Provide A Link Between Kitchen and Service Area: Trainee Manual
Provide A Link Between Kitchen and Service Area: Trainee Manual
Provide A Link Between Kitchen and Service Area: Trainee Manual
service area
Trainee Manual
Provide a link between
kitchen and service area
D1.HBS.CL5.09
Trainee Manual
Project Base
Acknowledgements
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 the Australian Government’s aid program 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. The 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 stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable
and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
Unit descriptor....................................................................................................................3
Assessment matrix.............................................................................................................5
Glossary............................................................................................................................. 7
Recommended reading....................................................................................................63
© ASEAN 2013
Trainee Manual
Provide a link between kitchen and service area
© ASEAN 2013
Trainee Manual
Provide a link between kitchen and service area
Introduction to trainee manual
© ASEAN 2013
Trainee Manual 1
Provide a link between kitchen and service area
Introduction to trainee manual
Front Office
Travel Agencies
Tour Operations.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading ‘Unit
Descriptor’. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and
‘Performance Criteria”. An element is a description of one aspect of what has to be
achieved in the workplace. The ‘Performance Criteria’ below each element details the
level of performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:
Unit Title: statement about what is to be done in the workplace
Unit Number: unique number identifying the particular competency
Nominal hours: number of classroom or practical hours usually needed to complete
the competency. We call them ‘nominal’ hours because they can vary e.g. sometimes
it will take an individual less time to complete a unit of competency because he/she
has prior knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in
at least 2 – 3 different ways, one of which must be practical. This section outlines three
ways assessment can be carried out and includes work projects, written questions and
oral questions. The matrix is designed to show you which performance criteria will be
assessed and how they will be assessed. Your trainer and/or assessor may also use
other assessment methods including ‘Observation Checklist’ and ‘Third Party Statement’.
An observation checklist is a way of recording how you perform at work and a third party
statement is a statement by a supervisor or employer about the degree of competence
they believe you have achieved. This can be based on observing your workplace
performance, inspecting your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:
Journals
Oral presentations
Role plays
Log books
Group projects
Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism
and hospitality.
© ASEAN 2013
2 Trainee Manual
Provide a link between kitchen and service area
Unit descriptor
Unit descriptor
Provide a link between kitchen and service area
This unit deals with the skills and knowledge required to Provide a link between kitchen
and service area in a range of settings within the hotel and travel industries workplace
context.
Unit Code:
Nominal Hours:
15
3.2 Assist to resolve workplace conflict and manage difficulties to achieve positive
outcomes
3.3 Seek informal feedback to identify and implement improvements to products,
services, processes or outcomes for colleagues
3.4 Handle complaints positively, sensitively and politely in consultation with the
person/s making the complaint
3.5 Use non-discriminatory attitudes and language consistently when interacting with
staff and management
Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which element or performance criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.
Glossary
Term Explanation
Clearing items Removing items (from the table, from a room to the kitchen)
Term Explanation
Plate waste Food returned on plates or other items from the service area
Element 1:
Liaise between kitchen and service
areas
1.1 Relay information in a clear and concise
manner using appropriate communication
techniques
Introduction
Communication is critical in providing a link between kitchen and
service areas.
This section provides the context for providing a link between
kitchen and service areas, gives examples of information which
may need to be relayed, identifies the staff who may be involved
and presents appropriate communication techniques.
Unit context
This unit deals with the skills and knowledge required to provide a link between kitchen
and service area in a range of settings within the hotel industry workplace context.
A person studying this unit will provide general assistance in food operations where the
staff who take orders are supported by others who deliver the food to, and collect used
items from, food service points.
The unit addresses the work of a ‘bus boy’ or ‘food runner’ in an establishment.
Information to be relayed
Information from services areas to kitchen
Information which may need to be relayed from waiting staff to the
kitchen can include:
General food orders – as given by guests to waiters. The
information may include:
Table number
Number of guests (‘pax’)
Dishes ordered
Name of waiter – or your name
Element 1: Liaise between kitchen and service areas
Specific guest requests for general orders which can relate to:
Timing requirements for the overall meal, for certain
courses, for certain individuals, for co-ordination of service
(with other tables in the same group and with beverage
service, speeches, dancing and other activities which may
be part of the dining experience)
Special requests as they to dietary/health needs, cultural
requirements, religious issues and personal preferences
Additional or side orders for the table or individual guests:
Rice
Chips
Salads
Details of complaints made by guests so kitchen is aware of problems as they relate
to certain foods or dishes
Requests for additional items such as more bread rolls, butter or extra salad and/or
vegetables
Questions about how long food for a certain table will be
Questions from guests about menu items asking about the commodities used in
dishes.
