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 SITHFAB004A, 'Provide food and beverage service'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide food and beverage service' 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 | Organise tasks and plan work flow. | 1.1 | Access relevant information and plan and organise work; prioritising, sequencing and monitoring tasks and processes. |
1.2 | Clarify job roles with other team members and delegate tasks to others as appropriate. | ||
1.3 | Develop and follow a work schedule or plan to maximise efficiency, taking into consideration roles and responsibilities of other team members. | ||
1.4 | Plan and monitor work flow during service, including own tasks and those of other team members and make adjustments where appropriate. | ||
2 | Manage the service cycle. | 2.1 | Complete set up and mise en place of restaurant, dining area, function or catering outlet and check and adjust dining environment to ensure comfort and ambience for customers according to service requirements and enterprise procedures. |
2.2 | Welcome customers and offer available pre-meal services according to enterprise procedures. | ||
2.3 | Escort and seat customers according to table allocation, assisting with seating and providing napkin service according to enterprise procedures. | ||
2.4 | Present menus and drinks lists to customers and provide information, giving clear explanations and descriptions and answering questions correctly and courteously. | ||
2.5 | Make recommendations and suggestions to customers to assist them with drink and meal selection, and promote or up-sell products as appropriate. | ||
2.6 | Take orders and relay to kitchen and bar, providing additional information about any special requests or dietary or cultural requirements where appropriate. | ||
2.7 | Provide and adjust glassware, serviceware and cutlery suitable for menu choices and according to enterprise procedures. | ||
2.8 | Monitor flow of service and meal delivery, serving and clearing food, drinks and plates at the appropriate time during service with minimal disruption to customers. | ||
2.9 | Identify any delays or deficiencies in service or products and address promptly to customer satisfaction and according to enterprise policy and procedures. | ||
2.10 | Organise and present accounts to customers on request, and process them according to enterprise procedures. | ||
2.11 | Farewell customers courteously in a manner that will encourage them to return. | ||
2.12 | Perform close-down procedures after service according to enterprise procedures. | ||
2.13 | Undertake tasks according to environmental considerations. | ||
3 | Manage relationships with colleagues and customers. | 3.1 | Liaise with kitchen, bar and other waiting staff before, during and after service to maximise communication and flow of information. |
3.2 | Identify clearly any problems and address them promptly and courteously using appropriate communication techniques. | ||
3.3 | Provide a hospitality experience, according to established protocols and service techniques, enterprise policies and customer expectations. | ||
3.4 | Provide handover to incoming restaurant colleagues and share relevant information. | ||
3.5 | Review and evaluate services with colleagues where appropriate, identifying possible improvements and innovations and informing relevant others as appropriate. | ||