food and Beverage Services D1.HBS.CL5.12 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: Chief Writer: Subject Writer: Project Manager: Editor: DTP/Production:

Wayne Crosbie Alan Hickman Nick Hyland Alan Maguire Jim Irwin Daniel Chee, Mai Vu

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 Australian Aid 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. 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 various stock photography suppliers and other third party copyright owners and as such are non-transferable and non-exclusive. Additional images have been sourced from Flickr and are used under: http://creativecommons.org/licenses/by/2.0/deed.en http://www.sxc.hu/ http://www.stockfreeimages.com File name: TG_Provide F&B Services_Final

Table of contents Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1 Competency standard ..................................................................................................... 11 Notes and PowerPoint slides .......................................................................................... 25 Recommended training equipment ............................................................................... 241 Instructions for Trainers for using PowerPoint – Presenter View ................................... 243 Appendix – ASEAN acronyms ...................................................................................... 245

© ASEAN 2013 Trainer Guide Provide Food and Beverage Services

© ASEAN 2013 Trainer Guide Provide Food and Beverage Services

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 health and safety requirements. Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes.

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Competency Based Training (CBT) and assessment – An introduction for trainers

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 Training (CBT) and assessment – An introduction for trainers

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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Competency Based Training (CBT) and assessment – An introduction for trainers

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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Competency Based Training (CBT) and assessment – An introduction for trainers

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. It 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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Competency Based Training (CBT) and assessment – An introduction for trainers

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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Competency Based Training (CBT) and assessment – An introduction for trainers

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 Based Training (CBT) and assessment – An introduction for trainers

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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Competency Based Training (CBT) and assessment – An introduction for trainers

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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Competency Based Training (CBT) and assessment – An introduction for trainers

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: PROVIDE FOOD AND BEVERAGE SERVICES

NOMINAL HOURS: 120

UNIT NUMBER: D1.HBS.CL5.12 UNIT DESCRIPTOR: This unit deals with skills and knowledge required to deliver food and beverage service to in houseguests within the dining areas of the establishment ELEMENTS AND PERFORMANCE CRITERIA

UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Prepare food and beverage environment for service

Unit Variables The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment.

1.1 Check requirements for the upcoming service session 1.2 Check cleanliness of the facility and conduct spot and makeup cleaning as required

This unit applies to the provision of table service of food and beverages in a food establishment within the labour divisions of the hotel and travel industries and may include:

1.3 Set up dining area for trading session

2. Food Production

1.4 Process incoming reservations to the establishment

Requirements for the upcoming service session may include:

Element 2: Set tables

1. Food and Beverage Service

Checking reservations, including names, group sizes, special requests, time of arrival

2.2 Set tables and dress where appropriate

Checking menu for the session, including explanation of the menu by kitchen staff, identification of items that are short/off the menu, items that the kitchen wants to clear, and potential service problems the kitchen has anticipated

2.3 Complete final inspection of room and table set ups

Checking internal requirements for the session, such as special service protocols, arrival and treatment of VIPs, priorities and/or limitations for service.

2.1 Match table setting to menu for the session

2.4 Identify and report recurring problems with set up to the appropriate person to prevent recurrence

Spot and makeup cleaning may include: Internal areas, such as dining area, toilets, public areas and entrances, bars, waiting areas © ASEAN 2013 Trainer Guide Provide Food and Beverage Services

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Competency standard

Element 3: Meet and greet guests

External areas, such as car parks, gardens, walkways and footpaths

3.1 Welcome guests on arrival

Furniture and equipment

3.2 Seat guests at nominated or designated tables

Walls, floors, ceilings, light fittings, curtains, doors and windows

3.3 Offer pre-meal services 3.4 Present menus and wine/drink lists

Tables, chairs and waiting stations. Set up dining area may include: Positioning tables and chairs in line with bookings

3.5 Provide service advice and information to guests

Creation of seating plans

Element 4: Take food and beverage orders

Allocation of waiting stations to staff

4.1 Take beverage orders and food orders 4.2 Sell menu items and drinks proactively 4.3 Recommend wines and drinks to accompany selected foods 4.4 Respond to guest queries regarding menu items and drink choices 4.5 Transfer orders to service and preparation points 4.6 Adjust settings/covers to reflect menu items selected 4.7 Liaise with other staff regarding intended service delivery Element 5: Serve food 5.1 Serve bread rolls at table

Preparing butter for service in line with house standards, Adjustments to environmental factors, including air conditioning, lighting, music systems Compliance with enterprise standards and legislated requirements of the host country in relation to patron safety and/or comfort Ensuring safety of all items to be used Checking readiness of cash registers, electronic ordering systems and other items and enterprise-specific equipment for service. Table settings must include crockery, cutlery, glassware, linen and condiment compatibility with: table d‟hôte menus A la carte menus Function and banquet menus House specials

5.2 Serve dishes as ordered by guests

Service session, that is, to accommodate differences between breakfast, lunch, dinner and supper

5.3 Check guest satisfaction as part of service delivery

Service style, including matching set up to silver service, semi-silver service, gueridon, plated, or self-service style.

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Competency standard

5.4 Take remedial action in the event of guest dissatisfaction 5.5 Clear table at appropriate times throughout meal and on completion of meal Element 6: Serve drinks 6.1 Serve pre-dinner drinks to table 6.2 Serve wines to table 6.3 Serve after-meal drinks to table 6.4 Coordinate timing of beverage service to match courses/menu items being served

Set tables should relate to: Positioning tables and chairs according to pre-prepared seating plans Laying cloths Folding napkins Setting crockery, cutlery, glassware, linen, condiments and table dressings to match menus and house standards Dressing tables for a variety of special occasions and functions, including meeting internal service standards and advertised/promised appearances as well as meeting special requests from guests Final inspection of room and table set ups should include:

6.5 Clear glasses and beverage items

Replacing unclean, inappropriate, or otherwise unsatisfactory items

Element 7: Present account to guest

Adding missing items

7.1 Compile guest account ready for presentation

Cleaning and polishing, as required

7.2 Present account to guest 7.3 Accept payment for account 7.4 Process payment of account Element 8: Provide departure services 8.1 Assist guest in leaving table 8.2 Provide end-of-service assistance, as required 8.3 Farewell guests Element 9: Conduct shut down activities 9.1 Turn off electrical and service-related equipment, where appropriate

Final confirmation of bookings, special requests, seating plan and station allocations Welcome guests may include: Greeting guests by name, where known Checking for and confirming reservations, where applicable Application of house standards for welcoming guests, including use of appropriate terms, phrases and greetings Seat guests should include: Escorting guests to table Interacting with guests Withdrawing chairs and seating guests Unfolding and lapping napkins

9.2 Remove used linen items for laundering © ASEAN 2013 Trainer Guide Provide Food and Beverage Services

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Competency standard

9.3 Store, stock and replenish, where necessary, for next service session

Service advice and information should include:

9.4 Dispose of waste

Explaining and describing menu items, including preparation time, ingredients, cooking style and other unique features of dishes

9.5 Clear and clean service area and service items

Actively promoting and selling menu items, as nominated by management or the kitchen, with special emphasis on-selling „extras‟

9.6 Conduct session de-briefing

Making food and beverage recommendations

9.7 Conduct handover to incoming shift, where appropriate

Interacting with guests Providing local advice, information about the region/country and venue-specific details, advice and information Finding out information not known and passing same on to guests Beverage and food orders must include: Accurate recording of guest orders, including details of preferences and/or special requests Use of positive customer service and interpersonal skills Use of selling skills Demonstration of tact, courtesy and professionalism Use of enterprise standard procedures for recording guest order Recording food order for nominated courses, including appetiser, entrée, soup, main course and dessert Minimal disruption to guest experience, enjoyment and conversation Thanking guests and complimenting them on their selection Sell menu items and drinks may include: Use of suggestive selling techniques Use of up-selling and add-on-selling Selling the benefits not just the features

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Competency standard

Alignment of sales endeavours with kitchen and management priorities Adherence to enterprise policies and procedures regarding implementation of selling techniques Honesty, accuracy and professional ethics in the use of sales technique Recommend wines and drinks should include: Matching suggestion to identified guest needs and/or preferences Honesty, accuracy and professional ethics Adherence to the liquor service laws of the host country Alignment of sales endeavours with bar and management priorities Transfer orders will include: Informing bar of drink orders, including specific requirements for glassware, garnishes, preparation techniques, individual guests‟ special requests and timing requirements for service delivery Informing kitchen of food orders, including special requests, dietary requirements, cultural requirements and timing needs Informing cashier, where appropriate, of food and drink orders taken by waiter and including table number, guest name and time of order Operating in house ordering and table tracking systems in accordance with house policies and manufacturer instructions Pricing orders and preparing/generating guest account, where applicable Adjust settings/covers must include: Removing and adding cutlery to match the food orders placed by, and the dining needs of, individual guests Changing or adding glassware to match the beverage/wine orders that have been placed by each table

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Competency standard

Removing chairs and settings no longer needed by each table Preparing and readying service wear to accompany the provision of silver service, semisilver service or gueridon service Liaise with other staff will include: Notifying bar and kitchen staff of timing requirements that apply to each table to enable delivery of timely and coordinated food and beverage/wine service Arranging for assistance in the service of food and beverages to large groups Organising support staff to assist in the delivery of silver service, semi-silver service, gueridon service and plated service as the need dictates Coordinating with cashier to ensure guest account is created, updated and made ready for presentation Notifying security or management where guests are presenting in an anti-social, argumentative, aggressive, intimidating, harassing, or otherwise unacceptable manner Assisting other staff, as required, in service delivery to their tables Serve bread rolls will include: Using silver service gear, or tongs in line with house standards Serving butter Serve dishes must include: Collecting ordered dishes from kitchen, including checking for compliance with order placed by guest, checking temperature, appearance, equality and completeness Carrying plates/dishes to table using trays Carrying plates/dishes using standard plate-carrying techniques Serving appetiser, entrée, soup, main course and dessert to guest in accordance with order placed Liaising and cooperating with other staff where silver service, semi-silver service and gueridon service is required

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Competency standard

Adhering to in house, or industry standards regarding food service, placement of dishes on table, timing of service, and coordination of wine and beverage service Implementing customer service skills, communicating skills and interpersonal skills Implementing appropriate safe food handling skills Clear table must include: Enquiring to ensure guests have finished their course Reading non-verbal cues regarding meal/course completion Using accepted industry standard plate and cutlery clearing techniques Implementing crumbing down procedures Removing tableware, condiments, table dressings, butter, progressively during the meal Implementing customer service skills, communicating skills and interpersonal skills Using trays and trolleys to assist in the clearing process Serve pre-dinner drinks must include: Collecting ordered dishes from bar, including checking for compliance with order placed by guest, checking temperature, appearance, garnish, correct glassware, equality and completeness Carrying drinks to table using trays Serving of drinks to guests in accordance with order placed; drinks may include aperitifs and cocktails, beers, mixed drinks, non-alcoholic drinks and house specialty drinks Liaising and cooperating with other staff where silver service, semi-silver service and gueridon service is required Adhering to in house or industry standards regarding food service, placement of dishes on table, timing of service, and coordination of wine and beverage service Implementing customer service skills, communicating skills and interpersonal skills Implementing appropriate safe food handling skills

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Competency standard

Serve wines must include: Collecting and checking selected wine from bar Adjusting glassware to match selected wine Implementing the wine ritual in the service of wine, including presenting and announcing wine, bottle opening and cork presentation, where applicable, allowing host to taste and approve the wine, filling guest glasses and host glass, placement of bottle on table, using napkin to assist in service Implementing correct pouring techniques to avoid drips Using wine baskets, ice buckets and wine stands Decanting wines that throw a crust Serve after-meal drinks must include: Serving fortified wines, including port, tokay, Frontignac, Madeira: 

Serving liqueurs



Serving spirit or liqueur coffees



Using correct glassware



Using drinks trolley to actively promote after-dinner drinks

Clear glasses must include: Monitoring state of intoxication of guests and implementing responsible service of alcohol Selling additional drinks and changing glassware to accommodate new products that are ordered Removing glasses, bottles and cans from table Removing corks that have been offered for presentation, wine baskets, ice buckets and wine stands

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Competency standard

End-of-service assistance may include: Obtaining a taxi or other transport for guests Retrieving items that have been placed into safe keeping Offering umbrellas Accompanying guests to cars Making reservations on their behalf Farewell guests must include: Thanking guests for their business Wishing guests well, including respecting and valuing guests Implementing high levels of customer service, interpersonal skills and communication skills Store, stock and replenish should include: Putting away stock items that will not be required until the next service session Implementing safe food handling techniques Ordering and/or requisitioning stock Clear and clean service area must include: Spot cleaning of spills, mess and rubbish Washing service items, including use of detergent and sanitisers, polishing items Putting items in the correct location ready for use in the next session Advising management of any items that require service, repair or replacement Setting up service area for the next service session, including partial or full set-up

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Competency standard

Session de-briefings should include: Evaluating flow of service, speed of service and levels of guest satisfaction Evaluating the extent to which financial or other service targets were attained, including discussion of how poor situations in future may be addressed/retrieved, discussion of how positive results can be extended and applied to future service sessions Discussing and resolving service problems, including interpersonal problems, physical issues, support levels provided, guest complaints Pre-empting issues and service sessions arising Handover to incoming shift must include: Identification of problems, difficult guests and shortages of food/beverages Sharing of general service advice and providing details of status of service for each table/guest Identifying guest accounts yet to be paid Allocating staff duties Assessment Guide The following skills and knowledge must be assessed as part of this unit: Understanding and application of safe food handling practices as required by legislation of the host country and the host enterprise Appropriate personal presentation Excellent levels of product knowledge for food and beverage items Selling skills, interpersonal skills, negotiation skills, conflict resolution and complaint management skills Ability to work cooperatively with other staff Ability to describe and differentiate between standard service styles, menu options, table set ups, dining room layouts and service areas Ability to describe and differentiate between a nominated range of service wear, crockery, cutlery, glassware, table accoutrements, dining furniture and equipment

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Competency standard

Linkages To Other Units Provide a link between kitchen and service area Provide advice to patrons on food and beverage services Comply with workplace hygiene procedures Promote hospitality products and services Receive and resolve customer complaints Maintain quality customer/guest service Take food orders and provide courteous table service Prepare and serve non alcoholic beverages Manage responsible service of alcohol Provide silver service Serve a range of wine products Process transactions for purchase of goods and services Develop and update local knowledge Develop and maintain food and beverage product knowledge Prepare and serve cocktails Critical Aspects of Assessment Evidence of the following is essential: Demonstrated ability to deliver food and beverage services for a nominated variety of menu styles, dining options and service sessions Demonstrated ability to implement and comply with enterprise policies and procedures relating to the selling and serving of food and beverages, responsible service of alcohol, cash control and billing procedures, and customer/guest service © ASEAN 2013 Trainer Guide Provide Food and Beverage Services

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Competency standard

Demonstrated ability to monitor guest service throughout service sessions and take appropriate remedial action to address issues arising during service Demonstrated ability to effectively interact with guests to enable optimal selling, resolution of conflict, settlement of complaints and maximising positive guest experience Context of Assessment Assessment must ensure: Actual or simulated workplace application of food and beverage service which must include: 

Setting up dining areas ready for service



Greeting and seating guests



Taking food and beverage orders



Serving food and beverages



Presenting accounts and processing payment



Fare welling guests



Conducting end-of-shift duties

Resource Implications Training and assessment must include the use of real or simulated menu items and beverages, service items, utensils, equipment, cash and guests. Assessment Methods The following methods may be used to assess competency for this unit: Observation of practical candidate performance Feedback from guests who have been served Oral and written questions 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 analysing information

1

Gain product knowledge and menu knowledge; prepare seating plan on the basis of bookings received

Communicating ideas and information

1

Recommend dishes and drinks to guests

Planning and organising activities

1

Liaise with other staff to enable timely service delivery

Working with others and in teams

1

Cooperate with other staff to provide service

Using mathematical ideas and techniques

1

Calculate and price guest accounts

Solving problems

2

Resolve service issues and complaints from guests

Using technology

2

Use in house ordering systems and cash register/point of sale systems

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Competency standard

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Notes and PowerPoint slides

Notes and PowerPoint slides Slide

Slide No 1.

Trainer Notes Trainer welcomes trainees to class.

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Notes and PowerPoint slides

Slide

Slide No 2.

Trainer Notes Trainer advises that this Unit comprises nine 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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Notes and PowerPoint slides

Slide

Slide No 3.

Trainer Notes 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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Notes and PowerPoint slides

Slide

Slide No

Trainer Notes

4.

Introduce topic. Class Activity – General Discussion Ask general questions: What activities are conducted when preparing the food and beverage outlet for service? Who would perform these functions?

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Notes and PowerPoint slides

Slide

Slide No 5.

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Notes and PowerPoint slides

Slide

Slide No 6.

Trainer Notes Class Activity – General Discussion and List Get audience to answer following question: Provide examples of what needs to take place under each preparation step.

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Slide

Slide No 7.

Trainer Notes Class Activity – General Discussion and List Get audience to answer the following questions: Identify different types of eateries that exist ranging from fast food to formal dining and drinking Identify what preparation needs to take place that is different?

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Notes and PowerPoint slides

Slide

Slide No 8.

32

Trainer Notes Discussion about how to identify individual job roles and responsibilities

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Notes and PowerPoint slides

Slide

Slide No 9.

Trainer Notes Discussion about understanding upcoming sessions Ask the questions in the slide.

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Notes and PowerPoint slides

Slide

Slide No 10.

Trainer Notes Class Activity – General Discussion Get audience think about the impact these reservation details will have on an upcoming session.

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Notes and PowerPoint slides

Slide

Slide No 11.

Trainer Notes Class Activity – General Discussion What else can impact „walk in‟ trade? What types of F & B outlets have higher levels of walk in trade than others?

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Notes and PowerPoint slides

Slide

Slide No 12.

Trainer Notes Class Activity – General Discussion Who provides this information? What other information may chefs provide to help understand an upcoming session?

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Notes and PowerPoint slides

Slide

Slide No 13.

Trainer Notes Class Activity – General Discussion Discuss the question in the slide.

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Notes and PowerPoint slides

Slide

Slide No 14.

Trainer Notes Class Activity – General Discussion Get audience to: Provide examples of what needs to take place under each preparation step.

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Notes and PowerPoint slides

Slide

Slide No 15.

Trainer Notes Class Activity – General Discussion Get audience to: Provide examples of what needs to take place under each preparation step.

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Notes and PowerPoint slides

Slide

Slide No 16.

Trainer Notes Class Activity – General Discussion Get audience to: Provide examples of what needs to take place under each preparation step.

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Notes and PowerPoint slides

Slide

Slide No 17.

Trainer Notes Class Activity – General Discussion What needs to be checked in each of these areas?

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Notes and PowerPoint slides

Slide

Slide No 18.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

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Notes and PowerPoint slides

Slide

Slide No 19.

Trainer Notes Class Activity – General Discussion Get audience to answer the following questions: What furniture is needed in a restaurant? What determines their style and layout?

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Notes and PowerPoint slides

Slide

Slide No 20.

Trainer Notes Class Activity – General Discussion Get audience to answer the following question/s: What does a manager need to consider when thinking about a floor plan?

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Notes and PowerPoint slides

Slide

Slide No 21.

