Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SITHCCC040A Mapping and Delivery Guide
Design menus to meet market needs

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency SITHCCC040A - Design menus to meet market needs
Description This unit describes the performance outcomes, skills and knowledge required to plan menus for specific target markets.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.
Learning Outcomes and Application This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering and private catering.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites This unit must be assessed after the following prerequisite unit:SITHCCC016A Develop cost-effective menus.
Competency Field Commercial Cookery and Catering
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify and evaluate target markets for the catering outlet.
  • Identify current target markets for the enterprise, based on past and current operations and performance.
  • Identify potential target markets based on review of the current marketplace and the nature and style of the operation.
  • Evaluate the preference of key markets and match these with overall enterprise products and services.
       
Element: Evaluate market trends in food service.
  • Identify and access information sources on market trends in food service.
  • Evaluate market trends for relevance to enterprise current and potential markets.
       
Element: Create menus based on market analysis and within budgetary constraints.
  • Incorporate relevant market trends into food service and menu planning.
  • Develop menus to take account of market trends.
  • Develop menus to take account of enterprise operational constraints or limitations.
  • Construct menus to meet profitability targets.
       
Element: Monitor menu performance.
  • Monitor customer satisfaction with menus based on demand patterns and consultation with customers and operational staff.
  • Analyse menu items in terms of sales and profit performance.
  • Adjust menus based on feedback and profitability.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency

Evidence of the following is essential:

ability to conduct market research and identify current and relevant trends

ability to cost menus and food items and develop menus within budgets

preparation of menus meeting the needs of a range of different target markets.

Context of and specific resources for assessment

Assessment must ensure:

project or work activities that allow the candidate to develop multiple menus to meet a range of target markets for various catering operations or hospitality outlets

use of current industry costing data and market trend information.

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

review of menus prepared by candidate to meet the needs of different target groups and markets

case studies to assess ability to develop menus to meet differing needs

written or oral questions to test knowledge of marketing issues and current trends on food

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SITHCCC035A Develop menus to meet special dietary and cultural needs

SITXFIN005A Prepare and monitor budgets.

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.

Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This section describes the essential skills and knowledge and their level, required for this unit.

The following skills must be assessed as part of this unit:

basic market research techniques in relation to food service preferences and trends

costing and budgeting techniques for menus

problem-solving skills to overcome operational constraints or limitations, such as special needs of different customer groups, through menu planning

literacy skills to research and analyse menus and recipes

writing skills to write menus and product descriptions

numeracy skills to calculate costs of menus and work within budgets.

The following knowledge must be assessed as part of this unit:

different types and styles of menus for different type of food outlets

historical development of menus and modern trends in menus

current food trends and typical cultural and ethnic dining influences

product knowledge of seasonal products and commodities required to meet menu needs of particular target groups

principles of nutrition, including Dietary Guidelines for Australians, ways of planning nutritionally-balanced menus, the effects of cooking on the nutritional value of food and the nutritional needs of target groups

culinary terms used in relation to menus and food items

sources of information on food service trends.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

Target markets may include any group within the community, including:

those with particular nutritional or dietary needs and interests

young people

older people

infants, children and adolescents

prison populations

defence forces

athletes

health care customers

people from specific cultural or religious groups

people from different socio-economic groups.

Market trends in food service may relate to:

contemporary eating habits

media influence

cultural and ethnic influences

seasonal and popular influences

major events and festivals.

Menus may be classical, modern or ethnic, including:

table d'hôte

à la carte

set

function or buffet

cyclical.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify current target markets for the enterprise, based on past and current operations and performance. 
Identify potential target markets based on review of the current marketplace and the nature and style of the operation. 
Evaluate the preference of key markets and match these with overall enterprise products and services. 
Identify and access information sources on market trends in food service. 
Evaluate market trends for relevance to enterprise current and potential markets. 
Incorporate relevant market trends into food service and menu planning. 
Develop menus to take account of market trends. 
Develop menus to take account of enterprise operational constraints or limitations. 
Construct menus to meet profitability targets. 
Monitor customer satisfaction with menus based on demand patterns and consultation with customers and operational staff. 
Analyse menu items in terms of sales and profit performance. 
Adjust menus based on feedback and profitability. 

Forms

Assessment Cover Sheet

SITHCCC040A - Design menus to meet market needs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

SITHCCC040A - Design menus to meet market needs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: