zilongwang/ReadingBank huggingface dataset:
Slide Slide No Trainer Notes Class Activity – Discussion Who are customers in a hospitality business? Slide Slide No Trainer Notes Class Activity – Discussion What are the different market segments for a hospitality business? What are the benefits of segmenting the market? Slide Slide No Trainer Notes Class Activity – Discussion How else does a segment the market? Slide Slide No Trainer
Class Activity – Discussion What further market segments are contained within Slide Slide No Trainer Notes Class Activity – Discussion What further market segments are contained within these? Slide Slide No Trainer Activity – Discussion Discuss possible target market segments for the different businesses identified in the slide. Slide Slide No Trainer Activity – Discussion What are other benefits? Slide
Identify needs of customers Concentrate of each target market segment. Slide Slide No Trainer Notes Class Activity – Discussion Discuss these needs? How can you cater to these? Slide Slide No Trainer Notes Class Activity – Discussion Discuss these needs. How can you cater to these? Slide No Trainer Notes Activity – Discussion What are the needs for each of these customer types? Discuss these needs. How can you cater to these?
Slide Slide No Trainer Notes Class Activity – Questions What are the trends in relation to types of menus that can be offered to the customer? Slide Slide No Trainer Notes Activity – Questions and Review Menus What are the trends in relation to each of meal periods? What foods are popular? Trainer to show a range of different menus for review and discussion by participants. Slide No Trainer Notes lass activity – Questions and Review What are the trends in relation to each of these meal periods? What foods are popular? Slide
Slide No Trainer Notes Class Activity – Questions, Review Menus and Internet Research Why is balance important? Think of ways of creating balance for each of these points? Slide Slide No Trainer Class Activity – Discussion What needs to be considered in each of these points? Slide Slide No Trainer Notes Class Activity – Discussion What needs to be considered in each of these points? Slide Slide No Trainer Notes Class Activity – Discussion, Review Notes and Internet Research Get audience to read through trends provided in the manual Trainer may get audience to do some research of trends on own.
Slide Slide No Trainer Notes Class Activity – Discussion Why is information from customers important? Slide Slide No Trainer Notes Class Activity – Discussion What are examples of ‘measurable’ standards for in these business objective areas? Slide No Trainer Notes Activity – Discussion What are examples of ‘measurable’ standards for in these business objective areas? Slide No Trainer Notes
Identify resources required to facilitate secure escort and carry duties Clarify designated escort and carry assignments Element 2: Undertake escort duties Identify route to be taken Assess potential threats for the individual job Obtain assistance if required Perform close escort duties Respond to threats Complete necessary documentation Element 3: valuable items Identify route to be taken Assess potential threats for the individual job Obtain assistance if required Perform carriage duties Respond to threats Complete necessary documentation Element 4: Store valuable items Identify the storage option required Place items into storage Complete necessary documentation Bullion Documents Artwork General property deemed by host establishment and guests to be valuable. Legal requirements refers to: Understanding of host country legislation in relation to venue liability and responsibility in relation to guest property lodged for safe-keeping Bailment Duty of care. Characteristics can include: Vigilant Observant Attentive to detail Ability to take action Ability to protect confidential information Alertness Confident. for regular escort and carry duties may include: Identifying most secure routes Identifying alternative routes Assessing risk Identifying most appropriate time/s Designating staff responsible for escorts and carriage of valuable items Identifying resources required Preparing written plans. Establishment policies and procedures may include: Limiting of items to be escorted, carried or stored Identifying scope of authority for security and other staff
Element 3: Place outgoing calls on behalf of the enterprise Obtain required telephone number and details of business/person to be called Determine purpose of call Place call and establish contact with required business/person Explain purpose of call Transfer connected call to caller Facilitate conference calls Implement standard re-dial procedures as required Log details of call in accordance with enterprise procedures Place emergency calls Enter commonly called numbers into system speed-dial facility Element 4: outgoing calls on behalf of guests Greet guest and determine call to be made Obtain required telephone number and details of business/person to be called Place call and establish contact with required business/person Implement standard re-dial procedures as required Components of the telephone system may include: Landline telephones, including multiple lines and multiple telephone numbers Mobile/cell phones Paging systems Switchboards Handsets and headsets Caller identification (ID) facilities, including VIP caller ID. Functions and features available in the telephone system may be related to: Caller ID display Call return Transfer and transfer recall Placing calls ‘on hold’ Multiple chat facility Conference call Integration of facilities Speed-dial Automatic re-dial. Enterprise policies and procedures for telephone use may include: Privacy and confidentiality issues Restrictions on personal use of business telephone, including bans on specific numbers Costing of telephone calls, including personal (staff) and guests Definitions of proper and improper use of equipment and facilities. Standard phrases
4.5.3 Tables on page 39 and 40 ed In tables for “Conditions applying to access” and “Conditions applying to use” in row for “Reference” is mentioned “Part B 8.1” but the information in what document is missing. Please insert the reference to the document. 4.5.3 XML example Some example of coding the URI in XML would be welcome 4.5.4 URI for responsible party should be very useful - e.g. for GeoDCAT representation
The Technical Guidance in this document is divided into Conformance Classes, so that it is possible to declare conformance to specific parts of the Technical Guidance. To conform to a Conformance Class it is necessary to meet all of the Requirements (see next section) in that Conformance Class. Conformance Classes are identified in the document as follows: TG Conformance #: [TITLE] conformance classes are shown using this style Technical Guidance Requirements and Recommendations notation Requirements and the recommendations for INSPIRE Spatial Data Services and services allowing spatial data services to be invoked within this technical guidance are highlighted and numbered as shown below: TG Requirement # requirements are shown using this style TG Recommendation # recommendations are shown using this style. Requirements and recommendations belong to the conformance class in which they are found in this document. Note: It is worth noting that requirements as specified in the INSPIRE Regulations and Implementing Rules are legally binding, and that requirements and recommendations as specified in INSPIRE Technical Guidance are not legally binding. Therefore, within this technical guidance we have used the terms ‘TG requirement’ and ‘TG recommendation’ to indicate what is technically required or recommended to conform to the Technical Guidance. XML Example notation XML Examples are shown using Courier New on a grey background with yellow for emphasis as below: <inspire:example> <inspire:highlight> Highlighted Text for emphasis </inspire:highlight> </inspire:example> Note: XML Examples are informative and are provided for information only and are expressly not normative. References References within this document are denoted using “Section” or “Annex”. For example, Section 5.3.1 or Annex A. References to other documents refer to the list of normative references in Section 1.1 and use the abbreviated title as indicated in Bold text. For example, [INS NS] uses the abbreviated title for the document as shown below: Commission Regulation (EU) No 976/2009 of 19 October 2009 implementing Directive 2007/2/EC of the European Parliament and of the Council as regards the Network Services. OJ L 274, 20.10.2009, p. 9
Slide Slide No Trainer Notes Activity – General Discussion Discuss the disadvantages. Slide No Trainer Notes Class Activity – General Discussion What you use this research method for? Slide Slide No Trainer Notes Activity – General Discussion Discuss points. Slide Slide No Trainer Notes Activity – General Discussion Discuss the advantages.
broad (low) width (ratio length/width) narrow (high) 4 very narrow ovate 9 very narrow elliptic 3 narrow ovate 8 narrow elliptic 2 medium ovate 7 medium elliptic 1 broad ovate 6 circular 5 transverse elliptic Ad. 12: Leaf shape of base
cuneate 2[ ] rounded MB Ng-2 3[ ] truncate 4[ ] emarginated 5[ ] emarginate MB Hd-37 6[ ] 5.3 (14) Nut: shape of apex (profile position) pointed Purdue-1, 24-2 1[ ] obtuse Mj209, Ng23 2[ ] rounded 3[ ] truncate 4[ ] emarginate 5[ ] trapezium MB Hd-37 6[ ] Characteristics Example Varieties Note 5.4 (15) Time of bud burst very early IRTA X-80, MBHd-37 1[ ] very early to early 2[ ] MB Ng-13, Mj209 3[ ] to medium 4[ ] medium MB Ng-2 5[ ] medium to late 6[ ] late MB Ng-7, MB Ng-10 7[ ] late to very late 8[ ] very late Eurowalnut 8, 722 9[ ] 5.5 (16) Time of male peak flowering very early MB Ng-13 1[ ] very early to early 2[ ] early Mj209 3[ ] early to medium 4[ ] medium Ng Pablo, 24-2 5[ ] medium to late 6[ ] late Purdue-1, 23-14 7[ ] late to very late 8[ ] very late 9[ ]
Notes and PowerPoint slides Slide Slide No Trainer Notes Trainer welcomes trainees to class and introduces unit. Slide Slide No Trainer Trainer to explain: If the laundry owns all linen with no choice for the client, it must assign stock to each client so that there is never a shortage of linen. This linen should be identified for each client by marking the linen by client name or number. This is the easiest system for the laundry operator There must be constant replacement of damaged and worn stock to maintain stock levels If there are different styles of linen. This will add to the processing time due to different wash load chemicals and formulae etc. If the client owns and purchases the linen, this will need to be identified by hotel name. The client is responsible for replacements. This linen will need to be washed separately Some clients may own some (sheeting) and hire other pieces (table linen). Slide No Trainer Notes Trainer to explain that a hotel may decide to operate its own on-site laundry and dry cleaning plant to service all the hotel’s needs. If this is the case there will need to be a large space assigned to the laundry (preferably in the basement to allow for drainage and to allow for the noise factor of the machinery) Storage will also be needed for both clean linen and soiled linen The hotel will need to budget for all the necessary machinery required and on-going maintenance costs plus labour, training and all laundry supplies
Appendix – ASEAN acronyms AADCP – 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 Tourism Ministers. ATPMC Tourism Professionals Monitoring Committee. ATPRS ASEAN Tourism Professional Registration System. ATFTMD 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.
Slide No Trainer Notes Trainer: Transactions are classified so that they can be reported appropriately. An exercise follows on the next slide. Slide Slide No Trainer Trainer: this activity can be completed individually, in groups or by the entire class led by the trainer. The next slide provides the solutions. Trainer may like to ask trainees to suggest items for themselves. Slide Slide No Trainer Notes Trainer: Solutions to the activity on the previous slide. No Trainer Notes Trainees can form groups and provide own explanations for each accounting principle and assumptions that are shared and used by the class.
Competency standard UNIT TITLE: MAINTAIN GUESTS’ FINANCIAL RECORDS NOMINAL HOURS: 30 UNIT NUMBER: D1.HFO.CL2.04 UNIT DESCRIPTOR: This unit deals with skills and knowledge required to create, maintain and present in-house guest accounts in a front office context ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Determine the context of guest financial records Identify the financial documentation involved Identify the goods and services that require record maintenance Identify the accounting process for the establishment Identify the types of transaction processed as part of maintaining guest financial records Identify the deposit and advance payment requirements for the organisation Identify the room rates that apply to the property Identify the guest record keeping system Identify the personnel responsible for guest financial records Identify the limitations and restrictions that apply to guest financial transactions with the property 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 This unit applies to all industry sectors that generate and update folios for guests within the labour divisions of the hotel and travel industries and may include: Front Office Financial documentation involved may include: Guest accounts/folios Master folios Non-guest folios City ledgers Statement of account Receipts Advance deposit requests
Slide No Trainer Notes Discussions enable trainees to identify the various types of charges that can be incurred by guests. Trainers may wish to refer back to discussion on source documents and some of the examples that were used. At all times trainees should be aware of local examples of charges based on their own experience or as introduced by the trainer. Slide Slide No Trainer Notes Remind students that it is payments received during the occupancy stage that is discussed here. Other payments are dealt with elsewhere – refer to the Trainee Manual. Explore the types of source documentation, payment methods (highlight to the students that cash is notes and coins as well as all other forms of legal tender) and procedures to follow to record the payment in the guest accounting system. Slide Slide No Trainer Notes Source a number of charges and payments that are common to accommodation venues or from discussions with trainees and ask trainees to identify the source document, how the charge or payment will be processed and if it is a debit or credit. The table template provided on the slide can be a guide Slide No Trainer Discussion continued from previous slide.
Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Slide No Trainer Notes Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions about monitoring security systems and alarms by asking questions such as: What do you think is involved in monitoring security systems? What details/information do you think needs to be recorded regarding the operation of a security system? What do you an ‘activity log’ is? What might be a malfunction in a security system? What follow-up actions do you think might be required in response to a security system alarm? Slide Slide No Trainer Notes Trainer states there are five important tasks involved in monitoring security systems: Reporting alerts Recording alerts including the maintenance of ‘activity logs’ Verifying operational effectiveness Taking follow-up actions as required Resetting alarms as and when required. Slide
This involves determining the threats posed by conducting the display. Threats/risks may be: Injury to people, bystanders, observers, members of the public Damage to property Fire Noise issues Problems caused by Slide Slide No Trainer Notes Trainer discusses risk analysis: This requires all the identified risks/threats to be evaluated May feature use of a ‘risk assessment matrix where: ‘Likelihood of Occurrence’ is combined with ‘Consequence of Occurrence’ to determine classification/severity of risk. Class Activity – Handout, Explanation and Exercise Trainer distributes and explains sample ‘risk assessment matrix’ (see Trainee Manual). Trainer identifies a risk for the students and asks them to analyse the risk using a risk assessment matrix. Slide No Trainer Trainer explains the risk control procedures applied must reflect the risk identification and assessment which has taken place identifying possible risk control procedures for a firework display may include: Cancelling the pyrotechnic display. It may be there is no safe option for conducting the display so it must be cancelled: see ‘’Eliminate’ under ‘The Hierarchy of Controls’ on later slide) Changing the fireworks to be used and moving to less problematic options (see ‘Substitute’ on later slide) Altering the location of the display to a safer option which removes the dangers/risks identified in the risk identification process: (see ‘Isolate’ under ‘The Hierarchy of Controls’ on later slide).
Silicon baking paper Plain white butchers paper Greaseproof paper Aluminium foil Plastic wrap, clear Plastic sheeting clear Product boxes of various required sizes Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning 15cm Paring knives 9cm Sharpening Honing steel 30cm Pallet knives Wooden spoons 3 30cm 1 Vegetable peeler Pastry brush Piping bags Piping tubes, various sizes Spatula, flexible Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer Carry case for equipment
Then there is the ongoing cost of maintaining the machinery to a good working level. No Trainer Trainer to advise: Espresso coffee will be in many ways. Names change from culture to culture and country to country These names are Australian based. If Australians ask for a latte in Italy they will be served Milk, from the cow. Latte means milk. They should ask for a café latte, coffee milk French to this a café au lait; milk coffee Long black coffee in Australia is offered for sale in some Asian countries as ‘Americano’ Cappuccino is so after the Capuchin monks or friars; a religious order from Italy Names of all things have a history. Students are encouraged to investigate the names of products to learn the history and why they are called specific names. Slide No Trainer Notes Trainer to advise: Filter coffee is standard in many catering establishments. It allows for quick service. It can be prepared ahead of time and held until required Service of this of coffee is faster and more cost effective than espresso style. Slide
Type in a name: in this case, Applicant Ratings for Admin Assistant. “Save.” Close out of that screen and navigate to the Posting Summary. Scroll down to “Posting Document” and click “Edit.” Mouse over the “Actions” button beside “Applicant Rating.” Click on “Upload New.” Click the “Browse” button and select the file you just saved. Click “open.” Once the file name shows in the “File to Upload” line click “Submit.”
Your Task: Move applicants selected for interview to “Approved.” Once you have the applicants you want to interview to the status of “Approved,” HR will receive an email. If your interview choices are approved, HR will move the applicant to the status of “Interviews.” You will receive an email notifying you when this has happened. As in the past, you will need to have each person who is interviewed sign and date the “Authorization & Disclosure” form at the beginning of the interview. You will still need to close the interview as stated in the Hiring Checklist: “At the end of the interview, the Supervisor/Chair will have the committee leave and ask the candidate “Is there any information that you would like to share with us that would cause the College not to favorably consider hiring you for this position?” The Hiring Chair will document the answer to this question, as well as the candidate’s answers to other interview questions. Please send all signed Authorization & Disclosure forms to HR. With the workflow at the status of “Interviews” your committee will be able to see the interview rating questions. See “Evaluating Applicants,” pages 15 – 16. This time, click on “Interviews” on the left hand side. Your Task: Search Committee will rate candidates who were interviewed. “Interview Questions” and “Interview Ratings” are both visible at this time. The “Interview Questions” will be begin with “IQ” and are for informational and documentation purposes only.
Ensure training data being captured enables effective evaluation to occur Generate independent data relating to training outcomes Compare independent training data with captured training data Revise the data capturing process and records, as appropriate Element 3: Evaluate the effectiveness of training outcomes Assess training outcomes against identified need Determine the performance of the trainers and assessors Determine the effectiveness of the resources provided to support the implementation of training and assessment Identify positives and negatives in relation to the attainment of identified specific workplace training outcomes Identify positives and negatives in relation to issues arising as a result of the monitoring and evaluation process Identify new topics and/or targets for future training and assessment requirements Determine information that can be used to benefit future training and assessment decisions within the organisation Training provision at one or multiple sites Training developed by the host enterprise, industry, a third party training provider, or under partnering arrangements Training and assessment activities. Relevant planning documentation may be related to: Business plans Strategic plans Specific training-related plans Curriculum documentation Competency standards and/or relevant training criteria Company policies and procedures relating to the training topic(s) under consideration Minutes of planning meetings. Clarify expected workplace training outcomes will include: Meeting with relevant personnel to obtain interpretation and explanation of intended outcomes Seeking clarity on ambiguous points Identifying and obtaining details of considerations and outcomes, where applicable, added after official approval of training courses to be provided Developing appropriate contexts for evaluation Prioritising expected outcomes. Relevant personnel may be related to: Trainers and assessors Support staff Specialist staff and subject experts Consultants Supervisors and managers resource staff
Element 2: Create financial control system Develop, or confirm an existing, effective financial control system to record and track the performance of the catering department Input financial data into the catering department computerised control system Element 3: Create production control system Develop, or confirm an existing, effective production control system to record and the performance of the catering department Input production data into the catering department computerised control system Element 4: Respond to the results produced by the established control systems Take action to address expenditure figures that are deemed unacceptable Take action to address revenue figures that are deemed unacceptable Negotiate with management to obtain revised budget figures Manipulate catering financial data refers to: Updating budgets and producing regular updated budgets to reflect current actual versus projected figures and performance Generating performance reports, including income statements, labour reports, cost of goods sold, department performance figures and percentages and department profit and loss. Financial data must include: Revenue generated by the department, including cash and credit which must address internal sales and external sales Cost of goods sold incurred by the department Repairs and maintenance, as appropriate, according to internal accounting and allocation procedures Replacement of items, as appropriate, according to internal accounting and allocation procedures Tracking and recording stock returned to suppliers for credit Timely inputting of data. Production data must include: Development of food production controls, including standard recipes, production sheets, quantity and quality criteria and production schedules Development of work flows to optimise production efficiency Minimising labour costs while maintaining production levels, required food standards and quality Tracking to enable amendments to production quantities, changes to menu items and reflection of emerging customer demand and preferences Monitoring of stock losses, including losses in storage, damaged products that become unfit for sale and product wastage. Taking action to address expenditure figures may relate to: Reducing serve sizes Changing suppliers or re-negotiating prices
Slide No Trainer Notes Class Activity – Visit of cellar Trainer to arrange visit of cellar Discuss the purpose of these items as part of cellar visit. Slide No Trainer Activity – Questions What is served bulk dispensing systems? What equipment is used in bulk dispensing systems? Slide Slide No Trainer Notes Activity – Discuss benefits and disadvantages Discuss the benefits of bulk dispensing systems What disadvantages are there of these systems? Slide Slide No Trainer Notes Class Activity – Discussion Discuss the different of systems.
Slide No Trainer Notes Class Activity – Discussion What is the benefit of linking kegs into a series? Slide No Trainer Activity – Discussion / Demonstration Show how to connect beer. Slide No Trainer Class Activity – Discussion How should you pour beer? Slide Slide No Trainer Notes Class Activity – Demonstration Show how to pour beer.
Recommended training equipment Access to bulk dispensing systems relating to: Beer – kegs, beer lines, taps etc Spirits – bottle and bulk dispensers Wine – bottles and bulk dispensers Post-mix syrups – including syrups, lines and soda guns CO2 cylinders. Access to refrigeration and cooling systems including: Glycol system or refrigerated beer line system Glycol tanks and pumps Compressors Chiller plates Cold rooms Cabinets Instantaneous coolers Portable coolers Ice bank or water chilled system Temprite or instantaneous cooler system. Access to wine cellar Beverage menu Chemicals – various for cleaning cellars and equipment Cleaning Equipment – various including vacuum cleaner, brooms, mops, brushes, sponges Computer access to visit cellar equipment websites Equipment manuals External supplier information Thermometers Gas operating SOP’s Glassware and glassware cleaning equipment Job descriptions Layout SOPs for cellar operations Locations – including access to a bar and cellar Operational checklists
Slide No Trainer Notes Introduce topic. Class Activity – General Discussion Ask general questions: What is the purpose of a reservation system? How can reservations be made? Who normally handles reservations? What are features of computerised reservation systems? Slide No Trainer Notes Trainer identifies the performance criteria for this element, as listed on the Slide Slide No Trainer Class Activity – Explanation Explain these common abbreviations What are purposes? Slide Slide No Trainer Notes Class Activity – Explanation Why are they commonly used in industry?
Slide No Trainer Notes Class Activity – Questions How can you overcome or minimise these barriers? Slide Slide No Trainer Notes Class Activity – Questions and Demonstration What do businesses need a CRS for? What software packages are used by these businesses? Trainer to demonstrate or identify the different systems, their costs and their uses. Slide Slide No Trainer Notes Class Activity – Questions and Demonstration What do these businesses need a CRS for? What software packages are used by these businesses? Trainer to demonstrate or identify the different systems, their costs and their uses. Slide
Slide No Trainer Class Activity – Questions Discuss these functions. Slide No Trainer Notes Class Activity – Questions Discuss the questions in the slide can tourism GDS training take place? Slide Slide No Trainer Notes Class Activity – Discussion of Training Areas Discuss these areas. Slide Slide No Trainer Class Activity – Discussion and Practical Demonstrations Trainer to show how to perform these functions Where possible, the audience should undertake training in these areas to become familiar with CRS screens and displays.
Slide No Trainer Notes Class Activity – Discussion and Practical Demonstrations How may this differ between organisations? Where possible, the audience should undertake training in these areas to become familiar with CRS screens and displays. Slide No Trainer Activity – Discussion and Practical Demonstrations How may this differ between organisations? Where possible, the audience should undertake training in these areas to become familiar with CRS screens and displays. Slide No Trainer Notes Class Activity – Question What is the importance of these training and support mechanisms? Slide Slide No Trainer Introduce topic. Activity – General Discussion Ask general questions: What are the associated with taking reservations? What information is collected or recorded by reservationists?
What actions need to take place when undertaking these amendments? Trainer to demonstrate and audience to practice. Slide Slide No Trainer Notes Class Activity –Questions, Demonstration and Practice What actions need to take place when undertaking these amendments? Trainer to demonstrate and audience to practice. No Trainer Notes Class Activity –Questions, Demonstration and Practice What actions need to take place when undertaking these amendments? Trainer to demonstrate and audience to practice. Slide No Trainer Notes Class Activity –Questions Discuss the questions in the slide. Slide
Competency standard UNIT TITLE: OPERATE A FAST FOOD OUTLET NOMINAL HOURS: 45 UNIT NUMBER: D1.HCA.CL3.05 UNIT DESCRIPTOR: This unit deals with skills and knowledge required by cooks and chefs to plan and operate production of a fast food outlet in commercial food production environments ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Plan for fast food production Identify large and small equipment requirements for menu and volume Identify staff requirements Plan a menu to meet establishment and client requirements Plan workflow and production schedules Prepare standard recipes for menu items Element 2: Prepare, cook and hold items for fast food outlet Use appropriate preparation and cooking methods Use appropriate equipment Follow food safety requirements Hold menu Reheat menu items Unit Variables The Unit Variables provide advice to interpret the 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 This unit applies to all industry sectors that operate fast food outlets within the labour divisions of the and travel industries and may include: Food Production Equipment may include: Electric, gas or induction stoves Steamers, including combination oven, pressure, atmospheric, bamboo Salamanders Pressure cookers Smokers Grills, including direct, indirect, char, BBQ Ovens, convection ovens, combination ovens Wok
Element 3: Provide fast food service Serve and present food items in line with customer volume Maintain a clean customer service area Element 4: Maintain fast food outlet 4.1 Clean fast food area in line with establishment and equipment requirements 4.2 Undertake stock control and reordering processes 4.3 Identify and report maintenance issues to appropriate personnel Element 5: food items Store fresh and/or Cryovac items correctly Prepare and maintain correct thawing of food Store fast food products appropriately in correct containers Label fast food products correctly Ensure correct conditions are maintained for freshness and quality Tilt pan/bratt pan Kettles Deep fry, pressure fryer Microwave Food processors Mixers, mincers Blenders Slices, bowl choppers Hot plates Rotisseries Pans and urns Bain-marie Food warmers Staff may include: Full time, part time and casual Rosters, schedules Position descriptions Qualified, unqualified. Menu may include: Hot food Cold food Drinks Hot dogs
Silicon baking Plain white butchers paper Greaseproof paper Aluminium foil Plastic wrap, Plastic sheeting clear Product boxes of various required sizes Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning knife 15cm Paring knives 9cm Sharpening stone Honing steel 30cm Pallet knives Wooden spoons 3 Whisk 30cm 1 Vegetable peeler Pastry brush Piping bags Piping various sizes Spatula, flexible Tongs Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer case for equipment
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 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 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. 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
Store commonly called numbers may include: Following manufacturer’s instructions Identifying required numbers Determining category lists for commonly called numbers Allocating storage locations Entering and confirming correct storage and access Allocating categories for extensions. Demonstrate call metering functions may relate to: Following manufacturer’s instructions Own cost counters Other cost counters Reading, printing and re-setting cost counters Programming required currency identifiers. Demonstrate internal message functions may include: Following manufacturer’s instructions Controlling call-back message Making and retrieving voice messages Sending text messages Controlling internal message functions such as: send messages for others send messages send text messages send ‘call me’ messages Applying command group functions Applying password protocols for retrieving messages.
Table of Characteristics/Tableau des caractères/Merkmalstabelle/Tabla de caracteres English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 1. (*) (+) VG Tree: QN weak Barton, Success 3 medium 5 strong Desirable, Western 7 2. (+) VG Tree: density of canopy QN sparse 3 medium Desirable, Mahan 5 dense Success, Wichita 7 3. (*) (+) VG Tree: growth habit QN upright Success 1 semi-upright Desirable, Mohawk 2 spreading Shoshoni, Western 3 4. VG One-year-old shoot: color PQ greenish brown Stuart 1 medium brown Mahan 2 brown Desirable, Success 3 5. VG Leaf: intensity of green color QN (a) light Desirable 1 medium Stuart 2 dark 3 6. (+) Leaf: length of terminal leaflet QN (a) short Desirable 3 medium Shoshoni, Stuart 5 long Mahan 7 7. (+) Leaf: of terminal leaflet QN (a) narrow Desirable 3 medium Success 5 broad 7 8. (+) Leaf: length/width of terminal leaflet QN (a) low Desirable 3
30. VG Kernel: adherence to shell QN weak Jackson, Shoshoni 1 medium Melrose, Kiowa 2 strong Hastings, Stuart 3 31. (*) (+) Kernel: weight QN light 3 medium Pawnee 5 heavy Wichita 7 32. VG Kernel: intensity of brown color QN light Desirable 1 medium Pawnee 2 dark Stuart 3 33. (+) VG Time of leaf bud burst QN early Woodroof 3 medium Curtis, Kernodle 5 late Stuart, Success 7 34. (+) VG Time of leaf fall QN Dooley, Stuart 3 medium Colby 5 late Comanche, Woodroof 7 35. (+) Time of husk opening QN early Norton, 3 medium Elliot, Sioux 5 late Kernodle 7 36. (+) VG Tree: persistence of husk nut fall QN not persistent Success 1 partially persistent 2 fully persistent Desirable, Stuart 3
Slide Slide No Trainer Notes Trainer to refer the class to the Training Manual for a detailed description of each above point and discuss each point with the class Activity: Trainer to ask class if each of these points are something that they can do in their own workplaces?
Competency standard UNIT PLAN AND MANAGE MENU-BASED CATERING NOMINAL HOURS: 30 UNIT NUMBER: D1.HCC.CL2.06 UNIT DESCRIPTOR: This unit deals with skills and knowledge required by cooks and chefs in a supervisor position to plan, write and manage menu based food production in commercial food production environments ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT Element 1: Plan and write menus Establish the enterprise and/or clients requirements for menu/s Write menus for enterprise operations menu ensuring menu balance Prepare menu costing Produce finished/final menu Element 2: Manage catering Select and use appropriate catering control Control labour costs Optimise product usage Apply stock control measures Plan production schedules 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. This unit applies to all industry sectors that plan, write and manage menu-based food production within the labour divisions of the hotel and travel industries and may include: Food Production. Requirements may relate to: A la Buffet Function Room service Pool side Outdoor event Weddings Cultural events.
Prepare garnishes, sauces and accompaniments for appropriate buffet dishes Use trimming and leftovers Element 3: Display buffet dishes Present buffet products Hold prepared products as required for duration of buffet service Minimise wastage through presentation and replenishing Display buffet dishes attractively Element 4: buffet items Store fresh and/or Cryovac items correctly Store buffet products appropriately in correct containers Label stored buffet food correctly Store in correct conditions to maintain freshness and quality Number of guests Time period Number of dishes. Quantities will include: Portion control Standard recipes Service style. Food items should relate to: Seasonal availability Occasion Client expenditure Enterprise profit Dietary and cultural needs Budget Season Occasion Client Savoury and Centre pieces may include: Carvings, such as margarine, ice, vegetables and fruit Chocolate, such as moulded, formed and painted Sugar work Arrangements, such as flowers, vegetables and fruit Dough, such as bread and salt
Cookery practical classes: Recommended training equipment The equipment and kitchen consumables required for the delivery of practical cookery training classes are listed in the following categories: A Items of equipment which should be available for trainer and student use in the training kitchen. B The cleaning equipment and cleaning products which should be available in a cleaning room located adjacent to the kitchen, so that students can clean down to leave the kitchen in “as found” condition at the end of each class or session. C Consumables other than foodstuffs which need to kept in the kitchen and available for everyday use in each class or session. D The items required by each student which would make up their own individual use kit of tools and small equipment. A: Equipment in the training kitchen: Commercial cooking 4 burner minimum Stainless workbench Stainless steel sinks Dishwasher Refrigeration Freezers Cooking pots, multiple sizes Lids for pots Frypan Woks Chinois of various sizes Measuring jugs Mouilis Food processors Ramekins Sieves for dry ingredients Deep fryers Steamers Weighing scales Baking Roasting dishes Chopping boards for preparation Gas fire lighters, cigarette lighters not recommended for handling foods Spiders for handling deep fried foods B: Cleaning equipment and consumables: Detergent Scrubbing brushes Scourers Sink plugs Brooms Shovel and small brooms Floor mops Mop buckets Wet and dry vacumns Detergent Hand dishwashing detergent Paper hand towel C: Consumables (non-food) to be available in the kitchen:
Silicon baking paper Plain white butchers paper Greaseproof paper Aluminium foil Plastic wrap, Plastic sheeting clear Product boxes of various required sizes Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning knife 15cm Paring knives 9cm Sharpening stone Honing steel 30cm Pallet knives Wooden spoons 3 30cm 1 Vegetable peeler Pastry brush Piping bags Piping tubes, various sizes Spatula, flexible Tongs Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer Carry case for equipment
Use of trimmings and leftovers Identification and use of equipment Portion control Trimmings, usage. Element 3: Cook, hold and present Select appropriate cooking method for poultry and game meats Prepare and cook a selection of dishes following a standard recipes within a commercial environment Hold prepared products as required prior to presenting Present poultry and game meats Prepare garnishes, sauces and accompaniments for poultry and game meat dishes Element 4: Store poultry and game products Fresh and/or vacuum packed items are stored correctly Prepare and maintain correct thawing of poultry and game Poultry and game is appropriately stored in correct containers Poultry and game is correctly labelled Ensure correct conditions are maintained for freshness and quality Select suppliers may be related to: Local, regional and international supply Delivery requirements Cost and trading terms Relationship Product range/variety Availability Cultural festivals. Minimise wastage should include: Storage space Volume requirements, such as a la carte, functions and specials First In, First Out (FIFO) Receiving times, as needed Quality, such as appearance, age and size. testing may include: Filleting and skinning Portion weights Off cut usage Staff skills.
Silicon baking paper Plain white butchers paper Greaseproof paper Aluminium foil Plastic wrap, Plastic sheeting Product boxes of various required sizes Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning knife 15cm Paring knives 9cm Sharpening stone Honing steel 30cm Pallet knives Wooden spoons 3 Whisk 30cm 1 Vegetable peeler Pastry brush Piping bags Piping tubes, various sizes Spatula, flexible Tongs Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer Carry case for equipment
Cookery practical classes: Recommended training equipment The equipment and kitchen consumables required for the delivery of practical cookery training classes are listed in the following categories: A Items of equipment which should be available for trainer and student use in the training kitchen. B The cleaning equipment and cleaning products which should be available in a cleaning room located adjacent to the kitchen, so that students can clean down to leave the kitchen in “as found” condition at the end of each class or session. C Consumables other than foodstuffs which need to kept in the kitchen and available for everyday use in each class or session. D The items required by each student which would make up their own individual use kit of tools and small equipment. A: Equipment in the training kitchen: Commercial cooking 4 burner minimum Stainless workbench Stainless steel sinks Dishwasher Refrigeration Freezers Cooking pots, multiple Lids for pots Frypan Woks Chinois of various sizes Measuring jugs Mouilis Food processors Ramekins Sieves for dry ingredients Deep fryers Steamers Weighing scales Baking trays Roasting dishes Chopping boards for preparation Gas fire lighters, cigarette lighters not recommended for handling foods Spiders for handling deep fried foods B: Cleaning equipment and consumables: Detergent Scrubbing brushes Scourers Sink plugs Brooms Shovel and small brooms Floor mops Mop buckets Wet and dry vacumns Detergent Hand dishwashing detergent Paper hand towel C: Consumables (non-food) to be available in the kitchen:
Slide Slide No Trainer Notes Trainer to advise: Paupiette: Thin piece of flesh with stuffing Delice: delight; small delicate piece of flesh Not seen as much due to production costs Goujon: pin, wooden dowel; thin strip of flesh Seen more as ease of production. Slide Slide No Trainer Notes Trainer to advise: Supremes are easiest to prepare as long as sizes are consistent Grilled; pan fried; oven baked; steamed Fillets from smaller fish, bream, snapper, trout Grilled; pan fried; oven baked; steamed; battered or crumbed then deep fried. Slide Slide No Trainer Trainer to advise: Terms of trade How do they expect the produce to be paid for? Immediately; 7days; monthly? Ability to supply Can supplier supply what is required? Ease of delivery Is the supplier local; is product local or imported; can supply be rapid; today? Quality and price Is the quality up too standard and is the price they ask acceptable?