Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SITHFAB003A, 'Serve food and beverage to customers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Serve food and beverage to customers' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA | ||
1 | Prepare for service. | 1.1 | Check furniture and fittings for cleanliness and condition prior to service according to enterprise procedures, and take corrective action where required. |
1.2 | Prepare and adjust the environment to ensure comfort and ambience for customers, as appropriate. | ||
1.3 | Set up any furniture according to enterprise requirements, customer requests and customer and staff convenience and safety. | ||
1.4 | Check any furniture for stability and customer and service personnel access according to legislative requirements. | ||
1.5 | Check and prepare equipment for service and remove, clean or replace items not meeting enterprise standards. | ||
1.6 | Display food and beverage items according to enterprise and legislativerequirements. | ||
2 | Welcome customers. | 2.1 | Greet customers on arrival, according to enterprise customer service standards. |
2.2 | Provide information to customers, giving clear explanations and descriptions. | ||
2.3 | Make recommendations and suggestions to customers to assist them with drink and meal selection. | ||
2.4 | Answer customer questions on menu items correctly and courteously. | ||
3 | Take and process orders. | 3.1 | Take and record orders accurately and legibly using the format required by the enterprise, and convey them promptly to the kitchen or bar, where appropriate. |
3.2 | Operate the ordering system according to enterprise procedures. | ||
3.3 | Relay information about any special requests or dietary or cultural requirements to relevant person where appropriate. | ||
3.4 | Provide glassware, serviceware and cutlery suitable for menu choice, according to enterprise procedures. | ||
3.5 | Process accounts and receive payment at appropriate time and according to enterprise procedures. | ||
4 | Serve and clear food and drinks. | 4.1 | Collect food and beverage selections promptly from kitchen or bar, check for accuracy and presentation, and convey them to customers safely. |
4.2 | Serve food and beverage courteously and to the correct person, according to enterprise standards and hygiene requirements. | ||
4.3 | Promptly recognise and follow up any delays or deficiencies in service. | ||
4.4 | Advise and reassure customers about any delays or problems. | ||
4.5 | Check customer satisfaction at the appropriate time. | ||
4.6 | Remove used items in a timely manner and safely transfer them to the appropriate location for cleaning. | ||
4.7 | Dispose of leftover food and disposables, according to hygiene regulations and enterprise practice. | ||
4.8 | Dispose of recyclable items according to local regulations and enterprise practice. | ||
4.9 | Thank and farewell customers courteously. | ||
5 | Close down after service. | 5.1 | Clear, clean, dismantle and store furniture and equipment according to enterprise procedures and safety requirements. |
5.2 | Prepare and set up for next service according to enterprise procedures and requirements. | ||
5.3 | Review and evaluate services with colleagues where appropriate and identify possible improvements. | ||
5.4 | Provide handover to incoming colleagues and share relevant information. | ||