Fbs NC IV TR

TRAINING REGULATIONS
FOOD AND BEVERAGE SERVICES NC IV
TOURISM SECTOR
(HOTEL AND RESTAURANT)
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Luzon Expressway (SLEX), Taguig City, Metro Manila
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the National

Trade Skills Standards” of the RA 7796 known as the TESDA Act
mandates TESDA to establish national occupational skill
standards. The Authority shall develop and implement a
certification and accreditation program in which private industry
group and trade associations are accredited to conduct approved
trade tests, and the local government units to promote such trade
testing activities in their respective areas in accordance with the
guidelines to be set by the Authority.
The Training Regulations (TR) serves as basis for:
1. Development of curriculum and assessment tools

2. Registration and delivery of training programs; and
3. Establishment of competency assessment and certification arrangements.
Each TR has four sections:
Section 1 Definition of Qualification - describes the qualification and defines the

competencies that comprise the qualification.
Section 2 The Competency Standards format was revised to include the Required
Knowledge and Required Skills per element. These fields explicitly state the
required knowledge and skills for competent performance of a unit of
competency in an informed and effective manner. These also emphasize the
application of knowledge and skills to situations where understanding is
converted into a workplace outcome.
Section 3 Training Arrangements – contain the information and requirements which

serve as bases for training providers in designing and delivering competency-
based curriculum for the qualification. The revisions to Section 3 entail
identifying the Learning Activities leading to achievement of the identified
Learning Outcome.
Section 4 Assessment and Certification Arrangements - describe the policies

governing assessment and certification procedures for the qualification.
TABLE OF CONTENTS
TOURISM SECTOR
(HOTEL AND RESTAURANT)
Page No.
SECTION 1 DEFINITION OF QUALIFICATION 1-2
SECTION 2 COMPETENCY STANDARDS 3-114
• Basic Competencies 3-44

• Common Competencies 45-94
• Core Competencies 95-114
SECTION 3 TRAINING STANDARDS 115-162
3.1 Curriculum Design 115-155

3.2 Training Delivery 159-157
3.3 Trainee Entry Requirements 161
3.4 List of Tools, Equipment and Materials 161
3.5 Training Facilities 162
3.6 Trainer’s Qualifications 162
3.7 Institutional Assessment 162
SECTION 4 NATIONAL ASSESSMENT AND

CERTIFICATION ARRANGEMENTS 163-164
COMPETENCY MAP 165-167
GLOSSARY OF TERMS 168-171
TRAINING REGULATIONS (TR) DOCUMENT REVISION HISTORY 172
ACKNOWLEDGMENTS 173-174
TESDA-SOP-QSO-01-F08
TRAINING REGULATIONS FOR
SECTION 1 FOOD AND BEVERAGE SERVICES NC IV QUALIFICATION
The Food and Beverage Service NC IV Qualification consists of competencies that a

person must achieve to assist in the management of a food and beverage team in a foodservice
establishment. The units of competencies will provide the skills necessary in maintaining the
smooth and efficient daily operations while assisting in the organization, management and
administration of the food and beverage outlet or unit.
This Qualification is packaged from the competency map of the Tourism Sector (Hotel
and Restaurant) as shown in Annex A.
The Units of Competency comprising this Qualification include the following:
.
CODE NO. BASIC COMPETENCIES
500311401 Utilize specialized communication skills
500311402 Develop and lead teams
500311403 Perform higher-order thinking processes and apply techniques in the
workplace
500311404 Contribute to the practice of social justice in the workplace
500311405 Manage innovative work instructions
500311406 Manage and evaluate usage of information
500311407 Lead in improvement of Occupational Safety and Health (OSH)
programs, policies and procedures
500311408 Lead towards improvement of environment work programs, policies
and procedures
500311409 Sustain entrepreneurial skills
CODE NO. COMMON COMPETENCIES

TRS141208 Maintain hospitality industry knowledge
TRS141209 Perform child protection duties relevant to the tourism industry
TRS141210 Develop and supervise operational approaches
TRS141211 Manage quality customer service
TRS141212 Manage finances within a budget
TRS141213 Plan and implement a series of training events
TRS141214 Use the assessment system for training outcomes
FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 1

CODE NO. CORE COMPETENCIES

TRS513306 Manage food and beverage service team
TRS513307 Oversee dining area operations
TRS513308 Implement food and beverage promotional activities
TRS513309 Organize catering functions
A person who has achieved this Qualification is competent to be a/an:
❑ Assistant Restaurant Manager

❑ Catering Supervisor
❑ Banquet Supervisor
❑ F&B Supervisor
❑ Restaurant Supervisor
❑ Outlet Supervisor

SECTION 2 COMPETENCY STANDARDS
This section details the contents of the basic, common and core units of competency required in
FOOD AND BEVERAGE NC IV.
BASIC COMPETENCIES
UNIT OF COMPETENCY : UTILIZE SPECIALIZED COMMUNICATION SKILLS
UNIT CODE : 500311401
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to use
specialized communication skills to meet specific needs of internal
and internal clients, conduct interviews, facilitate discussion with
groups, and contribute to the development of communication
strategies.
PERFORMANCE
CRITERIA REQUIRED REQUIRED
ELEMENTS Italicized terms are KNOWLEDGE SKILLS
elaborated in the Range
of Variables
1. Meet common 1.1 Specific 1.1 Communication 1.1 Full range of
and specific communication needs processes communication
communication of clients and 1.2 Dynamics of techniques
needs of clients colleagues are groups and including:
and colleagues identified and met different styles 1.1.1 Effective
1.2 Different approaches of group communication
are used to meet leadership process
communication needs 1.3 Communication 1.1.2 Active listening
of clients and skills relevant to 1.1.3 Giving/ receiving
colleagues client groups feedback
1.3 Conflict is addressed 1.4 Flexibility in 1.1.4 Interpretation of
promptly in a manner communication information
which does not 1.1.5 Role boundaries
compromise the setting
organization 1.1.6 Negotiation
1.1.7 Establishing
empathy
1.1.8 Conduct seminars
1.1.9 Public speaking
1.2 Communication
skills required to
fulfill job roles as
specified by the
organization

PERFORMANCE
of Variables
2. Contribute to the 2.1 Strategies for internal 2.1 Communication 2.1 Full range of
development of and external process communication
communication dissemination of 2.2 Dynamics of techniques
strategies information are groups and including:
developed, promoted, different styles of 2.1.1 Effective
implemented and group leadership communication
reviewed as required 2.3 Openness and process
2.2 Channels of flexibility in 2.1.2 Active listening
communication are communication 2.1.3 Giving/ receiving
established and 2.4 Communication Feedback
reviewed regularly skills relevant to 2.1.4 Interpretation of
2.3 Coaching in effective client groups information
communication is 2.1.5 Role boundaries
provided setting
2.4 Work related network 2.1.6 Negotiation
and relationship are 2.1.7 Establishing
maintained empathy
2.5 Negotiation and 2.1.8 Openness and
conflict resolution flexibility in
strategies are used communication
where required 2.2 Communication
2.5 Communication with skills required to
clients and colleagues is fulfill job roles as
performed appropriate to specified by the
individual needs and organization
organizational objectives
3. Deliver a 3.1 Presentation is 3.1 Communication 3.1 Full range of
technical delivered clearly, process communication
presentation sequential and 3.2 Dynamics of techniques
delivered within groups and including:
allotted time different styles of 3.1.1 Effective
3.2 Utilize appropriate group leadership communication
media to enhance 3.3 Openness and process
presentation flexibility in 3.1.2 Active listening
3.3 Differences in communication 3.1.3 Giving/receiving
views/opinions are 3.4 Communication feedback
respected skills relevant to 3.1.4 Interpretation of
3.4 Questions during fora client groups information
are responded in a 3.1.5 Role boundaries
manner consistent setting
with organizational 3.1.6 Negotiation
standard 3.1.7 Establishing
empathy
3.1.8 Openness and

PERFORMANCE
of Variables
flexibility in
communication
3.19 Communication
skills required to
specified by the
organization
4. Represent the 4.1 When participating in 4.1 Communication 4.1 Full range of
organization internal or external process communication
forums, presentation 4.2 Dynamics of techniques
is relevant, groups and including:
appropriately different styles of 4.1.1 Effective
researched and group leadership communication
presented in a manner 4.3 Openness and process
to promote the flexibility in 4.1.2 Active listening
organization communication 4.1.3 Giving/ receiving
4.2 Presentation is clear 4.4 Communication feedback
and sequential and skills relevant to 4.1.4 Interpretation of
delivered within a client groups information
predetermined time 4.1.5 Role boundaries
4.3 Utilize appropriate setting
media to enhance 4.1.6 Negotiation
presentation 4.1.7 Establishing
4.4 Differences in views empathy
are respected 4.1.8 Openness and
4.5 Written flexibility in
communication is communication
consistent with 4.2 Communication
organizational skills required to
standards fulfill job roles as
4.6 Inquiries are specified by the
responded in a organization
manner consistent
with organizational
standard
4.7 Consolidate ideas
and suggestions
4.8 Generalize and
summarize all ideas
and suggestions

PERFORMANCE
of Variables
5. Facilitate group 5.1 Mechanisms which 5.1 Communication 5.1 Full range of
discussion enhance effective process communication
group interaction is 5.2 Dynamics of techniques
defined and groups and including:
implemented different styles of 5.1.1 Effective
5.2 Strategies which group leadership communication
encourage all group 5.3 Openness and process
members to flexibility in 5.1.2 Active listening
participate are used communication 5.1.3 Giving/receiving
routinely 5.4 Communication feedback
5.3 Objectives and agenda skills relevant to 5.1.4 Interpretation of
for meetings and client groups information
discussions are 5.1.5 Role boundaries
routinely set and setting
followed 5.1.6 Negotiation
5.4 Relevant information is 5.1.7 Establishing
provided to group to empathy
facilitate outcomes 5.1.8 Openness and
5.5 Evaluation of group flexibility in
communication communication
strategies is 5.2 Communication
undertaken to promote skills required to
participation of all fulfill job roles as
parties specified by the
organization
5.6 Specific
communication needs
of individuals are
identified and
addressed
6. Conduct 6.1 A range of appropriate 6.1 Communication 6.1 Full range of
interview communication process communication
strategies are 6.2 Dynamics of techniques
employed in interview groups and including:
situations different styles of 6.1.1 Effective
6.2 Records of interviews group leadership communication
are made and 6.3 Effective process
maintained in questioning 6.1.2 Active listening
accordance with techniques 6.1.3 Giving/ receiving
organizational 6.3 Communication feedback
procedures skills relevant to 6.1.4 Interpretation of
6.3 Effective questioning, client groups information
listening and nonverbal 6.1.5 Role boundaries
communication setting
techniques are used to 6.1.6 Negotiation
ensure that required 6.1.7 Establishing
message is empathy
communicated 6.2 Effective clarifying
and probing
techniques
(questioning
skills)
6.3 Communication
skills required to
specified by the
organization
RANGE OF VARIABLES
VARIABLE RANGE
1. Strategies May include:
1.1 Recognizing own limitations
1.2 Referral to specialists
1.3 Utilizing techniques and aids
1.4 Providing written drafts
1.5 Verbal and non verbal communication
2. Effective group May include:
interaction 2.1 Identifying and evaluating what is occurring within
an interaction in a non judgmental way
2.2 Using active listening
2.3 Making decision about appropriate words,
behavior
2.4 Putting together response which is culturally
appropriate
2.5 Expressing an individual perspective
2.6 Expressing own philosophy, ideology and
background and exploring impact with relevance
to communication
2.7 Openness and flexibility in communication
3. Types of Interview May include:
3.1 Related to staff issues
3.2 Routine
3.3 Confidential
3.4 Evidential
3.5 Non disclosure
3.6 Disclosure
4. Interview situations May include:
4.1 Establish rapport
4.2 Elicit facts and information
4.3 Facilitate resolution of issues
4.4 Develop action plans
4.5 Diffuse potentially difficult situation
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:

Competency
1.1 Demonstrated effective communication skills with
clients accessing service and work colleagues
1.2 Adopted relevant communication techniques and
strategies to meet client particular needs and difficulties
2. Resource Implications 2.1 Access to appropriate workplace where assessment can
take place
3. Methods of Assessment Competency in this unit may be assessed through:

3.1 Case Study
3.2 Interview
3.3 Portfolio
3.4 Written Test
3.5 Role Play
4. Context for Assessment 4.1 This unit should be assessed on the job through
simulation

UNIT OF COMPETENCY: DEVELOP AND LEAD TEAMS
UNIT CODE : 500311402
UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes required to
determine individual and team development needs and facilitate
the development of the workgroup.
PERFORMANCE
elaborated in the Range of
Variables
1. Foster 1.1 Learning and 1.1 Effective 1.1 Ability to read and
Individual development needs workplace understand a
growth of team members are communication, variety of texts,
systematically coaching and prepare general
identified in line with mentoring information and
organizational principles documents
requirements 1.2 Feedback according to target
1.2 Development plan to principles and audience; spell with
meet individual needs procedures accuracy; use
is collaboratively 1.3 Working grammar and
developed and interdependently: punctuation
implemented strategies and effective
1.3 Individuals are techniques relationships and
encouraged to self - 1.4 Leadership conflict
evaluate performance Concepts: management
and identify areas for • Types of 1.2 Coaching and
improvement Decisions mentoring skills to
1.4 Feedback on Teams Make provide support to
performance of team • Team colleagues
members is collected Responsibilities 1.3 Communication
from relevant sources • Problems That skills including
and compared with Affect Teams receiving feedback
established team and reporting,
learning process
• Building Strong
maintaining
Team
effective
Communication
relationships and
• Expressing conflict
Yourself on a management
Team 1.4 Ability to relate to
• Team Problem people from a
Solving range of social,
cultural, physical
and mental
backgrounds
1.5 Planning skills to
organize required
resources and
equipment to meet
learning needs
1.6 Reporting skills to
organize
information; assess
information for
relevance and
accuracy; identify
and elaborate on
learning outcomes
1.7 Facilitation skills to
conduct small
group training
sessions

PERFORMANCE
of Variables
2. Foster 2.1. Learning and 2.1 Advanced 2.1 Instructional
individual and development program coaching and planning and
team growth goals and objectives mentoring delivery skills
are identified to match techniques 2.2 Monitoring and
the specific 2.2 Performance evaluation skills
knowledge and skills evaluation 2.3 Mentoring and
requirements of concepts coaching skills
competency 2.3 Training and
standards development
2.2. Learning delivery techniques
methods are
appropriate to the
learning goals, the
learning style of
participants and
availability of
equipment and
resources
2.3. Workplace learning
opportunities and
coaching/ mentoring
assistance are
provided to facilitate
individual and team
achievement of
competencies
2.4. Resources and
timelines required for
learning activities are
identified and
approved in
accordance with
organizational
requirements

PERFORMANCE
of Variables
3. Monitor and 3.1 Feedback from 3.1 Types and levels 3.1 Instructional
evaluate individuals or teams is of learning planning and
workplace used to identify and evaluation delivery skills
learning implement 3.2 Learning styles 3.2 Monitoring and
improvements in and strategies evaluation skills
future learning 3.3 Training and 3.3 Mentoring and
arrangements development coaching skills
3.2 Outcomes and approaches
performance of
individuals/teams are
assessed and
recorded to determine
the effectiveness of
development
programs and the
extent of additional
support
3.3 Modifications to
learning plans are
negotiated to improve
the efficiency and
effectiveness of
learning
3.4 Records and reports of
competency are
maintained within
organizational
requirement

PERFORMANCE
of Variables
4. Develop team 4.1 Open communication 4.1 Career 4.1 Instructional
commitment processes to obtain development for planning and
and and share information group members delivery skills
cooperation is used by team 4.2 Principles of team 4.2 Monitoring and
4.2 Decisions are commitment and evaluation skills
reached by the team cooperation 4.3 Mentoring and
in accordance with its 4.3 Team dynamics coaching skills
agreed roles and and performance
responsibilities
4.3 Mutual concern and
camaraderie are
developed in the
team
4.4 Career planning for
each member are
monitored
5. Facilitate 5.1 Team members 5.1 Group 5.1 Instructional
accomplishment actively participated Development planning and
of team goals in team activities and Process and delivery skills
communication Principles as 5.2 Monitoring and
processes applied in the evaluation skills
5.2 Teams members workplace 5.3 Mentoring and
developed individual 5.2 Principles of coaching skills
and joint organizational 5.4 Organizational
responsibility for their development leadership
actions 5.3 Collaboration
5.3 Collaborative efforts principles and
are sustained to procedures
attain organizational
goals

RANGE OF VARIABLES
VARIABLE RANGE
1. Learning and May include:
development needs 1.1 Coaching, mentoring and/or supervision
1.2 Formal/informal learning program
1.3 Internal/external training provision
1.4 Work experience/exchange/opportunities
1.5 Personal study
1.6 Career planning/development
1.7 Performance appraisals
1.8 Workplace skills assessment
1.9 Recognition of prior learning
1.10 Job design and enrichment
2. Organizational May include:
requirements 2.1 Quality assurance and/or procedures manuals
2.2 Goals, objectives, plans, systems and processes
2.3 Legal and organizational policy/guidelines and
requirements
2.4 Safety policies, procedures and programs
2.5 Confidentiality and security requirements
2.6 Business and performance plans
2.7 Ethical standards
2.8 Quality and continuous improvement processes and
standards
3. Feedback on May include:
performance 3.1 Formal/informal performance appraisals
3.2 Obtaining feedback from supervisors and
colleagues
3.3 Obtaining feedback from clients
3.4 Personal and reflective behavior strategies
3.5 Routine and organizational methods for monitoring
service delivery
4. Learning delivery May include:
methods 4.1 On the job coaching or mentoring
4.2 Problem solving
4.3 Presentation/demonstration
4.4 Formal course participation
4.5 Work experience
4.6 Involvement in professional networks
4.7 Conference and seminar attendance
4.8 Induction

EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate:

of Competency 1.1. Identified and implemented learning opportunities for others
1.2. Gave and received feedback constructively
1.3. Facilitated participation of individuals in the work of the team
1.4. Negotiated learning plans to improve the effectiveness of learning
1.5. Prepared learning plans to match skill needs
1.6. Accessed and designated learning opportunities
2. Resource The following resources should be provided:
Implications 2.1. Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2. Materials relevant to the proposed activity or tasks
3. Methods of Competency in this unit may be assessed through:

Assessment 3.1. Observation of work activities of the individual member in relation
to the work activities of the group
3.2. Observation of simulation and or role play involving the
participation of individual member to the attainment of
organizational goal
3.3. Case studies and scenarios as a basis for discussion of issues
and strategies in teamwork
4. Context for 4.1. Competency may be assessed in workplace or in a simulated
Assessment workplace setting
4.2. Assessment shall be observed while tasks are being undertaken
whether individually or in-group

UNIT OF COMPETENCY : PERFORM HIGHER-ORDER THINKING PROCESSES AND
APPLY TECHNIQUES IN THE WORKPLACE
UNIT CODE : 500311403
UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes required
to use fundamental critical thinking skills in the workplace.
PERFORMANCE
of Variables
1. Evaluate 1.1 Effectiveness and 1.1 Systems, 1.1 Using range of
effectiveness efficiency of standards, analytical
and efficiency workplace standards procedures and techniques (e.g.,
of the and procedures are protocols in the planning, attention,
workplace examined. workplace. simultaneous and
systems, 1.2. Usage of inquiry and 1.2 Different methods successive
processes and dialogue to of critical and processing of
procedures. communicate appreciative information).
evaluation measures inquiry and their 1.2 Communicating to
and results are relevance to actively listen and
implemented. different to ask questions of
1.3 Evaluation reports are situations others in a
prepared and 1.3 Techniques to constructive way.
communicated to team assist in forming 1.3 Using critical
members. the habit of thinking pathway to
asking questions formulate and ask
and taking relevant questions
responsibility for and come up with
answers. appropriate
1.4 Why questions answers.
are important and 1.4 Performing
the benefits of assimilation and
asking good accommodation
questions for skills to interpret
individuals, and distil key
businesses and information of
communities (the relevance to a
importance of given situation.
critical thinking). 1.5 Assessing and
measuring the
extent of
effectiveness and
efficiency of the
systems, processes
and procedures in
the workplace.

PERFORMANCE
of Variables
2. Foster the 2.1 Issues and situations 2.1 Different methods 2.1 Using range of
habit of critical are reflected on and of critical and analytical
inquiry and wondered about. appreciative techniques (e.g.,
curiosity in the 2.2 Issues and problems inquiry and their planning, attention,
workplace. in the workplace relevance to simultaneous and
particularly in the different successive
policies, procedures situations. processing of
and protocols are 2.2 Techniques to information).
discussed and assist in forming 2.2 Communicating to
evaluated between the habit of actively listen and to
and among teams. asking questions ask questions of
2.3 Evaluation of and taking others in a
efficiency and responsibility for constructive way.
effectiveness of answers. 2.3 Using critical
workplace policies, 2.3 Why questions thinking pathway to
procedures and are important and formulate and ask
protocols are the benefits of relevant questions
documented, asking good and come up with
communicated and questions for appropriate
agreed upon between individuals, answers.
and among teams. businesses and 2.4 Performing
2.4 Growth mindset and communities (the assimilation and
positive relationship importance of accommodation
and communication is critical thinking). skills to interpret and
applied in the context 2.4 Growth mindset distil key information
of curiosity and and positive of relevance to a
critical inquiry in the communication given situation.
workplace. and relationship 2.5 Assessing and
strategies and measuring the
techniques. extent of
effectiveness and
efficiency of the
systems, processes
and procedures in
the workplace.
2.6 Communicating
insights on
workplace
effectiveness and
efficiency.

PERFORMANCE
of Variables
3. Develop 3.1 Evaluation of efficiency 3.1 Different methods 3.1 Using range of
practical and effectiveness of of critical and analytical techniques
action plans workplace policies, appreciative (e.g., planning,
for improving procedures and inquiry and their attention,
workplace protocols are relevance to simultaneous and
conditions. documented, different successive
communicated to situations. processing of
stakeholders. 3.2 Techniques to information).
3.2 Practical action plans assist in forming 3.2 Communicating to
in improving workplace the habit of actively listen and to
conditions are asking questions ask questions of
formulated, presented and taking others in a
and negotiated with responsibility for constructive way.
stakeholders. answers. 3.3 Using critical thinking
3.3 Proposed changes and 3.3 Why questions pathway to formulate
directions are inquired, are important and and ask relevant
processed and the benefits of questions and come
negotiated between asking good up with appropriate
and among teams, and questions for answers.
stakeholders as well of individuals, 3.4 Performing
the organization. businesses and assimilation and
3.4 Commitment to communities (the accommodation
continuous importance of skills to interpret and
improvement and critical thinking). distil key information
change is highlighted. 3.4 Growth mindset of relevance to a
3.5 Passion and dedication and positive given situation.
for changing and communication 3.5 Assessing and
adapting to the and relationship measuring the extent
demands of the 21st strategies and of effectiveness and
century workplace are techniques. efficiency of the
considered. 3.5 Creative systems, processes
negotiation skills. and procedures in
3.6 Change the workplace.
management and 3.6 Communicating
continuous practical insightson
improvement improving workplace
concepts. conditions.

RANGE OF VARIABLES
VARIABLE RANGE
1. Effectiveness and May include;
efficiency 1.1 Developing a more efficient way of doing something
1.2 Developing a new idea
1.3 Developing and improving products and services
1.4 Enhancing skills and career opportunities
1.5 Enhancing the physical environment
1.6 Financial benefit
1.7 Greater personal satisfaction
1.8 Improving interpersonal relationships
1.9 Evaluating overall workplace conditions
2. Curiosity and critical May include:
inquiry 2.1 Accuracy
2.2 Breadth
2.3 Clarity
2.4 Depth
2.5 Emotion
2.6 Fairness
2.7 Logic
2.8 Meaning
2.9 Planning
2.10 Attention
2.11 Precision
2.12 Relevance
2.13 Significance
2.14 Social engagement
2.15 Society
2.16 Style
2.17 Growth mindset
2.18 Positive communication
2.19 Positive negotiation
2.20 Workplace conditions
2.21 Appreciative inquiry methods

3. Practical action plans May include:
3.1 Insights on continuous improvement
3.2 Creative strategies and techniques for becoming better
at work and real life
3.3 Career plans
3.4 Challenging workplace policies, procedures and
protocols
3.5 Specifying plans for change and adapting to the
demands of the contemporary workforce
3.6 Challenges in negotiating with stakeholders and teams
3.7 Change management, innovation and knowledge
creation
3.8 Contractual agreements
3.9 Extreme time pressure or non-negotiable deadlines
3.10 Financial limitations
3.11 Procedures determined by laws or other regulations
3.12 Safety issues
3.13 When others are totally closed to new ideas
3.14 acknowledging shared responsibility
3.15 adopting a positive 'can do' attitude
3.16 following up on practical details
3.17 pro-actively seeking information
3.18 suggesting a new approach
3.19 talking to others about possible answers
3.20 constraints of the broader context and environment
3.21 overall goal - what needs to be achieved
3.22 personal hopes and expectations

EVIDENCE GUIDE

Competency 1.1 Evaluated the effectiveness and efficiency of workplace
systems, processes and procedures.
1.2 Modelled the conscious process of critical inquiry to get new
insights that s/he can get in formulating action plans on
continuous improvement in the workplace and real-life
1.3 Practiced the habit of critical inquiry and curiosity in the
workplace
1.4 Shown a thorough knowledge and understanding of how
critical thinking impacts on individual lives, the broader
community and work situations.
1.5 Developed practical action plans for improving workplace
conditions.
2. Resource 2.1. Interactions with specific challenges and situations to
Implications demonstrate the application of critical thinking (this would
usually involve interactions with others).
Assessment 3.1 Direct questioning combined with review of portfolios of
evidence and third-party workplace reports of on-the-job
performance by the candidate
3.2 Evaluation of a candidate blog exploring different ideas and
questions
3.3 Review of candidate response to scenarios that allow the
candidate to apply critical thinking techniques to a life or work
situation, and to demonstrate ability to portray curiosity and
exploration of new concepts
3.4 Evaluation of candidate response to the challenge of
adopting different perspectives on a situation, and ability to
both develop and respond to questions from those
perspectives
3.5 Observation of the candidate participating in a group
problem-solving session
3.6 Oral or written questioning to assess knowledge of typical
blockers to the critical thinking process.
3.7 Life Narrative Inquiry to reflect life stories that reflect how
critical thinking and problem solving is applied in the lives.
4. Context for 4.1. In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.

UNIT OF COMPETENCY : CONTRIBUTE TO THE PRACTICE OF SOCIAL JUSTICE IN
THE WORKPLACE
UNIT CODE : 500311404
UNIT DESCRIPTOR : This unit covers ways and means to assume active roles in
resolving local and global challenges and to become proactive
contributors to a more peaceful and sustainable world.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
ELEMENT Italicized terms are
KNOWLEDGE SKILLS
of Variables
1. Update self 1.1 Media are regularly 1.1 Local, national 1.1 Monitoring trends
on local, scanned/ monitored and global and issues
national and for trends and issues systems and relevant to human
global relevant to human structures rights, gender
trends/ rights, gender equality, 1.2 Issues affecting equality, culture of
issues in the promotion of culture of interaction and peace, global
workplace peace and non- connectedness of citizenship, and
violence, global communities at cultural diversity
citizenship and local, national using different
appreciation of cultural and global levels media platforms
diversity. 1.3 Underlying 1.2 Analyzing trends
1.2 Knowledge and assumptions and and issues
understanding of local, power dynamics relevant to human
national and global (politics, rights, gender
issues and their understanding equality, culture of
interconnectedness and political system, peace, global
interdependency are social structures, citizenship, and
acquired. labor laws, labor cultural diversity
1.3 Notable issues and relations, human 1.3 Engaging in
trends are critically right) discourse about
examined and the local, national
discussed with peers, and global issues
colleagues, or family
members.

PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
2. Relate local 2.1 Local events are 2.1 Different levels of 2.1 Recognizing
and global reflected on for human identity differences and
trends to implications in one’s according to commonalities
workplace own situation and in the Amber Mayer among people
context external global (2015) 2.2 Strengthening
environment. 2.2 Different attitudes of
2.2 Sense of belonging to a communities empathy, solidarity
common humanity, people belong to and respect for
sharing values and and how these diversity
responsibilities are are connected 2.3 Connecting local
developed. 2.3 Difference and issues to global
2.3 Attitudes of empathy, respect for trends, and vice
solidarity and respect cultural diversity versa.
for differences and
diversity are
strengthened.
3. Engage and 3.1 Effective and 3.1 Actions that can 3.1 Employing
take actions responsible actions at be taken appropriate actions
on workplace local, national and individually and to address
issues and global levels are collectively workplace issues
concerns identified. 3.2 Ethically involving national
3.2 Motivation and responsible and global trends
willingness to take behaviour 3.2 Showing concern
necessary actions are 3.3 Importance and and willingness to
developed. benefits of civic take part in the
3.3 Attitude of “thinking engagement development
globally and acting 3.4 Strategies and efforts to discuss
locally” is practiced. techniques of workplace issues
“thinking globally and concerns
and acting 3.3 Applying the
locally attitude of “thinking
globally and acting
locally” in the
workplace

RANGE OF VARIABLES
VARIABLE RANGE
1. Media May include:
1.1 Print media
1.2 Broadcast media
1.3 Internet and social media
2. Scanning/Monitoring May include:
2.1 Sourcing from key informants
2.2 Conversation with clients
2.3 Man-on-the-street conversation
2.4 Scanning print and broadcast media
3. Local, national and global issues May include:
3.1 Poverty
3.2 Unemployment
3.3 Global warming
3.4 Safety, security, and well-being
EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate:

of Competency 1.1 Demonstrated ability and attitude to keep oneself updated of
relevant issues/trends
1.2 Demonstrated ability to think and act based on one’s principles
and values
1.3 Demonstrated a holistic/global outlook on internal and external
events in the workplace
Implications 2.1 Access to workplace and resources
2.2 Case studies

Assessment 3.1 Demonstration or simulation with oral questioning
3.2 Case problems involving global and local issues
3.3 Third-party report
4. Context for 4.1 Competency assessment may occur in workplace or any

Assessment appropriately simulated environment

UNIT OF COMPETENCY : MANAGE INNOVATIVE WORK INSTRUCTIONS
UNIT CODE : 500311405
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required
to sustain and develop a workplace environment in which
improvement, innovation and learning are promoted and
reinforced.
PERFORMANCE
CRITERIA
Italicized terms are REQUIRED REQUIRED
ELEMENTS elaborated in the Range KNOWLEDGE SKILLS
of Variables
1. Review and 1.1 Current instructions 1.1. Four drivers of 1.1 Investigating the
analyze existing and strategies to innovation organizational
workplace perform tasks in the according to needs in the
practices workplace are Gallup innovation process
reviewed Management 1.2 Defining current
1.2 Climate for Journal (2007) organizational
innovation at the 1.2. Contextual innovative
organizational level variables practices
is defined related to 1.3 Linking innovation
1.3 Innovation drivers in innovative to contextual
the workplace are practices in the variables in the
identified organization organization
1.3. The nine
dimensions of
innovation
climate (Isaksen
& Isaksen,
2018)
1.4. Types of
Innovation
identified by
Gopalakrishnan
and Damanpour
(1997)

PERFORMANCE
of Variables
2. Examine 2.1. Effectiveness of 2.1 Determinants of 2.1 Evaluating
opportunities innovative practices in innovative organizational
for continuous the workplace is behavior by innovative
improvement determined Scott and Bruce practices
and innovation 2.2. Innovative behaviors (1992) 2.2 Gauging innovative
of practices in of leaders or managers 2.2 Four principles of behaviors of the
the workplace in the organization are innovation leaders and
assessed according to managers in the
2.3. Driving principles of Gallup organization
innovation are Management 2.3 Deliberating
discussed Journal (2007) opportunities and
challenges in
implementing
innovation
3. Implement 3.1. Innovative behaviors in 3.1 Determinants of 3.1 Developing risk
innovative the workplace are innovative management
ways in the performed behavior by techniques and
conduct of 3.2. Innovative climate in the Scott and Bruce control systems
usual workplace is maintained (1992) 3.2 Evaluating impact
workplace 3.3. Adoption or modification 3.2 The nine of changes and
practices of new ideas relevant to dimensions of developing action
the organizational needs innovation plans
is achieved climate (Isaksen 3.3 Demonstrating
& Isaksen, 2018) strategies and
3.3 Techniques in techniques in
implementing managing changes
innovative in the workplace
change in the
workplace

RANGE OF VARIABLES
VARIABLE RANGE
1. Innovation May include:
1.1 Products versus processes
1.2 Radical versus incremental
1.3. Technical versus administrative
2. Innovative behaviors May include:
2.1 Always generate creative ideas or new solutions
2.2 Exploring and secure funds or resources required for
implementing new ideas
2.3 Establishing adequate plans and schedules for
implementing new ideas
2.4 Contributing suggestions or approaches for others’
creative ideas

EVIDENCE GUIDE

Competency 1.1 Analyzed and evaluated systems and performance in
key areas of the organization and identify opportunities
for improvement, seeking advice from experts as
appropriate
1.2 Promoted the value of creativity, innovation and
sustainability and recognize successes
1.3 Supported the testing and trialing of new ideas and
undertake risk management and cost-benefit analysis
for options
1.4 Planned for and implemented improvements using
organization’s processes for approvals, project
management and change management
1.5 Facilitated effective contributions to and
communications about continuous improvement and
innovation
1.6 Captured insights, experiences and ideas for
improvements and incorporate them into the
organization’s knowledge management systems and
future planning.
2. Resource Implications The following resources should be provided:
2.1 Impact evaluation materials (guide and form)
3.1 Interview
3.2 Written Evaluation
3.3 Case analysis
4. Context for Assessment 4.1 Competency may be assessed individually in the actual
workplace or simulation environment in TESDA
accredited institutions

UNIT OF COMPETENCY: MANAGE AND EVALUATE USAGE OF INFORMATION
UNIT CODE : 500311406
UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills and
attitudes required to support
PERFORMANCE
of Variables
1. Review 1.1. The information needs 1.1. Analysis and 1.1. Analysing record
information of individuals/teams are display information
needs and determined and the techniques 1.2. Communicating
sources sources are identified. 1.2. Information effectively
1.2. Information held by the evaluation issues 1.3. Disseminating
organisation is 1.3. Information information
reviewed to determine storage 1.4. Presenting
suitability and requirements and information
accessibility. methods
1.3. Plans are prepared to 1.4. Reporting
obtain information that procedures of the
is not available or organisation
accessible within the
organization.
2. Collect and 2.1. Collection of 2.1. Information 2.1. Collecting and
analyze information is collection, collating information
information interpreted timely and collation 2.2. Analysing record
relevant to the needs of 2.2. Analysis and information
individuals/teams. display 2.3. Communicating
2.2. Information is collected techniques effectively
in formal suitable for 2.3. Information 2.4. Disseminating
analysis, interpretation evaluation issues information
and dissemination. 2.4. Information 2.5. Presenting
2.3. Information is analyzed storage information
to identify relevant requirements and
trends and methods
developments in terms 2.5. Reporting
of the needs for which procedures of the
is acquired. organisation

PERFORMANCE
of Variables
3. Use 3.1. Management 3.1. Analysis and 3.1. Analysing record
management information systems display information
information are used to store and techniques 3.2. Collecting and
systems retrieve data for 3.2. Information collating information
decision making. collection, 3.3. Communicating
3.2. Technology available in collation effectively
the work area/ 3.3. Information 3.4. Disseminating
organisation is used to evaluation issues information
manage information. 3.4. Information 3.5. Presenting
3.3. Recommendations for storage information
improving the requirements and 3.6. Using management
information system are methods information systems
submitted to 3.5. Reporting to store and retrieve
designated persons/ procedures of the data
groups. organisation
4. Report and 4.1. The results of 4.1. Analysis and 4.1. Analysing record
disseminate information gathering, display information
analyzed analysis and synthesis techniques 4.2. Collecting and
information are reported within 4.2. Information collating information
specified time frames collection, 4.3. Communicating
and to the standard collation effectively
defined by the 4.3. Information 4.4. Disseminating
organisation. evaluation issues information
4.2. The results of 4.4. Information 4.5. Presenting
information gathering, storage information
analysis and synthesis requirements and 4.6. Using management
are reported so they methods information systems
can be inputs to policy 4.5. Reporting to store and retrieve
development and procedures of the data
organisation decision organisation
making.
4.3. Information which is
gathered is
disseminated to
appropriate personnel
within the specified
timeframe

RANGE OF VARIABLES
VARIABLE RANGE
1. Information May include:
1.1 Routine and complex reports and submissions
1.2 Briefing notes
1.3 Ministerial
1.4 Proposals
1.5 Project plans
1.6 Articles and promotional material
2. Collection 2.1 Collection techniques may include:

techniques or 2.1.1 Research
methods 2.1.2 Surveys
2.1.3 Literature search
2.1.4 Interviews
2.1.5 Data bases
2.1.6 Observation
2.2 Collection methods may include:
2.2.1 Indexing
2.2.2 linking
2.2.3 Sorting
2.2.4 Comparing
2.2.5 Categorizing
2.2.6 Integrating
3. Analysis May include:

3.1. application of statistical methods
3.2. mathematical calculations
3.3. critical analysis
3.4. problem solving
4. Management May include:

information 4.1. Computers
systems 4.2. Communication channels
4.3. Records management
4.4. Procedures
4.5. Manuals
4.6. Protocol
4.7. Legislation
4.8. Guidelines and awards
4.9. Organizational
4.10. Legal and policy materials

EVIDENCE GUIDE
1 Critical aspects of Assessment requires evidence that the candidate:

Competency 1.1 Identified information needs and sources
1.2 Collected and analyzed information
1.3 Determined the correct / preventive action
1.4 Used management information systems
1.5 Record and support information
These aspects may be best assessed using a range of scenarios

what ifs as a stimulus with a walk through forming part of the
response. These assessment activities should include a range of
problems, including new, unusual and improbable situations that
may have happened.
2 Resource Specific resources for assessment
Implications 2.1 Evidence of competent performance should be obtained by
observing an individual in an information management role
within the workplace or operational or simulated environment.
3 Methods of Competency in this unit may be assessed through:
Assessment 3.1 Written Test
3.2 Interview
The unit will be assessed in a holistic manner as is practical and

may be integrated with the assessment of other relevant units of
competency. Assessment will occur over a range of situations,
which will include disruptions to normal, smooth operation.
Simulation may be required to allow for timely assessment of parts
of this unit of competency. Simulation should be based on the
actual workplace and will include walk through of the relevant
competency components.
4 Context for 4.1 In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.