Staff involved
When relaying information and liaising between kitchen and service areas you will need to
interact with:
Chefs and cooks who can seek clarification of orders and/or
ask you to pass on directions to waiters
Dishwashing staff who can ask for nominated (used) crockery
and cutlery to be returned immediately from service to the
dishwashing area so they can be cleaned and re-used or
returned to service
Stillroom staff who you may need to ask for extra butter, rolls
and condiments
Cleaners who you may have to ask to perform clean-up
duties in the event of a major spill or a cleaning-related need
in, for example, the foyer area/entrance, the washrooms, or
an area of the kitchen
Food waiters whose directions and requests you will need to
pass on to the kitchen or relevant others
Servers – staff who are involved in serving fast food to
customers
Beverage waiters. Even though this unit applies directly to
‘food’ it is a reality that in the workplace you work as part of
a team and need to be prepared to assist any other staff
member as required.
Never interrupting the other person and instead allowing them to finish what they are
saying
Asking questions to clarify information and directions you are
unsure of
Not trying to guess what the other person will say or infer what they
will say based on their first few words.
Repeating back what they have told you to verify understanding of
what has been said
Speaking slowly and clearly but naturally
Being concise. This means giving only the required information and
avoiding unnecessary words and unnecessary information
Using appropriate language. This can mean using simple words, choosing your words
carefully and avoiding complexity in the words used and the phrasing. When
communicating with other staff this can mean using industry and venue-specific
terminology and/or abbreviations.
Dishwashing including the scraping, cleaning and storing of crockery and cutlery
Element 1: Liaise between kitchen and service areas
Performing very basic food preparation duties such as, for example, washing fruit
and vegetables, peeling fruit and vegetables, opening cartons, preparing basic
salads, chopping and slicing food, preparing butters
Setting up plates and trays which may include adding vegetables to plates, placing
garnishes on menu items, adding sauces to foods, preparing trays and
requirements for gueridon cookery
Watching what is going on at these points and being ready to take action when
required to address identified ‘situations arising’
Being available for other colleagues so you can provide them with assistance when
needed
Being alert to the on-going potential to use your initiative to prevent a potential
problem developing into an actual problem
Remaining as a visible presence in the area so colleagues and guests can contact
you, talk to you, give you instructions or ask for help
Paying extra attention to the kitchen when you have placed an order so you are ready
to transfer the food from there to the required service point.
Important point
Never, ever take a dish unless and until specifically directed to do so by whoever is
running the pass.
Just because a dish you have ordered is ready for service does not mean it is your dish. It
could be for another table and if you take it you will cause confusion and service
disruption for your table and to the table the dish was originally intended for.
Quick service enhances the guest service or dining experience which encourages
them to return for another meal, and to recommend the venue to their friends, families
and others
Removal of food from the pass creates space for the next order to
be processed, thereby speeding up general service across the
kitchen
Prompt collection of the food optimises the likelihood food will be
served at its best, for example:
Hot food will be served hot and not allowed to cool down
Cold food will be served cold and not allowed to warm up
Frozen foods will be served in a frozen state and not permitted
to melt
The appearance of dishes only decreases the longer it sits and waits to be served.
Eye appeal of dishes is critical because guests will always see the food before
they taste it and they will start forming impressions about what it will taste like from
the moment they see the item
Taste of food items is potentially compromised by long delays in service
Immediate collection of food when it facilitates integration of food service with wine
and beverage service which again enhances guest satisfaction and dining experience
There is an increased chance food may become contaminated the longer it sits at the
pass waiting to be collected.
Service points/areas
Depending on the venue where you work you may be required to provide service-related
monitoring and responses to the following areas.
Note: not all venues will have all of the following areas. The list is provided to give you an
understanding of the potential for you to service.
Waiting stations
You may also be required to ‘fetch and carry’ to waiting stations situated in dining
rooms/restaurants.
A waiting station is a place or a piece of furniture which a waiter uses as their work base
to do things such as storing items, a location to clear plates from the guest table to, to rest
items on.
They may sometimes feature heating elements and be known in this instance as ‘hot
boxes’.
You will be required to take prepared dishes from the kitchen to the appropriate waiter
stations from where wait staff will serve the dishes to guests at table.
You will also take the dirty dishes back from the waiter’s station to the kitchen/dish
washing area for scraping and cleaning.
See the following for examples of waiter’s stations:
http://www.forbesindustries.com/food-beverage-catalog/service-carts-tray-
stands/bussing-carts-and-waiter-stations.html.
Note, some rooms will use a simple table or other item of furniture for a ‘station’ in which
case the area may simply be known as a ‘rest’.
Buffet areas
You may also be responsible for tending (attending and
monitoring) buffets.
In these situations, you will be required to ensure dishes are kept
topped up and kept presentable and hygienic.
Tasks will involve both food items and beverages which are
included along with the buffet (beverages such as water, juices,
tea, coffee and milk).
Duties will also include removal of empty, or near-empty dishes,
removal of empty or dirty guest dishes and removal and
replacement of service items and food which has been dropped on
the floor or which has become contaminated as a result of unsafe
food handling practices by guests.
Online videos
The following online videos provide some insight into what is involved in being a food
runner and allows you to gain an insight into the kitchen and service areas:
http://www.youtube.com/watch?v=59JC8al46Pk (‘A food runner’s world: 2 mins 31
seconds)
http://www.youtube.com/watch?v=wXFs3Iy4s6Y (‘Chef Kurfürst at HTMi, Culinary
management: 12 mins 53 secs).