Trainer Notes Class Activity – General Discussion Get audience to answer following question/s: What does a manager need to consider when thinking about a floor plan?

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Notes and PowerPoint slides

Slide

Slide No 22.

Trainer Notes Class Activity – General Discussion Discuss how these points affect the floor plan and how tables will be set out.

46

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Notes and PowerPoint slides

Slide

Slide No 23.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

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Notes and PowerPoint slides

Slide

Slide No 24.

Trainer Notes Class Activity – General Discussion about factors influencing allocation of tables to servers Types of customers. Some customers will be more difficult to service including parties or those with many special requests. Also VIPs may require more attentive service Amount of people per table. It is easier to service two tables of 10 customers than 10 tables of 2 customers. Hence staff may be given a maximum of 5 tables Type of service. If customers are eating from a buffet or from a set menu, the amount of tasks to be performed by waiters will be reduced, therefore more customers may be allocated Level of service. Where staff are required to provide gueridon service, involving preparing or cooking dishes at the table, the amount of customers they will be able to professionally service will reduce dramatically Experience of staff. Naturally new staff will not be able to deal with larger numbers of customers. In addition where experienced staff are training new staff, their expected level of productivity with be reduced Location of tables. Where tables are located a great distance from food outlets, kitchens or work stations, more time will be required to travel between these locations.

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Slide

Slide No 25.

Trainer Notes Class Activity – General Discussion Get audience to answer the following questions: How can you create ambiance and comfort taking into consideration each of these points? Why is it important for patrons?

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Notes and PowerPoint slides

Slide

Slide No 26.

Trainer Notes Class Activity – General Discussion Get audience to: Think of other ways to create comfort and ambiance.

50

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Notes and PowerPoint slides

Slide

Slide No 27.

Trainer Notes Class Activity – General Discussion Get audience to think about and identify all equipment and auxiliary items that need to be prepared.

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Notes and PowerPoint slides

Slide

Slide No 28.

Trainer Notes Class Activity – General Discussion Discuss the steps associated with setting up a coffee area.

52

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Notes and PowerPoint slides

Slide

Slide No 29.

Trainer Notes Class Activity – General Discussion Discuss the steps associated with setting up a coffee area.

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Notes and PowerPoint slides

Slide

Slide No 30.

Trainer Notes Class Activity – General Discussion Discuss the steps associated with organising other equipment.

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Notes and PowerPoint slides

Slide

Slide No 31.

Trainer Notes Trainer to detail and explain what is a „float‟. Activity: Discussion Explain the steps associated with collecting a cash float.

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Notes and PowerPoint slides

Slide

Slide No 32.

Trainer Notes 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.

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Notes and PowerPoint slides

Slide

Slide No 33.

Trainer Notes Trainer explains the tasks to be performed when preparing a register area. Discuss points.

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Notes and PowerPoint slides

Slide

Slide No 34.

Trainer Notes Trainer explains the tasks to be performed when preparing a register area. Discuss points.

58

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Notes and PowerPoint slides

Slide

Slide No 35.

Trainer Notes 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. Activity: Demonstration Trainer to demonstrate the functions of an EFTPOS and manual credit card machines.

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Notes and PowerPoint slides

Slide

Slide No 36.

60

Trainer Notes Trainer explains the tasks to be performed when preparing a workstation.

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Notes and PowerPoint slides

Slide

Slide No 37.

Trainer Notes Class Activity – General Discussion Get audience to think about food and beverage items displayed in an outlet.

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Notes and PowerPoint slides

Slide

Slide No 38.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

62

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Notes and PowerPoint slides

Slide

Slide No 39.

Trainer Notes Class Activity – General Discussion Discuss the importance of following up reservations.

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Notes and PowerPoint slides

Slide

Slide No 40.

Trainer Notes Class Activity – General Discussion Discuss the importance of following up reservations.

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Notes and PowerPoint slides

Slide

Slide No 41.

Trainer Notes Class Activity – General Discussion Is there any other information to follow up?

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Notes and PowerPoint slides

Slide

Slide No 42.

Trainer Notes Class Activity – General Discussion What other activities need to take place?

66

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Notes and PowerPoint slides

Slide

Slide No

Trainer Notes

43.

Introduce topic. Class Activity – General Discussion Ask general questions: What activities are associated with setting tables? What else needs to be set up?

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Notes and PowerPoint slides

Slide

Slide No 44.

68

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Notes and PowerPoint slides

Slide

Slide No 45.

Trainer Notes Class Activity – General Discussion Discuss the different types of settings: What cutlery is needed for these settings? What crockery is needed for these settings?

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69

Notes and PowerPoint slides

Slide

Slide No 46.

Trainer Notes Class Activity – General Discussion What is a cover?

70

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Notes and PowerPoint slides

Slide

Slide No 47.

Trainer Notes Class Activity – General Discussion What items are included in a la carte cover? What types of food and beverage establishments use this type of cover?

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Notes and PowerPoint slides

Slide

Slide No 48.

Trainer Notes Class Activity – General Discussion and Demonstration 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 the reasoning behind it.

72

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Notes and PowerPoint slides

Slide

Slide No 49.

Trainer Notes Class Activity – General Discussion 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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73

Notes and PowerPoint slides

Slide

Slide No 50.

Trainer Notes Class Activity – General Discussion and Demonstration What variations exist to this setting? The trainer may demonstrate setting this type of cover, explaining the reasoning behind it.

74

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Notes and PowerPoint slides

Slide

Slide No 51.

Trainer Notes Class Activity – General Questions Discuss the questions in the slide.

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75

Notes and PowerPoint slides

Slide

Slide No 52.

Trainer Notes Class Activity – General Questions Discuss these different types of house specials.

76

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Notes and PowerPoint slides

Slide

Slide No 53.

Trainer Notes Class Activity – General Discussion Discuss the questions in this slide.

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Notes and PowerPoint slides

Slide

Slide No 54.

Trainer Notes Class Activity – General Discussion Trainer to discuss the different menu items and how they would best be served for each of these meal periods. Trainer may show examples of menus relating to these meal periods.

78

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Notes and PowerPoint slides

Slide

Slide No 55.

Trainer Notes Class Activity – General Questions Discuss the questions in the slide.

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79

Notes and PowerPoint slides

Slide

Slide No 56.

Trainer Notes Class Activity – General Questions In what types of functions is this style of service popular?

80

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Notes and PowerPoint slides

Slide

Slide No 57.

Trainer Notes Class Activity – General Questions In what types of functions is this style of service popular?

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81

Notes and PowerPoint slides

Slide

Slide No 58.