UNIT OF COMPETENCY : LEAD IN IMPROVEMENT OF OCCUPATIONAL SAFETY AND
HEALTH (OSH) PROGRAMS, POLICIES AND PROCEDURES
UNIT CODE : 500311407
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to
assess Occupational Safety and Health (OSH) practices and
programs, recommend OSH program improvement initiatives, and
implement recommended improvements on Occupational Safety
and Health (OSH) Programs, Procedures and Policies
PERFORMANCE
of Variables
1. Assess 1.1 OSH practices and 1.1. OSH practices 1.1. Critical thinking
Occupational programs are reviewed and programs skills
Safety and based on workplace workplace 1.2. Evaluating skills
Health (OSH) policies and procedures policies and
practices and 1.2 Appropriate personnel procedures
programs or OSH reference 1.2. OSH reference
guides are consulted guides
for proper guidance 1.3. OSH work
based on workplace standards
policies and procedures
1.3 Current practices and
programs are evaluated
based on acceptable
level of OSH work
standards
2. Recommend 2.1 OSH work improvement 2.1. OSH Programs 2.1. Presentation Skills
OSH program initiatives are identified 2.2. OSH work 2.2. Communication
improvement that are relevant with improvement skills
initiatives the workplace scenario initiatives 2.3. Collaborating skills
2.2 OSH program 2.4. Critical thinking
improvement plans are skills
organized based on 2.5. Observation skills
workplace policies and
procedures
2.3 OSH program
improvement plans are
presented based on
procedures

PERFORMANCE
of Variables
3. Implement 3.1 Approved 3.1. Coaching 3.1. Monitoring Skills
recommended improvements on OSH Concepts 3.2. Evaluation Skills
improvements work improvement 3.2. OSH work 3.3. Auditing Skills
on initiatives are improvement 3.4. Coaching Skills
Occupational communicated based initiatives 3.5. Supervisory Skills
Safety and on workplace policies 3.3. Supervisory
Health (OSH) and procedures Concepts
Programs, 3.2 Concern personnel
Procedures are guided in
and Policies accordance with
procedures
3.3 Implementation of the
approved OSH
initiatives are
monitored in
accordance with
procedures
3.4 Implementation of
approved OSH
initiatives are
evaluated based on
procedures

RANGE OF VARIABLES
VARIABLE RANGE
1. OSH Practices and May include:

Programs 1.1 Planning, implementation and maintenance of
manufacturing plants
1.2 Work-physiological, psychological, ergonomic and
hygienic practices and programs
1.3 First aid within the workplace
1.4 Safety inspection practices
2. OSH Reference Guides May include:

2.1 Occupational Safety and Health Standards Book
2.2 OSHA Safety Bulletins and Magazines
2.3 Equipment Safety Operating Instructions
2.4 Established National Safety Management Books
2.5 Credible OSH Web-sites
2.6 Safety Solution Guide Books and Handbooks
3. OSH Work Improvement May include:
Initiatives 3.1 Eliminate the hazard altogether (i.e., get rid of the
dangerous machine)
3.2 Isolate the hazard from anyone who could be harmed
(i.e., keep the machine in a closed room and operate it
remotely; barricade an unsafe area off)
3.3 Substitute the hazard with a safer alternative (i.e.,
replace the machine with a safer one)
3.4 Use administrative controls to reduce the risk (i.e.,
train workers how to use equipment safely; train
workers about the risks of harassment; issue signage)
3.5 Use engineering controls to reduce the risk (i.e.,
attach guards to the machine to protect users)
3.6 Use personal protective equipment (i.e., wear gloves
and goggles when using the machine)

EVIDENCE GUIDE

Competency 1.1. Consult appropriate personnel or OSH reference guides for
proper guidance based on workplace policies and procedures
1.2. Evaluate current practices and programs based on acceptable
level of OSH work standards
1.3. Identify OSH work improvement initiatives that are relevant with
the workplace scenario
1.4. Present OSH program improvement plans based on workplace
policies and procedures
1.5. Communicate approved improvements on OSH work program
initiatives based on workplace policies and procedures
1.6. Monitor implementation of the approved OSH initiatives in
accordance with workplace policies and procedures
1.7. Evaluate implementation of approved OSH initiatives based on
workplace policies and procedures
Implications 2.1 Workplace or assessment location
2.2 OSH personal records
2.3 PPE
2.4 Health records
3. Methods of Competency may be assessed through:

Assessment 3.1 Portfolio Assessment
3.2 Interview
3.3 Case Study/Situation
3.4 Observation/Demonstration and oral questioning
4. Context for 4.1 Competency may be assessed in the work place or in a
Assessment simulated work place setting

UNIT OF COMPETENCY : LEAD TOWARDS IMPROVEMENT OF ENVIRONMENTAL
WORK PROGRAMS, POLICIES AND PROCEDURES
UNIT CODE : 500311408
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required in
assessing environmental work practices and standards,
recommending environmental work improvement initiatives and
implementing recommended environmental improvements
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
ELEMENTS Italicized terms are
KNOWLEDGE SKILLS
of Variables
1. Assess 1.1. Environmental 1.1 Environmental 1.1 Critical thinking
environmental practices and Practices 1.2 Problem solving
work practices programs are 1.2 Environmental 1.3 Observation Skills
and programs reviewed based on Reference 1.4 Training Delivery
workplace policies Guides Skills
1.2 Appropriate personnel 1.3 Corrective
or environmental Action and
reference guides are Follow-up
consulted for proper 1.4 Relevant
guidance based on environmental
workplace policies* experts
1.3 Current practices and 1.5 Re-Training
programs are Needs
evaluated based on 1.6 Energy and
acceptable level of Healthy Habits
environmental work
standards*

PERFORMANCE
of Variables
2. Recommend 2.1 Environment practices 2.1 Environmental 2.1. Presentation Skills
environmental opportunities are Practices and 2.2 Critical thinking
program Identified that are Standards 2.3. Problem Solving
improvements relevant with the 2.2. Mitigation 2.4 Observation Skills
initiatives workplace scenario Requirements 2.5 Training Delivery
2.2 Environmental program Skills
improvement plans are 2.6 Cost-Benefit
organized based on Analysis
procedures*
2.3 Environmental program
improvement plans are
presented based on
procedures*
3. Implement 3.1. Approved 3.1. Environmental 3.1. Inspection Skills
recommended improvements on Work Initiatives 3.2 Critical thinking
improvements environmental work 3.2. Communication 3.3 Problem Solving
on program initiatives Strategies 3.4 Observation Skills
environmental are promoted based 3.3. Environmental
programs, on workplace policies inspection and
policies and and procedures Monitoring
procedures 3.2 Implementation of the Techniques
approved 3.4. Notification
environmental Requirements
initiatives are
monitored in
accordance with
procedures
3.3. Implementation of
approved
environmental
initiatives are
evaluated based on
procedures

RANGE OF VARIABLES
VARIABLE RANGE
1. Environmental Practices May include:
and Programs 1.1 Utilization of Energy, Water, Fuel
1.2 Segregation Practices
1.3 Waste Disposal and Reuse
1.4 Saving Resources
1.5 Waste Collection
1.6 Usage of Hazardous Materials
1.7 Chemical Application
1.8 Equipment Operation
1.9 Dewatering and Discharging
1.10 Surface Disturbance
1.11 Periodic Inspection
1.12 Resource Storage and Handling
2. Environmental Reference May include:
Guides 2.1 Air Emission and Ambient Air Quality Guidelines
2.2 Energy Conservation Guidelines
2.3 Wastewater and Ambient Water Quality Guidelines
2.4 Water Conservation Guidelines
2.5 Hazardous Materials Management
2.6 Waste Management
2.7 Noise
2.8 Contaminated Land
2.9 Cultural Conservation Guides
3. Environmental Work May include:
Program Initiatives 3.1 Low Energy Lighting
3.2 Water Reduction initiatives
3.3 Holding Employee Awareness event
3.4 Recycling Waste Materials
3.5 Unplugging power converters overnight
3.6 Tree-Planting
3.7 Wild-life conservation