Enterprise standards
In relation to checking food prior to service ‘enterprise standards’ may refer to:
Size of the meals – the volume or quantity of food provided as
an entrée, a main course or as ‘extra’
Placement of items on a plate. Some venues will require, for
examples, vegetables for certain dishes to be placed in a
nominated sequence or location on the plate to optimise the
visual appeal of the dish. Some dishes may be centrally
located in the middle of the plate whereas other menu items
will feature the main component (meat, fish, chicken) located at
a constant position on every plate
Use of stipulated serviceware for given items. For example, it
may be a requirement a certain type or size of bowl is used for
nominated food items or accompaniments, or an underliner may be required for
identified dishes
Service of sauces. Some venues may add sauces to the meal (directly applying the
sauce to the food), while others may provide a small jug of sauce, a bottle of sauce or
a sauce boat.
Element 1: Liaise between kitchen and service areas
Checks to make
You must check these to ensure:
They are clean
Crockery and glassware is free from cracks and chips
They are free from other damage
Element 1: Liaise between kitchen and service areas
They are suitable for the dish they are accompanying. There is little point in serving
snail tongs with a T-Bone steak, or providing lobster crackers with Ga Kho chicken
They are sufficient in number to match the order or requirements of the table
They are safe and do not present any danger to staff or customers.
Plate carrying
You do not need the same plate carrying skills waiters do.
Waiters will need how to carry at least three plates a time, sometimes four plates. You will
mainly carry plates on a tray.
Waiters will deliver the plates to the guest at table. You will deliver the plates to the
waiter’s station.
If you have the same plate carrying skills as a waiter, then that is a bonus but it would be
very unusual for you to have to actually use those skills.
Element 1: Liaise between kitchen and service areas
Where two plates are to be carried to the dining room, you can carry them in by hand –
one in each hand.
Dirty plates are usually always removed from the dining room on a tray.
Where more than two plates are required to be carried to the dining room, it is usual for a
tray to be used.
Tray carrying
Trays come in various sizes and may be round, square or rectangular.
They are used for carrying plates into the actual service area – the dining room or
restaurant – and for removing plates, cutlery and other items from the dining area to the
kitchen.
It may look quite stylish to carry a tray on one hand, above your head, through a crowded
room but this is to be avoided (unless, of course, it happens to be house policy and it may
be in some establishments where they wish to emphasise showmanship) as it is
potentially dangerous and greatly increases the chance of dropping the tray or spilling the
food.
Trays should be carried with two hands – one on each side of the tray.
Loading the tray is important, because it is too late to try to fix the layout when you have
picked it up and are walking into the dining room.
Try to obtain an equal weight balance with the tray, and ensure plates are firm on the tray
surface. Many accidents have occurred when a plate or dish is balancing on another plate
or dish. The china surfaces are very slippery and it does not take much for a plate to start
skating over the others on the tray. And there is nothing much you can do about it when it
starts.
The answer is not to overload any tray, but to make an extra trip if you have numerous
plates to carry.
When carrying a tray, observe the following:
Give way to guests – let them go first
Give way to waiters unless they tell you to go through
Look before you walk. Check to make sure your intended
passage is clear and not blocked by service trolleys, high
chairs (for children/babies), ice bucket stands, furniture,
or guest bags
Remember you are on public show. Even though you are not the waiter, many guests
will still be watching especially if they are waiting for their meal, so how you act and
treat the dishes being transported into the room is extremely important
Walk at a moderate pace – do not run and do not dawdle
Carrying plates correctly and safely so the food maintains its appearance and is
delivered safely to the service point. Be aware the food on the plate can move around
as it is being transported, and if you do not handle it carefully then the hand-crafted
eye appeal of the dish can be lost
Not letting a member of the public unnecessarily touch the food especially in situations
where people have had a little too much to drink
Element 1: Liaise between kitchen and service areas
Ensure the food does not become contaminated. This may mean keeping it covered. It
may mean walking a little further but taking a course that means the plates or trays
are not taken outside into the open air (where there is an increased risk of
contamination)
Make sure the right order goes to the right service point. There may be quite a few
waiter’s stations and you have to make sure you get the right one, first time, every
time
Be careful. This means:
Exercising extreme care when carrying a tray
Not rushing
Not trying to carry too much
Paying attention to the changing conditions on the floor.
The same rules apply when carrying items back from the dining
room to the kitchen.
Standard practice
You must make a habit of catching the waiter’s eye, every time they enter the dining
room/restaurant.
This lets the waiter know they have just brought something in, but also gives the waiter an
opportunity to signal to you they have a special request to make or for you to pass on.
These special requests are numerous but may include “I need a fresh steak knife
because someone dropped theirs on the floor”, “Can I get more cranberry sauce for table
14?”, and “Tell the chef people are complaining the rice is not hot enough.”
Catching the eye of wait staff is not difficult to do as they will also be keeping a watch for
you.
Unloading trays
When unpacking the tray at the service point or waiter’s station care should be exercised
to:
Maintain eye appeal of the dish
Avoid spoilage or spillage
Facilitate access by the waiter
Keep noise to a minimum
Eliminate interruption to the waiter’s duties
Be as unobtrusive as possible
Maintain the ‘safe food’ condition of the dish.
Online videos
The following will provide tips and advice about carrying plates and trays. Practice is
important if you intend mastering the three-plate method of carrying plates:
http://www.youtube.com/watch?v=FSSRvNojZYg (‘Tray carrying 101: 5 mins 4 secs)
http://www.youtube.com/watch?v=qjfSCyO5x_k (‘Plate carrying’: 2 mins 45 secs)
http://www.youtube.com/watch?v=WBg-z__8IXA (‘Carrying 3 plates’: 2 mins 33 secs)
http://www.ehow.com/video_12231609_carry-square-tray-waiter.html (‘How to carry a
square tray as a waiter’: 1 min 35 secs).
The advice allows waiters to prepare the table to which the meals are to be served.
They may, for example, need to:
Clear dirty plates from the table
Adjust cutlery; add/remove cutlery to the cover to suit the food about to be served.
Other considerations
Double-check the food being plated is your food. Never assume food being plated up
is actually for you or your table. Verbally check with the chef or person operating the
pass that the meals are for a given table number
Hand signals may be used as an alternative if circumstances dictate (that is, if the
waiter is doing something such as taking an order or serving another table and cannot
be interrupted
Try to give the waiter/server sufficient warning. Approximately one minute is a suitable
period for advance notice
Make sure you communicate any other relevant issues at the
same time, for example:
Notification of any delays to dishes/orders already placed so
waiters can pass this on (with an apology) to guests
Advise them of dishes which are no longer available
Advise them of menu items which are running low or running
out
Seek clarification of any orders where the kitchen has asked
you for clarification and you need to obtain information from
the person who took the order
Confirm special requests can be catered for
Advise where special requests cannot be accommodated
Notify other issues such as ‘carrots are being replaced with pumpkin’ or ‘potatoes
are being replaced with chips’.
Element 1: Liaise between kitchen and service areas
Using your experience, common sense and industry knowledge, for example:
Departing guests may indicate the need for clearing and re-setting a table
The arrival of guests with young children may indicate the need to bring a high
chair
If you overhear a guest ask the waiter for more bread rolls this indicates a need for
more bread rolls.
Types of requests
On a regular basis you can expect waiters/servers to ask
you to speak with the kitchen and determine if certain guest
requests, preferences or needs can be accommodated.
You will need to speak to the chef (or relevant other person
in the kitchen) and communicate their response back to the person who asked you to
Several examples of these requests were identified in section 1.1 and repeated here.
Element 1: Liaise between kitchen and service areas
Listen to the answers given to you. Be prepared to take notes where answers may be
complex or detailed
Be prepared to ask follow-up questions where you believe the person has not
understood you or where you are unsure about the answer you have been given
Thank the person who gave you the answer. This will encourage them to deal
positively with you into the future.
Responding to requests
It is important to pass on to waiters/servers the information or answers you have received
from the kitchen.
To do this you must:
Respond in a timely manner. Get the answer back to the waiter/server as soon as
possible
Provide any necessary detail where the answer requires you to
communicate some specific information, factor or element
Speak to them away from the guest/table. The communication
between you and the staff member should not be able to be
overheard.
Get their attention before speaking. Make sure they are listening
and paying attention before you share what you need to
communicate to them
Be prepared for follow-up questions to be asked. This may occur
because guests have made further requests
Ask the waiter/server if they have other questions which need to be asked to
demonstrate your willingness to help and support them.
Element 1: Liaise between kitchen and service areas
Work Projects
It is a requirement of this Unit that you complete Work Projects as advised by your
Trainer. You must submit documentation, suitable evidence or other relevant proof of
completion of the project to your Trainer by the agreed date.
1.1 Identify a hospitality venue and prepare a written submission which details:
Relaying information from the dining area and/or wait staff/servers to kitchen
staff
Relaying information from the kitchen to wait staff/servers
Monitoring and attending kitchen service points to ensure prompt pick-up of
plated food for transfer to service area
Checking plated food items prior to transferring dishes to the dining area, wait
staff and/or servers
Physically carrying plates and/or trays of food to wait staff/servers
Advising wait staff/servers on readiness of dishes for service
Making requests on behalf of wait staff/servers to kitchen staff, and
communicating responses to wait staff/servers.
Element 1: Liaise between kitchen and service areas
Summary
Element 2:
Clean and clear food service areas
2.1 Remove used items from service areas and
safely transferred to the appropriate location
for cleaning
Introduction
There will always be a need to remove used and unwanted items from the service area
during service and return them to the kitchen.
This section identifies the need for this action, describes items which may need to be
processed in this way and identifies the locations to which items may need to be
removed.
Items of cutlery and crockery set as part of the cover but not required because, for
example, a guest did not arrive or their menu selection meant the item was not
required
Condiments
Menus
Soiled napkins and unused serviettes
High chairs
Table tops
Linen – soiled and clean tablecloths, waiter’s cloths and
overlays.
Transferring items
Items should be transferred safely to the appropriate location and in accordance with the
establishment’s practices.
This may include:
Placing items onto a tray and using the tray to carry items
from the service area. This allows multiple items to be
cleared at the one time
Carrying items by hand. This is often an acceptable
practice where there are only one or two items to be
removed.
Note: some venues have an SOP requiring all items to be carried into and out of a
service area/dining room on a tray. They forbid staff from carrying items by hand.
Element 2: Clean and clear food service areas
Locations
When removing items from the service area they must be taken to the appropriate
location for processing.
‘Processing’ of items
‘Processing’ of these items will involve:
Bar
You may be required to remove the following items to the bar:
Clean and used glasses
Water jugs
Empty bottles and cans
Ice buckets
Ice bucket stands
Carafes.
Still room
The stillroom is an area where ancillary items (such as but not limited to bread rolls,
condiments, butter and napkins) are prepared for service.
It is normally part of, or adjacent to, the kitchen.
You may be required to take the following items to the stillroom for processing:
Salt and pepper shakers
Butter and jam/conserve dishes
Milk jugs
Mustards
Proprietary sauces
Bread baskets.
Table numbers
Menus.
Element 2: Clean and clear food service areas
Silver room
The silver room is a room where cutlery is stored.
If the venue actually uses silverware (that is, silver cutlery) then this area will also contain
facilities for cleaning and polishing those items.
Most venues do not have a silver room and very few venues use actual silverware.
Where a silver room exists you may be required to:
Take all unused cutlery directly to the silver room so it can be stored as clean items.
Most venues treat unused cutlery as dirty cutlery and wash it and polish it even though
it has not been used. Check the SOP at your workplace.
Take only actual silverware to it – clean or dirty. All other items of
cutlery will be taken to the dishwashing area (see below).
Silverware can include:
Cutlery – all types
Jugs
Tea/coffee pots
Trays and platters
Ice buckets and stands, as well as carafes and wine service
paraphernalia.
Store room
You may be required to take the following items to a dining/service store room store so
they are available for use when next needed:
Table tops
Unused linen
High chairs
Candelabra
Table decorations and table furniture.
Dishwashing area
All used/dirty crockery and cutlery will need to be taken
to the dishwashing area.
This area or section of the kitchen may be also referred to as the ‘pot wash’ area as pots
and pans may also be washed there. Note that in many venues the dishwashing area is
just for crockery, cutlery and other used dining items, while the potwash area is just for
items used in the cooking or preparation of food.
Your role when delivering used/soiled items to the dishwashing area may be to:
Unload your tray and the dishwashing staff will do the rest
Unload your tray and scrape the plates which means scraping the plate waste into
bins or an InSinkErator
Element 2: Clean and clear food service areas
Unload, scrape and stack items ready for washing either by hand or in a dishwashing
machine.
Element 2: Clean and clear food service areas
Plate waste
‘Plate waste’ is anything which has been served to the guest and is returned from their
table/plate.
This definition includes:
Food remaining on a plate/in a bowl which has not all been eaten
– ‘food scraps’
Food which looks like it has not been touched
Garnishes for food and in drinks
Left-over beverages including liquor/soft drink remaining in cans or
bottles.
All plate waste must be thrown out – it cannot be re-used, re-served or
re-sold.
Milk
Salt and pepper
Other food – such as cereals and biscuits.
Note: PC packs returned from service can be re-served or re-used if they are in good
condition (they look presentable, are not damaged or soiled) and have not been opened
or tampered with.
Enterprise procedures
Enterprise procedures regarding rubbish disposal and the handling
of food scraps may include:
All food scraps must be thrown into one or more bins located
at/near the dishwashing area or other designated points
All internal rubbish bins used for food scraps must be lined with a strong, good quality
liner to prevent food scraps making contact with the internal sides of the bin
No food scraps are to be consumed or taken home by staff members. This may even
apply to situations where staff want to take scraps home for pets
Bags of food scraps from internal bins must be disposed of appropriately into external
bins/dumpers – see immediately above
An external rubbish removal company may be used to supply and empty rubbish
bins/dumpers to cater for the volume of waste created
No food scraps are to be left in internal bins between shifts or overnight.
Element 2: Clean and clear food service areas
Cleaning
‘Clean’ and sanitised’ – defined
In this context, ‘clean’ means ‘free from visible contamination’.
‘Free from visible contamination; means the item must look
clean when you have finished cleaning it.
It is important to understand items may not be safe to use –
from a food safety point of view – just because they look
clean.
Crockery and cutlery which appear clean may still be
contaminated by germs/bacteria making them unsafe to
use to use.
‘Sanitised’ refers to items which are free from bacteria/germs or items which have had the
level of bacteria/germs reduced to a safe level.
It is for this reason all cleaning/washing of food items (including crockery, cutlery, glasses,
pots, pans and food contact surfaces) should be:
Washed using a detergent
Sanitised using hot water, steam or a chemical sanitiser.
Machine washing
The procedure for washing eating utensils and dishes by
machine is as follows:
Scrape and rinse items prior to stacking in trays. Use the
right trays/racks for the right items
Wash for a minimum of 60 seconds at a temperature
between 66°C and 71°C
Rinse for a minimum of 10 seconds at a temperature of at least 77°C
Always follow any specific house rules which may apply to certain types and models
of dishwashing machines and/or chemicals used.
Hand washing
In some circumstances there will be no dishwashing machine.
This is common in small businesses, and it is safe to use a double
bowl sink to clean items providing certain requirements are
observed.
When using a double bowl sink to wash eating utensils and dishes:
One bowl must contain water at minimum 45°C and detergent for
washing the items
One bowl must contain clean water at a minimum of 77°C for
sanitising the items
Sanitising must involve soaking the items for a minimum of 3 minutes. It is not
acceptable to just run hot water over items to remove the suds and soap
A thermometer must be on hand to check and verify water temperatures.
Items must once again be left to air dry, which means draining and leaving to dry while
hot.
Tea towels should not be used.
Operators must make sure detergents and sanitisers are diluted according to
manufacturer's recommendations (where necessary) and all other manufacturer's advice
is adhered to.
Element 2: Clean and clear food service areas
Storing items
After items have been cleaned and sanitised they must be stored so they do not become
re-contaminated.
The requirement is that all items used to serve food and beverages are provided to the
guest in a clean condition.
Correct storage of clean items includes:
Handling all cutlery by the handle
Handling all plates and bowls by the sides or rims
Handling all cups by the handle
Storing them in such a way that protects them from contamination
from:
Flies and/or dust
Other sources of contamination such as coughing, pests
Storing items in designated locations as opposed to leaving them in random positions.
Element 2: Clean and clear food service areas
Work Projects
It is a requirement of this Unit that you complete Work Projects as advised by your
Trainer. You must submit documentation, suitable evidence or other relevant proof of
completion of the project to your Trainer by the agreed date.
Clearing used and unused items from service points using a tray
Clearing used and unused items from service points carrying individual items in
your hands
Removing items cleared from the service to appropriate locations (such as
stillroom, dishwashing area and/or store rooms) for processing
Handling food scraps at the dishwashing area in an effective and hygienic
manner
Cleaning crockery and cutlery in accordance with required hygienic practices
using a dishwashing machine and/or hand washing
Storing crockery and cutlery in a manner protecting it from re-contamination.
Element 2: Clean and clear food service areas
Summary
Element 3:
Maintain effective relationships with
colleagues
3.1 Meet needs and expectations of colleagues in
accordance with organisation standards,
policies and procedures and within acceptable
time frames
Introduction
Your work role demands you function as part of a team.
This means meeting the needs and expectations of those with whom you work.
This section identifies and discusses aspects of this requirement.
Reduce absenteeism and staff turnover. Workplaces where conflict and difficulties are
left unaddressed have higher levels of absenteeism and staff turnover than those
where issues are ignored
Comply with ethical and legal requirements to provide a safe workplace. Failing to
address workplace conflict and difficulties can be regarded as occupational safety and
health matters from a psychological perspective.
Difference in opinions about a wide range of topics from current affairs to the weather
Difference in beliefs as these relate to, for example, religion, politics, music and many
other topics
Misunderstanding can be caused by barriers to communication, not listening properly,
putting a different interpretation on a word or phrase than what was intended
Team member not pulling their weight and staff not contributing 100% to a team effort
A colleague feels they are being treated unfairly. This may be due to their shift on the
roster appearing less attractive than someone else's, not being given the opportunity
to work overtime or not being selected to work on a certain function. This feeling may
also be caused by staff who fail to share information, refuse to help and co-operate in
the workplace, and who favour some colleagues over others.
Warning signs
When you are involved in conflict or difficulties with a workplace colleague they tend to:
Avoid verbal and visual contact and/or proximity. This may mean:
Other staff take breaks in physically different areas
They avoid mixing with you or looking at you, or sitting near to you
Staff ask for shifts where you are not rostered on to avoid the chance of contact
with you
Indulge in negative facial expressions. The person may
sneer your way, roll their eyes and shake their head
slowly from side to side, or purse their lips when they
see you or make eye contact with you
Make negative remarks to you and/or about you. This
can spill over into areas that are outside the initial
cause of the conflict. For example, a staff member may
be annoyed you did not help clean up after a function.
Their perception is you are lazy and not a team player. The truth however may be the
supervisor told you to go home because you had been at work for twelve hours that
day and were required back early the following day. The negative remarks will not
stop at your perceived laziness, but will usually involve unrelated areas such as your
attitude, your relationships with others, your personal habits, and so on
Make rude gestures or remarks. These can be offensive remarks (perhaps of a sexual
nature), or finger and forearm gestures designed to convey a specific message. Most
establishments have bullying and harassment policies making these sorts of actions
unacceptable in the workplace. If encountered, you should seriously consider
reporting them to management as they constitute workplace harassment.
Element 3: Maintain effective relationships with colleagues
Positive outcomes
The positive outcomes you need to strive for include:
Increased levels of co-operation and assistance from
the other person
A more pleasant and harmonious workplace – less
anxiety and tension
Reduction or elimination of previous stress or other negative indicators
Fewer workplace conflicts and difficulties
Higher standards of service delivery to all ‘customer’ types (internal and external)
Fewer mistakes and workplace problems and errors
Less negative comments from others
Reduction in complaints about you and your work
Increased amounts of positive feedback from other staff and management on your
performance.
Element 3: Maintain effective relationships with colleagues
Importance of feedback
Workplace feedback is vital for the following reasons:
It helps identify areas requiring attention and
improvement
It gives you opinions on how others view your work and
the products and services you provide. Feedback adds
objectivity
It forms the basis of action to address sub-standard or unacceptable products and
performance
It can provide a diversity of views – see 360˚ feedback (below)
It demonstrates you want to be a team player and contribute to outcomes which are
beneficial to other staff and to the venue
It provides positive and negative comments on performance and products. It facilitates
obtaining a total and balanced picture of what is happening or not happening.
360° feedback
It is generally recognised 360˚ feedback is the most
informative and effective feedback to receive.
360˚ feedback is feedback (comment, observations and
input) from a wide variety of people including those who
are impacted by what you do, who observe what you do
and who assist you in what you are doing.
In practice this means you should seek feedback from
many different sources.
In the context of your work role as described in this unit you should seek and obtain
feedback from:
Other staff who perform the same role as you do
Element 3: Maintain effective relationships with
colleagues
Kitchen staff you work with. This can mean seeking comment from:
Cooks and chefs
Those who run the pass
Workers in the still room, silver room and store rooms
Those who wash the dishes
All wait staff and servers, including:
The staff you normally work with or for – those who you normally support on a day
to day basis
Other wait staff who you normally do not work with
Beverage waiters and bar staff
Management level people who may include:
Dining room supervisor
Maitre d’hôtel
F&B manager
Head Chef/Executive Chef
Venue manager
Owner
Guests/customers. It will normally be other staff members who capture formal
feedback from patrons however you can gain some accurate and pertinent feedback
simply by:
Observing the non-verbal communication or body language of guests
Listening to what they say including paying attention to what they say to you and
what they say to each other and to other staff.
Positive feedback
Positive feedback can involve team members passing on a
comment they have heard about your excellent work. This
may be passed on from statements made by guests, other
wait staff or management-level personnel.
You should take a second or so to rejoice in such
feedback. Accept it and enjoy it because you have earned
it.
Never simply dismiss it or brush it off – make the most of it!
Element 3: Maintain effective relationships with
colleagues
Never say something like “Oh, it was nothing”, or ‘I was just doing my job’.
You should thank the person who gave you the compliment or positive feedback and take
a moment to enjoy it.
If you let people know you appreciated their positive comment, it will encourage them to
do more of the same.
If you simply dismiss it, then they will tend not to bother about giving you any more, even
though you may well deserve it.
Negative feedback
In many ways complaints from colleagues are negative
feedback about your performance.
Negative feedback is not so much fun to deal with but
can at least provide you with advice as to how you might
modify your approach to work in order to provide even
better levels of service, cooperation or assistance.
Take the negative feedback in the right way. See it as an
opportunity to improve, and see it as a challenge.
Make sure you do not dwell on the negative message and start getting everything out of
perspective. This is a common and very damaging response which causes much tension,
anxiety and workplace conflict.
Above all, never get angry at the person who provides you with the negative feedback. In
many ways they are actually doing you a great favour.
If a staff member delivers this negative message, realise they are not making a criticism.
They are just doing their job by letting you know, and, if you think about it, would not be
doing their duty if they did not bring the negative matter to your attention.
Be prepared to apologise for what you did or did not do. This is
an important component of effectively addressing any
complaint. The apology must be heartfelt and genuine
Take responsibility for fixing the problem or issue. Tell the other
person you will do what is needed to resolve the issue and
prevent recurrence
Gain agreement from the other person that what you intend
doing will fix the problem and be acceptable to them
Implement the agreed activity. When the discussion about the
complaint has finished make sure you implement what you
promised to do in order to resolve the issue
Follow-up with the person. Take time to make contact with the person who
complained to determine whether or not your action has fixed the problem and/or to
identify if further action is required.
Do not make ageist statements about others. Always try to make age-neutral
statements
Get to know people from other nationalities, cultures, religions and socio-economic
backgrounds. This will give insight into their lives and help you understand their
individual needs, wants and preferences as to how they should be treated
Exercise patience and tolerance when dealing with
and interacting with other people
Ask people with a different background to yourself
questions which demonstrate you want to co-
operate with them, help them and support their
workplace activities such as:
“What can I do to help you?”
“How can I better communicate with and
support you?”