Trainer Notes Class Activity – General Questions In what types of functions is this style of service popular?

82

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Notes and PowerPoint slides

Slide

Slide No 59.

Trainer Notes Class Activity – General Questions In what types of functions is this style of service popular?

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83

Notes and PowerPoint slides

Slide

Slide No 60.

Trainer Notes Class Activity – General Questions In what types of functions is this style of service popular?

84

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Notes and PowerPoint slides

Slide

Slide No 61.

Trainer Notes Class Activity – General Questions In what types of functions is this style of service popular?

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85

Notes and PowerPoint slides

Slide

Slide No 62.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

86

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Notes and PowerPoint slides

Slide

Slide No 63.

Trainer Notes Class Activity – General Discussion Why are these points important? What else is important?

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87

Notes and PowerPoint slides

Slide

Slide No 64.

Trainer Notes Class Activity – General Discussion Discuss the different types of napkin materials used in a food and beverage outlet? In what forms are napkins commonly found (packaged and disposable etc.)?

88

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Notes and PowerPoint slides

Slide

Slide No 65.

Trainer Notes Class Activity – General Discussion and Demonstration What are common folds? Trainer may demonstrate a number of common napkin folds.

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Notes and PowerPoint slides

Slide

Slide No 66.

Trainer Notes Class Activity – General Discussion Discuss the different types of cutlery used in a food and beverage outlet. How can you ensure cutlery is clean?

90

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Notes and PowerPoint slides

Slide

Slide No 67.

Trainer Notes Class Activity – General Discussion Discuss the different types of crockery used in a food and beverage outlet. How can you ensure crockery is clean?

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Notes and PowerPoint slides

Slide

Slide No 68.

Trainer Notes Class Activity – General Discussion Discuss the different types of glasses used in a food and beverage outlet. How can you ensure glassware is clean?

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Notes and PowerPoint slides

Slide

Slide No 69.

Trainer Notes Class Activity – General Discussion Why are these points important when preparing salt and pepper shakers?

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93

Notes and PowerPoint slides

Slide

Slide No 70.

Trainer Notes Class Activity – General Discussion and Demonstration What items are included in clothing a table? The trainer may demonstrate clothing a table.

94

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Notes and PowerPoint slides

Slide

Slide No 71.

Trainer Notes Class Activity – General Discussion and Demonstration Discuss the questions in the slide. The trainer may demonstrate dressing and boxing a table.

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Notes and PowerPoint slides

Slide

Slide No 72.

Trainer Notes Class Activity – General Discussion Discuss the reasoning behind these tips.

96

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Notes and PowerPoint slides

Slide

Slide No 73.

Trainer Notes Class Activity – General Discussion Discuss the reasoning behind these tips.

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Notes and PowerPoint slides

Slide

Slide No 74.

Trainer Notes Class Activity – General Discussion What else can you use? What is the purpose of these items?

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Notes and PowerPoint slides

Slide

Slide No 75.

Trainer Notes Class Activity – General Discussion Discuss the different types of items that need to be prepared for these points.

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99

Notes and PowerPoint slides

Slide

Slide No 76.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

100

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Notes and PowerPoint slides

Slide

Slide No 77.

Trainer Notes Class Activity – General Discussion If you remove these items, where do you place them? When would they be needed again?

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Notes and PowerPoint slides

Slide

Slide No 78.

Trainer Notes Class Activity – General Discussion If you remove these items, where do you place them? When would they be needed again?

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Notes and PowerPoint slides

Slide

Slide No 79.

Trainer Notes Class Activity – General Discussion What would you check and why?

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Notes and PowerPoint slides

Slide

Slide No 80.

Trainer Notes Class Activity – General Discussion and Demonstration 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 tablecloth 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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Notes and PowerPoint slides

Slide

Slide No 81.

Trainer Notes Class Activity – General Discussion What information should you verify? Who provides this information?

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Notes and PowerPoint slides

Slide

Slide No 82.

Trainer Notes Class Activity – General Discussion Why is this important to check again?

106

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Notes and PowerPoint slides

Slide

Slide No 83.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

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Notes and PowerPoint slides

Slide

Slide No 84.

Trainer Notes Class Activity – General Discussion Why are these problems common? Who should they be reported to? What can you do whilst the problem is being fixed?

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Slide

Slide No 85.

Trainer Notes Class Activity – General Discussion Why are these problems common? Who should they be reported to? What can you do whilst the problem is being fixed?

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Notes and PowerPoint slides

Slide

Slide No

Trainer Notes

86.

Introduce topic. Class Activity – General Discussion Ask general questions: How do you greet customers? What do you ask? Why is it important to acknowledge customers upon arrival in a prompt manner?

110

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Notes and PowerPoint slides

Slide

Slide No 87.

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Notes and PowerPoint slides

Slide

Slide No 88.

Trainer Notes Class Activity – General Discussion What is a good welcome?

112

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Notes and PowerPoint slides

Slide

Slide No 89.

Trainer Notes Class Activity – General Discussion Where are reservations normally kept? What happens if a customer says they have a reservation but it cannot be found in your records?

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Notes and PowerPoint slides

Slide

Slide No 90.

Trainer Notes Class Activity – General Discussion Suggested topics include: The weather – a genuine comment: “Isn‟t it cold today?” – can be a great icebreaker 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!”

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Notes and PowerPoint slides

Slide

Slide No 91.

Trainer Notes Class Activity – General Discussion In a given restaurant setting, how would you accommodate these special needs?

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Notes and PowerPoint slides

Slide

Slide No 92.

Trainer Notes Class Activity – General Discussion and Demonstrate Demonstrate how to undertake escorting activities.

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Notes and PowerPoint slides

Slide

Slide No 93.

Trainer Notes Class Activity – General Discussion How would you offer these pre-meal services?

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117

Notes and PowerPoint slides

Slide

Slide No 94.

Trainer Notes Class Activity – General Discussion Discuss points.

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Notes and PowerPoint slides

Slide

Slide No 95.

Trainer Notes Class Activity – General Discussion Discuss points.

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119

Notes and PowerPoint slides

Slide

Slide No 96.

Trainer Notes Questions When is the best time to give advice? What signs do you look for when deciding whether to give advice or not?

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Slide

Slide No 97.

Trainer Notes Questions Ask the question in the slide Compile a list of suitable questions.

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Notes and PowerPoint slides

Slide

Slide No 98.

Trainer Notes Questions What interpretation do customers require about menu items?

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Slide

Slide No 99.