EVIDENCE GUIDE

Competency 1.1. Consulted appropriate personnel or environmental reference guides
for proper guidance based on workplace policies*
1.2. Evaluated current practices and standards based acceptable level
of environmental work standards
1.3. Organized environmental standard improvement plans based on
1.4. Presented environmental standard improvement plans based on
workplace policies and procedures*
1.5. Promoted approved environmental work initiatives based on
1.6. Evaluated the implementation of approved environmental
improvements based on workplace policies and procedures
Implications 2.1 Workplace/Assessment location
2.2 Legislation, policies, procedures, protocols and local ordinances
relating to environmental protection
2.3 Case studies/scenarios relating to environmental protection
Assessment 3.1 Written/ Oral Examination
3.2 Interview/Third Party Reports
3.3 Portfolio (citations/awards from GOs and NGOs, certificate of
training – local and abroad)
3.4 Simulations and role-plays
4. Context for 4.1 Competency may be assessed in actual workplace or
Assessment at the designated TESDA center.

UNIT OF COMPETENCY : SUSTAIN ENTREPRENEURIAL SKILLS
UNIT CODE : 500311409
UNIT DESCRIPTOR : This unit covers the outcomes required to update and continue
one’s professional development along entrepreneurship,
including applying such growth in skills toward expanding the
enterprise and developing its work force.
PERFORMANCE
of Variables
1. Enhance 1.1 Entrepreneurial skills 1.1 Business models 1.1 Basic bookkeeping/
one’s development needs are and strategies accounting skills
business identified and 1.2 Types and 1.2 Communication
skills responded to promptly. categories of skills
1.2 Market trends are businesses 1.3 Building relations
monitored, anticipated 1.3 Business internal with customer and
and taken advantage of controls employees
where feasible. 1.4 Market Trends 1.4 Building competitive
1.3 New technologies, 1.5 Relevant national advantage of the
products and processes and local enterprise
are included/utilized legislation and 1.5 Networking and
where advantageous to regulations Linkaging skills
the enterprise. 1.6 Basic quality
1.4 Constant control and
dialog/linkages with assurance
other concepts
entrepreneurs/peers
and stakeholders are
maintained
1.5 Circulation and
participation in
business fora,
meetings, conventions
and exhibits are
maintained.

PERFORMANCE
of Variables
2. Manage 2.1 Ideas and comments 2.1 Public relations 2.1 Building customer
entrepreneurial for improvements are concepts relations
practices sought from workers 2.2 Basic product 2.2 Individual marketing
and clients. promotion skills
2.2 Staff/workers are strategies 2.3 Using basic
encouraged and 2.3 Basic market and advertising (posters/
supported in their skills feasibility studies tarpaulins, flyers,
development and 2.4 Basic business social media, etc.)
enhancement. ethics
2.3 A culture of
continuous
improvement is
fostered within the
enterprise.
2.4 Innovations on the
existing lines of
products and services
are encouraged
3. Expand 3.1 Enterprise is built up 3.1 Basic cost-benefit 3.1 Setting business
markets and and sustained through analysis priorities and
clientele judicious control of 3.2 Basic financial strategies
cash flows. management 3.2 Interpreting basic
3.2 Profitability of 3.3 Basic financial financial statements
enterprise is ensured accounting 3.3 Preparing business
though appropriate 3.4 Business internal plans
internal controls. controls
3.3 Unnecessary or lower-
priority expenses and
purchases are
avoided.
3.4 New markets and
clients are identified
based on current
market trends

RANGE OF VARIABLES
VARIABLE RANGE
1. Entrepreneurial skills May include:
1.1. Financial management skills
1.2. People management skills
1.3. Operations management skills
1.4. Business acumen
2. Business operations May include:

2.1 Purchasing
2.2 Accounting/Administrative work
2.3 Production/Operations/Sales
3. Internal controls May include:

3.1 Accounting systems
3.2 Financial statements/reports
3.3 Cash management
3.4 Managing property, plant and equipment
4. Continuous May include:

improvement 4.1 Quality management systems (PDCA, ISO 9001,TQM,
Six-Sigma, etc.)
4.2 Client feedback systems
4.3 Quality assurance/Quality control systems

EVIDENCE GUIDE

competency 1.1 Demonstrated enhancement of one’s entrepreneurial
skills through performance of business, supervisor
evaluation, worker and client testimony

Implications 2.1 Interview guide for entrepreneurs, enterprise workers
and third parties
2.2 Materials and location relevant to the proposed
activity and tasks
3. Methods of Competency in this unit may be assessed through :
Assessment 3.1 Written report
3.2 Written examination
3.3 Demonstration/observation with oral questioning
3.4 Portfolio assessment with interview
3.5 Third-party report
4. Context of 4.1 Competency may be assessed in workplace or in a

Assessment simulated workplace setting
4.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group

COMMON COMPETENCIES
UNIT OF COMPETENCY : MAINTAIN HOSPITALITY INDUSTRY KNOWLEDGE
UNIT CODE : TRS141208
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required to maintain
hospitality industry knowledge in a range of settings within the
hotel and travel industries workplace context.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Seek 1.1 Sources of 1.1 Basic research 1.1 Questioning and
information on information on the 1.2 Sources of industry communication skills
the hospitality hotel and travel information 1.2 Research skills
industries are 1.3 Different sectors of 1.3 Analytical skills
industry
identified and the hospitality 1.4 Networking skills
accessed industry and their 1.5 Identifying sources of
1.2 Information on the inter-relationships, information
hotel and travel including a general
industries to assist knowledge of the
effective work role and function of
performance within the following: food
the industries are and beverage, front
obtained office, food
1.3 Specific information production/ kitchen
on relevant sector(s) operations,
of work are accessed housekeeping, travel
and updated agencies and tour
1.4 Knowledge of the operations
hotel and travel 1.4 Quality assurance,
industries in the quality activities and
correct context to continuous
enhance quality of improvement in the
work performance are hotel and travel
used industries and the
1.5 Information on other role of individual
industries to staff members within
enhance quality of the total quality
work performance are process
obtained 1.5 Role of trade unions
and employer
groups in the
industry
1.6 Environmental
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
responsibilities of
the industry,
including waste
minimization and
recycling
1.7 Legislation,
regulations and
guidelines that apply
to the hotel and
travel industries,
including the main
objectives,
requirements and
impact on individual
staff
2. Source and 2.1 Information on legal 2.1 Basic research 2.1 Questioning and
apply issues and ethical 2.2 Sources of Industry communication skills
information on issues to assist information 2.2 Analytical skills
effective work 2.3 Different sectors of 2.3 Networking skills
legal and ethical
performance are the hospitality 2.4 Ability to research
issues for the obtained industry and their industry information
hospitality 2.2 Information on legal inter-relationships, sources
industry ethical issues are including a general 2.5 Obtaining information
reviewed and knowledge of the on legal and ethical
selected role and function of issues
2.3 Day-to-day hospitality the following: food
industry activities are and beverage, front
conducted in office, food
accordance with legal production/ kitchen
obligations and operations,
ethical industry housekeeping, travel
practices agencies and tour
operations
2.4 Quality assurance,
quality activities and
continuous
improvement in the
hotel and travel
industries and the
role of individual
staff members within
the total quality
process
2.5 Role of trade unions
and employer
groups in the
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
industry
2.6 Environmental
responsibilities of
the industry,
including waste
minimization and
recycling
2.7 Legislation,
regulations and
to the hotel and
travel industries,
including the main
objectives,
requirements and
staff
3. Update 3.1 A range of 4.1 Basic research 3.1 Questioning and
hospitality opportunities to 4.2 Different sectors of communication skills
industry update general the hospitality 3.2 Analytical skills
knowledge of the hotel industry and their 3.3 Research skills
knowledge
and travel industries inter-relationships, 3.4 Networking skills
are identified and including a general 3.5 Monitoring current
used knowledge of the issues of concern to
3.2 Current issues of role and function of the industries
concern to the the following: food
industries are and beverage, front
monitored office, food
3.3 Knowledge with production/ kitchen
customers and operations,
colleagues as housekeeping, travel
appropriate and agencies and tour
incorporate this into operations
day-to-day work 4.3 Quality assurance,
activities are shared quality activities and
and updated continuous
improvement in the
hotel and travel
industries and the
role of individual
staff members within
the total quality
process
4.4 Role of trade unions
and employer
groups in the
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
industry
4.5 Environmental
responsibilities of
the industry,
including waste
minimization and
recycling
4.6 Legislation,
regulations and
to the hotel and
travel industries,
including the main
objectives,
requirements and
staff