Be slow to take offence at what people from different backgrounds say to you. They
may simply:
Not properly or not fully understand your language
Fail to understand the nuances of certain words or phrases
Be making an error in the use of words or a phrase
Be using body language which is acceptable in their own country but unacceptable
in yours
Do not take immediate offence at what someone from another country may do. Once
again their actions may be acceptable in their home country but not appropriate in
yours
Attend ‘cultural diversity’ training sessions as a way of learning about other people
and how better to work with them
Be quick to apologise if you realise you have given unintended offence in order to
demonstrate no offence was meant and to promptly address the issue
Never victimise anyone (see below) on the basis of their personal characteristics such
as:
Age
Gender and/or gender identity
Physical or psychological impairment
Employment activity
Marital status
Parental status or status as a career
Physical features
Political belief or activity
Race.
Element 3: Maintain effective relationships with colleagues
Victimisation
Victimisation means treating someone differently based on their characteristics (such as
age, gender, race, religious belief).
Victimisation can include:
Verbal taunts
Making inappropriate gestures towards them
Refusing to help them
Not sharing information with them
Not allowing them the same opportunities (to gain
experience, to obtain training, to work) as others
Treating them unfairly, unkindly or differently to the way you treat others
Ostracising them.
Element 3: Maintain effective relationships with
colleagues
Work Projects
It is a requirement of this Unit that you complete Work Projects as advised by your
Trainer. You must submit documentation, suitable evidence or other relevant proof of
completion of the project to your Trainer by the agreed date.
3.1 Prepare and submit a document or set of documents (such as a poster, information
sheets, manual or set of standard operating procedures) suitable for use in a
workplace to advise new staff regarding maintaining effective relationships with
colleagues.
How they can meet the needs and expectations of colleagues at work – that is a
list of actions they should take to make sure they fulfil the expectations of their
co-workers
How they can assist in the resolution of workplace conflict – that is, a list of the
actions they can take to resolve conflict in their workplace in which they are
involved
How they can seek informal feedback – that is, an outline of techniques and
strategies they may implement to obtain feedback on their personal performance
and how it might be improved
How they should handle complaints – that is, presentation of a model describing
what they should do if a co-worker makes a legitimate complaint to them about
their workplace performance and practices
How they can ensure they do not discriminate against co-workers in the
workplace – that is, a list of actions and protocols (with specific examples) they
could use to help ensure the workplace is free of discrimination.
Element 3: Maintain effective relationships with colleagues
Summary
2. Style
Students should write in a style that is simple and concise. Short
sentences and paragraphs are easier to read and understand. It helps to
write a plan and at least one draft of the written work so that the final
product will be well organized. The points presented will then follow a
logical sequence and be relevant. Students should frequently refer to the
question asked, to keep ‘on track’. Teachers recognize and are critical of
work that does not answer the question, or is ‘padded’ with irrelevant
material. In summary, remember to:
Plan ahead
Be clear and concise
Answer the question
Proofread the final draft.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
Presentation of written work
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
The student’s name and student number
The name of the class/unit
The due date of the work
The title of the work
The teacher’s name
A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Host/hostess Host
Recommended reading
Arduser, Lora & and Brown, Douglas R; 2004 (1st edition); The Waiter & Waitress and
Waitstaff Training Handbook: A Complete Guide to the Proper Steps in Service for Food
& Beverage Employees; Atlantic Publishing Group Inc.
Dahmer, Sondra & Kahl, Kurt; 2008 (2nd edition); Restaurant Service Basics; Wiley
Johnston, R & Clark G, 2008 (3rd Edition); Service Operations Management; Pearson
Education
Kotschevar, Lendal & Luciani, Valentino; 2006 (2nd edition); Presenting Service: The
Ultimate Guide for the Foodservice Professional; Wiley
Walker, John R; 2008 (5th Edition); Introduction to Hospitality; Prentice Hall
In addition
Adjey, Zoe & Hunter, Gary, 1966- & Mannall, Clare, 2009; Food & beverage service:
levels 1&2 S/NVQ; Cengage Learning, London.
Australian Training Products Ltd, 2004; Five star waiter supporting THH02 Hospitality
Training Package; Version 1.00, Australian Training Products, Melbourne, Vic.
Cichy, Ronald F & Hickey, Philip J, 2013; Managing service in food and beverage
operations, 4th ed; American Hotel & Lodging Educational Institute, Lansing, Mich.
Davis, Bernard, 2013; Food and beverage management, 5th ed; Routledge, Milton Park,
Abingdon, Oxon ; New York.
Lillicrap, D. R & Cousins, John A, 2010; Food and beverage service, 8th ed; Hodder
Education, London
Recommended reading
Trainee evaluation sheet
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Trainee self-assessment checklist
Yes No*
1.3 Monitor and attend kitchen service points to ensure prompt pick up of food
Identify additional items required from the kitchen by monitoring services areas
1.7
and consulting with other service colleagues
Remove used items from service areas and safely transferred to the appropriate
2.1
location for cleaning
3.4 Handle complaints positively, sensitively and politely in consultation with the
Trainee self-assessment checklist
Yes No*
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.