Trainer Notes Review of menu Trainer to hand out a range of different menus to the audience and get them to think of themselves as if they were the customer Get them to identify menu items that require further interpretation based on the points in this slide.

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Notes and PowerPoint slides

Slide

Slide No 100.

Trainer Notes Questions What other assistance is commonly required?

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Slide

Slide No 101.

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

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Slide

Slide No 102.

Trainer Notes Class Activity – General Discussion and Role Play Participants to practice giving recommendations based on a menu chosen by the trainer.

126

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Notes and PowerPoint slides

Slide

Slide No 103.

Trainer Notes Class Activity – General Discussion Discuss what pieces of information are helpful to customers.

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127

Notes and PowerPoint slides

Slide

Slide No 104.

Trainer Notes Class Activity – General Discussion What are common cues that the customer is ready to order?

128

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Notes and PowerPoint slides

Slide

Slide No 105.

Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What are the steps associated with taking an order?

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129

Notes and PowerPoint slides

Slide

Slide No 106.

130

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Slide

Slide No 107.

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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131

Notes and PowerPoint slides

Slide

Slide No 108.

Trainer Notes Class Activity – General Discussion Discuss the advantages and 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.

132

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Notes and PowerPoint slides

Slide

Slide No 109.

Trainer Notes Class Activity – General Discussion and Demonstration Demonstrate the steps associated with taking an order.

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133

Notes and PowerPoint slides

Slide

Slide No 110.

Trainer Notes Class Activity – General Discussion and Demonstration Demonstrate the steps associated with taking an order.

134

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Slide

Slide No 111.

Trainer Notes Class Activity – General Discussion 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.

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135

Notes and PowerPoint slides

Slide

Slide No 112.

Trainer Notes Class Activity – General Discussion What are the differences between these? What are common generic brands – e.g. coke? What are common generic drinks – whisky, gin?

136

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Notes and PowerPoint slides

Slide

Slide No 113.

Trainer Notes Class Activity – General Discussion and Demonstration What is a „house/pour‟ brand? Who decides this? Why have them?

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137

Notes and PowerPoint slides

Slide

Slide No 114.

Trainer Notes Class Activity – General Discussion 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 over-charged 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.

138

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Notes and PowerPoint slides

Slide

Slide No 115.

Trainer Notes 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.

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139

Notes and PowerPoint slides

Slide

Slide No 116.

Trainer Notes Class Activity – General Discussion What businesses are very good at doing this? What are specific items that you can sell as additional items?

140

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Notes and PowerPoint slides

Slide

Slide No 117.

Trainer Notes Class Activity – General Discussion What businesses are very good at doing this?

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141

Notes and PowerPoint slides

Slide

Slide No 118.

Trainer Notes 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.

142

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Notes and PowerPoint slides

Slide

Slide No 119.

Trainer Notes Discuss these food and wine combinations Why are these combinations regarded as appropriate?

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143

Notes and PowerPoint slides

Slide

Slide No 120.

Trainer Notes Discuss these food and wine combinations Why are these combinations regarded as appropriate?

144

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Notes and PowerPoint slides

Slide

Slide No 121.

Trainer Notes Class Activity – General Discussion Discuss question in the slide.

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145

Notes and PowerPoint slides

Slide

Slide No 122.

Trainer Notes Class Activity – General Discussion Discuss points.

146

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Slide

Slide No 123.

Trainer Notes Class Activity – General Discussion Discuss points.

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147

Notes and PowerPoint slides

Slide

Slide No 124.

Trainer Notes Class Activity – General Discussion Discuss points.

148

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Notes and PowerPoint slides

Slide

Slide No 125.

Trainer Notes Class Activity – General Discussion Discuss the importance of handling dietary considerations.

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149

Notes and PowerPoint slides

Slide

Slide No 126.

Trainer Notes Class Activity – General Discussion 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).

150

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Slide

Slide No 127.

Trainer Notes Class Activity – General Discussion 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.

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151

Notes and PowerPoint slides

Slide

Slide No 128.

Trainer Notes Class Activity – General Discussion What are examples of where information needs to be personally discussed with a chef or bartender?

152

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Notes and PowerPoint slides

Slide

Slide No 129.

Trainer Notes Class Activity – General Discussion 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 half-way 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, three are having soup and two are not having soup or entrees, what is required and when. © ASEAN 2013 Trainer Guide Provide Food and Beverage Services

153

Notes and PowerPoint slides

Slide

Slide No 130.

Trainer Notes Class Activity – General Discussion What is the normal process for adjusting settings?

154

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Notes and PowerPoint slides

Slide

Slide No 131.

Trainer Notes Class Activity – General Discussion What glasses are normally set at the table? How do you remove glasses?

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155

Notes and PowerPoint slides

Slide

Slide No 132.

Trainer Notes Class Activity – General Discussion What are each of these items used for? How would you use them?

156

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Notes and PowerPoint slides

Slide

Slide No 133.

Trainer Notes Class Activity – General Discussion and Demonstration Discuss the steps for adjusting covers Trainer may demonstrate explaining steps.

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157

Notes and PowerPoint slides

Slide

Slide No 134.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

158

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Notes and PowerPoint slides

Slide

Slide No 135.

Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What are common food items that are served? What are the steps associated with serving and clearing food?

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159

Notes and PowerPoint slides

Slide

Slide No 136.

160

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Notes and PowerPoint slides

Slide

Slide No 137.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

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161

Notes and PowerPoint slides

Slide

Slide No 138.

Trainer Notes Class Activity – General Discussion What are other suitable substitutes?

162

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Notes and PowerPoint slides

Slide

Slide No 139.

Trainer Notes Class Activity – General Discussion and demonstration Trainer should demonstrate what to look for when collecting food.

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163

Notes and PowerPoint slides

Slide

Slide No 140.

Trainer Notes Class Activity – General Discussion and demonstration Trainer should demonstrate how to carry and place food at the table.

164

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Notes and PowerPoint slides

Slide

Slide No 141.

Trainer Notes Class Activity – General Discussion Why is it important that this check takes place? Besides asking customers if they are happy, what else should waiters be looking for?

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165

Notes and PowerPoint slides

Slide

Slide No 142.

Trainer Notes Class Activity – General Discussion What are some specific items you can recommend under each point? How would you do this?

166

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Notes and PowerPoint slides

Slide

Slide No 143.

Trainer Notes Class Activity – General Discussion How else can you identify when a customer may want something?

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167

Notes and PowerPoint slides

Slide

Slide No 144.

Trainer Notes Class Activity – General Discussion Discuss the questions in the slide.

168

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Notes and PowerPoint slides

Slide

Slide No 145.

Trainer Notes Class Activity – General Discussion What would make you happy as a customer? What happens to charges?

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169

Notes and PowerPoint slides

Slide

Slide No 146.

Trainer Notes Class Activity – General Discussion Answer the questions in this slide.

170

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Notes and PowerPoint slides

Slide

Slide No 147.

Trainer Notes Class Activity – General Discussion and Demonstration Discuss the points in this slide including their importance The trainer should demonstrate how to clear a table.

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171

Notes and PowerPoint slides

Slide

Slide No 148.

Trainer Notes Class Activity – General Discussion and Demonstration Discuss the points in this slide including their importance The trainer should demonstrate how to clear a table.

172

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Notes and PowerPoint slides

Slide

Slide No 149.

Trainer Notes Class Activity – General Discussion and Demonstration Discuss the points in this slide including their importance The trainer should demonstrate how to clear a table.

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173

Notes and PowerPoint slides

Slide

Slide No 150.

Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What are common drinks that are served? What are tips for serving drinks to customers?

174

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Notes and PowerPoint slides

Slide

Slide No 151.

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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175

Notes and PowerPoint slides

Slide

Slide No 152.

Trainer Notes Class Activity – General Discussion and demonstration Trainer should demonstrate what to look for when collecting beverages.

176

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Notes and PowerPoint slides

Slide

Slide No 153.

Trainer Notes Class Activity – General Discussion and demonstration Trainer should demonstrate how to load and carry trays and to deliver drinks to the table.

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177

Notes and PowerPoint slides

Slide

Slide No 154.

Trainer Notes Class Activity – General Discussion and demonstration Discuss questions in the slide.

178

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Slide

Slide No 155.

Trainer Notes Class Activity – General Discussion and demonstration Label – legible and intact Top near the cork/seal – intact and entire Bottle top – clean and not leaking Nothing floating in solution – as best as can be identified Overall condition of the glass – not cracked, not leaking.

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179

Notes and PowerPoint slides

Slide

Slide No 156.

Trainer Notes Class Activity – General Discussion and demonstration Why is it important to check the selection with the customer?

180

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Notes and PowerPoint slides

Slide

Slide No 157.

Trainer Notes Class Activity – General Discussion and demonstration Show each item and discuss it‟ importance and use.

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181

Notes and PowerPoint slides

Slide

Slide No 158.

Trainer Notes Class Activity – General Discussion and demonstration Discuss and demonstrate the steps for opening these different types of wine.

182

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Notes and PowerPoint slides

Slide

Slide No 159.

Trainer Notes Class Activity – General Discussion What types of specialist coffees do you know? What liqueur is in them?

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183

Notes and PowerPoint slides

Slide

Slide No 160.

Trainer Notes Class Activity – Explain the process Explain the steps associated with these different procedure If possible demonstrate to audience.

184

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Notes and PowerPoint slides

Slide

Slide No 161.

Trainer Notes Class Activity – Questions and Review beverage list What is the difference between these types of beverages? How are they served to the customer?

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185

Notes and PowerPoint slides

Slide

Slide No 162.

Trainer Notes Class Activity – Discussion Maintenance of the service of beverages as they are intended to be. Customers get cold drinks that are cold and hot drinks that are hot Delivery of high levels of customer service. Where the drinks are part of a takeaway service, a prime requirement for these takeaway customers is speed of service as well as taste, value for money etc.

186

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Notes and PowerPoint slides

Slide

Slide No 163.

Trainer Notes Class Activity – Discussion Discuss these points.

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187

Notes and PowerPoint slides

Slide

Slide No 164.

Trainer Notes Class Activity – Discussion Discuss these points.

188

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Notes and PowerPoint slides

Slide

Slide No 165.

Trainer Notes Class Activity – Discussion Discuss the questions in this slide.

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189

Notes and PowerPoint slides

Slide

Slide No 166.

Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What are the steps associated with presenting and settling the customer account? How can customers settle an account?

190

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Notes and PowerPoint slides

Slide

Slide No 167.

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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191

Notes and PowerPoint slides

Slide

Slide No 168.

Trainer Notes Activity: Demonstration and explanation Trainer to explain processes and guidelines to accurately process accounts. Trainee, where applicable, to practice.

192

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Slide

Slide No 169.

Trainer Notes Activity: Demonstration and explanation Trainer to explain the role of account folders when presenting accounts. Trainee, where applicable, to practice.

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193

Notes and PowerPoint slides

Slide

Slide No 170.

Trainer Notes Class Activity – General Discussion Explain the importance of these security measures.

194

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Notes and PowerPoint slides

Slide

Slide No 171.

Trainer Notes Class Activity – General Discussion Explain the importance of these security measures.

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195

Notes and PowerPoint slides

Slide

Slide No 172.

Trainer Notes 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 check. 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.

196

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Notes and PowerPoint slides

Slide

Slide No 173.

Trainer Notes Trainer identifies the procedure for accepting cash payments. Discuss points.

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197

Notes and PowerPoint slides

Slide

Slide No 174.

Trainer Notes Trainer identifies the procedure for accepting payments made by credit card or EFTPOS. Discuss points.

198

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Notes and PowerPoint slides

Slide

Slide No 175.

Trainer Notes Trainer identifies when customers may charge a house, room or VIP account. Discuss points and explain the processes used for handling house accounts.

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199

Notes and PowerPoint slides

Slide

Slide No 176.

Trainer Notes Trainer identifies when customers present vouchers as a form of account settlement. Discuss points and explain the processes used for handling vouchers.

200

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Notes and PowerPoint slides

Slide

Slide No 177.

Trainer Notes Trainer identifies how tips are handled and distributed in an outlet.

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201

Notes and PowerPoint slides

Slide

Slide No 178.

202

Trainer Notes Trainer identifies how and demonstrates how to issue change and present receipts.

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Notes and PowerPoint slides

Slide

Slide No 179.

Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What activities take place to assist the customer as they leave the establishment after their meal?

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203

Notes and PowerPoint slides

Slide

Slide No 180.

204

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Notes and PowerPoint slides

Slide

Slide No 181.

Trainer Notes Discussion Discuss the importance of these points.

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205

Notes and PowerPoint slides

Slide

Slide No 182.

Trainer Notes Discussion Discuss the importance of these points.

206

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Notes and PowerPoint slides

Slide

Slide No 183.

Trainer Notes Discussion Discuss the importance of these points.

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207

Notes and PowerPoint slides

Slide

Slide No 184.

Trainer Notes Class Activity – General Discussion and Demonstration Discuss the points in this slide including their importance.

208

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Notes and PowerPoint slides

Slide

Slide No 185.

Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What activities are associated with the closing down of the outlet at the end of service?

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209

Notes and PowerPoint slides

Slide

Slide No 186.

210

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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Notes and PowerPoint slides

Slide

Slide No 187.

Trainer Notes Trainer identifies the Performance Criteria for this Element, as listed on the slide.

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211

Notes and PowerPoint slides

Slide

Slide No 188.

Trainer Notes Activity: Questions and review of SOP’s Trainer to discuss the activities associated under each point Review relevant SOPs.

212

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Notes and PowerPoint slides

Slide

Slide No 189.

Trainer Notes Activity: Questions and review of SOPs Trainer to discuss the types of equipment to be cleaned in each of these areas Review relevant SOPS.

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213

Notes and PowerPoint slides

Slide

Slide No 190.

Trainer Notes Discuss these steps when handling used linen items Regardless of whether linen is owned or hired by the hotel it must be: Collected. They are normally collected and placed in one location, central to all tables Sorted into different types of linen including: 

Napkins



Table linen



Service cloths



Cleaning cloths

Checked. As part of the sorting process any linen deemed to be damaged or requiring special cleaning will be identified Counted. Once items have been separated by category, they must be counted to ensure that they are all there. It is quite common for some linen to be thrown away or used by staff for general cleaning Separated. Linen that is owned by the hotel must be separated from that which has been hired for the occasion Forwarded to the appropriate location – whether an internal laundry or a secure waiting area for external companies to collect.

214

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Notes and PowerPoint slides

Slide

Slide No 191.

Trainer Notes Activity: Questions and review of SOPs Trainer to discuss the equipment to be stored Review relevant SOPs.

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215

Notes and PowerPoint slides

Slide

Slide No 192.

Trainer Notes Activity: Questions and review of SOPs How often should these items be replenished?

216

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Notes and PowerPoint slides

Slide

Slide No 193.

Trainer Notes Activity: Discussion Describe the steps associated with completing a requisition form.

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217

Notes and PowerPoint slides

Slide

Slide No 194.

Trainer Notes Activity: Discussion Discuss the questions in the slide.

218

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Notes and PowerPoint slides

Slide

Slide No 195.

Trainer Notes Class Activity – General Discussion and Demonstration What are other policies and procedures that may apply to leftover food?

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219

Notes and PowerPoint slides

Slide

Slide No 196.

Trainer Notes Class Activity – General Discussion 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 to be disposed of Allowing staff to eat items that are left over. Some properties may allow staff to tale leftover 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.

220

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Notes and PowerPoint slides

Slide

Slide No 197.

Trainer Notes Trainer to explain the importance of correct disposal of unused items. Discuss points.

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221

Notes and PowerPoint slides

Slide

Slide No 198.

Trainer Notes Trainer to explain the importance of correct disposal of disposables. Activity: Discussion a) 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.

222

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Notes and PowerPoint slides

Slide

Slide No 199.

Trainer Notes Trainer to explain the importance of correct disposal of recyclables. Activity: Discussion How do you safely dispose of the following items?: Paper Cardboard Glass Plastic Cans.

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223

Notes and PowerPoint slides

Slide

Slide No 200.

Trainer Notes Class Activity – General Discussion What types of cleaning chemicals are used in a food and beverage outlet?

224

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Notes and PowerPoint slides

Slide

Slide No 201.

Trainer Notes Class Activity – General Discussion Explain the importance of each step? What existing policies and procedures support these steps?

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225

Notes and PowerPoint slides

Slide

Slide No 202.

Trainer Notes Class Activity – General Discussion and Demonstration Explain the importance of each step Trainer to demonstrate cleaning of glasses.

226

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Notes and PowerPoint slides

Slide

Slide No 203.

Trainer Notes Class Activity – General Discussion and Demonstration Explain the importance of each step Trainer to demonstrate cleaning of crockery and cutlery.

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227

Notes and PowerPoint slides

Slide

Slide No 204.

Trainer Notes Activity: Discussion 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 re-filling condiments, tidying, replacing used items back into this area.

228

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Notes and PowerPoint slides

Slide

Slide No 205.

Trainer Notes Activity: Discussion Trainer to discuss SOP relating to clearing and cleaning restrooms.

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229

Notes and PowerPoint slides

Slide

Slide No 206.

Trainer Notes Activity: Discussion Trainer to discuss SOP relating to clearing and cleaning furniture.

230

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Notes and PowerPoint slides

Slide

Slide No 207.

Trainer Notes Activity: Discussion 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.

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Notes and PowerPoint slides

Slide

Slide No 208.

Trainer Notes Activity: Discussion Trainer to discuss SOP relating to cleaning and storing cleaning equipment.

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Notes and PowerPoint slides

Slide

Slide No 209.

Trainer Notes 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?

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Notes and PowerPoint slides

Slide

Slide No 210.

Trainer Notes 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?

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Notes and PowerPoint slides

Slide

Slide No 211.

Trainer Notes Activity: Discussion Trainer to discuss importance of a review session/debrief session.

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Notes and PowerPoint slides

Slide

Slide No 212.

Trainer Notes 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.

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Notes and PowerPoint slides

Slide

Slide No 213.

Trainer Notes Trainer to explain the purpose of a handover. Activity: Discussion a) What is the purpose of a handover? b) Who participates in a handover? c) What information is communicated in a handover?

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Notes and PowerPoint slides

Slide

Slide No 214.

238

Trainer Notes Trainer to explain the importance of sharing information at a handover.

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Notes and PowerPoint slides

Slide

Slide No 215.

Trainer Notes Class Activity – Revision and Assessments Explain Revision and Assessments Trainer to give audience time to undertake Revision and Assessments.

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Notes and PowerPoint slides

Slide

Slide No 216.

Trainer Notes This is the conclusion of the subject. Thank the audience and deliver assessments as required.

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Recommended training equipment

Recommended training equipment Bar equipment Cash register Chemicals – various for cleaning Communication documents used in workplace Coffee machine Computer with internet and email access Crockery Cutlery Dietary informational charts Electronic ordering devices Examples of food and beverage Food and beverage DVD‟s Glassware Gueridon Trolleys Heat lamps Job descriptions – for all F&B positions Locations – including access to restaurants, kitchens and bars Menus – food and beverage Note and order pads and pens Service equipment and utensils Service cloths Standard Operating Procedures (SOP‟s) Waiter‟s friend Wine bucket

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Recommended training equipment

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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.

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Instructions for Trainers for using PowerPoint – Presenter View

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Appendix – ASEAN acronyms

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.

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Appendix – ASEAN acronyms

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