RANGE OF VARIABLES
VARIABLE RANGE
1. Sources of information May include:
1.1 Media
1.2 Reference books
1.3 Libraries
1.4 Unions
1.5 Industry associations
1.6 Industry journals
1.7 Internet
1.8 Information services
1.9 Personal observation and experience
1.10 Colleagues, supervisors and managers
1.11 Industry contacts, mentors and advisors.
2. Information May include:
2.1 Different sectors of the hospitality industry, their inter-
relationships and the services available in each sector
2.2 Relationships between tourism and hospitality
2.3 Relationships between the hospitality industry and other
industries
2.4 Industry working conditions
2.5 Environmental issues and requirements
2.6 Industrial relations issues and major organisations
2.7 Career opportunities within the industry
2.8 The work ethic required to work in the industry
2.9 Industry expectations of staff
2.10 Quality assurance.
3. Other industries May include:
3.1 Entertainment
3.2 Food production
3.3 Wine production
3.4 Recreation
3.5 Meetings and events
3.6 Retail

VARIABLE RANGE
4. Legal issues: May include:
4.1 Consumer protection
4.2 Duty of care
4.3 Equal employment opportunity
4.4 Anti-discrimination
4.5 Workplace relations
4.6 Child sex tourism
5. Ethical issues May include:
5.1 Confidentiality
5.2 Commission procedures
5.3 Overbooking
5.4 Pricing
5.5 Tipping
5.6 Familiarizations
5.7 Gifts and services free of charge
5.8 Product recommendations
6. Issues of concern May include:
6.1 Government initiatives
6.2 Emerging markets
6.3 Environmental and social issues
6.4 Labour issues
6.5 Industry expansion or retraction

EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to source industry information
1.2 Demonstrated knowledge of the hospitality industry,
including main roles, functions and inter-relationships of
different sectors, with a more detailed knowledge of issues
which relate to a specific sector or workplace
1.3 Demonstrated ability in updating hospitality industry
knowledge
2.1Training and assessment to include access to a real or
simulated workplace; and access to workplace standards,
procedures, policies, guidelines, tools and equipment.
3.1 Case studies
3.2 Observation of practical candidate performance
3.3 Oral and written questions Portfolio evidence
3.4 Problem solving
3.5 Role plays
3.6 Third party reports completed by a supervisor
4. Context of Assessment 4.1 Competency may be assessed in actual workplace or at
the designated TESDA Accredited Assessment Center.

UNIT OF COMPETENCY : PERFORM CHILD PROTECTION DUTIES
RELEVANT TO THE TOURISM INDUSTRY
UNIT DESCRIPTOR : This unit deals with skills and knowledge required to
understand the issue of child sexual exploitation by tourists and
apply simple protective measures which are applicable for staff
working in the hotel and travel industries.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Identify the 1.1 The problem of child 1.1 Basic research 1.1 Questioning and
issue of sexual sexual exploitation of 1.2 Preventive communication skills
exploitation of children by tourists measures for sexual 1.2 Research skills
children by (otherwise known as exploitation of 1.3 Analytical skills
tourists child-sex tourism) is children by tourists 1.4 Networking skills
defined 1.3 Child sexual 1.5 Identifying suspicious
1.2 The impact of child exploitation in behaviors exhibited
sexual exploitation on tourism destinations by child sex tourist
children, communities 1.4 Negative impact of
and the hotel and travel child sexual
industries is described exploitation in
1.3 Suspicious tourism destinations
behaviours that may 1.5 Awareness of
be exhibited by child suspicious
sex tourists are behaviours which
identified may be exhibited by
child sex tourists
1.6 Rules, regulations,
policies and laws to
protect children from
sexual exploitation
by tourists
2 Describe 2.1 The United Nations 2.1 Knowledge to 2.1 Questioning and
national, Convention on the communicate to communication skills
regional and Rights (UNCRC) of the stakeholders 2.2 Research skills
international Child and the main UN 2.2 Actions that can be 2.3 Analytical skills
actions to Articles relating to implemented by staff 2.4 Networking skills
prevent the the rights of all working in the hotel 2.5 Identifying reporting
sexual children to be safe and travel industries mechanisms
exploitation of from sexual which can prevent
children by exploitation are the sexual
tourists located and familiarized exploitation of
2.2 The national, regional children by tourists.
and international 2.3 Child sexual
initiatives to prevent exploitation in
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
the sexual exploitation tourism destinations
of children by tourists 2.4 Negative impact of
are examined child sexual
2.3 Reporting exploitation in
mechanisms if tourism destinations
suspicious behaviour is 2.5 Awareness of
observed are suspicious
identified behaviours which
may be exhibited by
child sex tourists
2.6 Awareness of
conventions, rules,
regulations, policies
and laws to protect
children from sexual
exploitation by
tourists
3. Describe actions 3.1 A list of actions that 3.1 Knowledge to 3.1 Questioning and
that can be taken can be taken by staff communicate to communication skills
in the workplace working in each labor stakeholders 3.2 Research skills
to protect division of the hotel 3.2 Actions that can be 3.3 Analytical skills
children from and travel industries implemented by staff 3.4 Networking skills
sexual are prepared to prevent working in the hotel 3.5 Preparing list of
exploitation by the sexual exploitation and travel industries actions to prevent the
tourists of children by tourists which can prevent the sexual exploitation of
3.2 The best action that sexual exploitation of children by tourists
can be taken by a staff children by tourists
for particular situations 3.3 Child sexual
in preventing the exploitation in
sexual exploitation of tourism destinations
children by tourists are 3.4 Negative impact of
selected child sexual
3.3 Participating in national exploitation in
and regional tourism destinations
campaigns to promote 3.5 Awareness of
greater public suspicious
awareness and action behaviours which
to prevent child sexual may be exhibited by
exploitation in tourism child sex tourists
destinations 3.6 Awareness of
conventions, rules,
regulations, policies
and laws to protect
children from sexual
exploitation by

PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
tourists
RANGE OF VARIABLES
VARIABLE RANGE
1. Tourists May include:
1.1 International tourists
1.2 Domestic tourists
1.3 Business travellers
1.4 Expatriates
2. Child sex tourism May include:
2.1 Child sex tourism
2.2 Child pornography
2.3 Child prostitution
2.4 Child sexual abuse
3. Suspicious behaviours May include:
3.1 Tourist taking local children to their hotel room, a
restaurant/café/bar, a private place or an excursion/outing
3.2 Tourist being very affectionate with local children
3.3 Tourist touching local children inappropriately
3.4 Tourist giving excessive gifts or money to local children
3.5 Tourist asking hotel and travel staff where they can locate
children for sex
3.6 Tourist leaves sexually explicit images of children in their
hotel room, or views sexually explicit images of children at
an internet café
4. UN Articles relating to the May include:
rights of all children to be Specific Articles in the United Nations Convention on the
safe from sexual Rights of the Child which refer to child sexual abuse
exploitation including Articles 19, 34 and 36
5. National, regional and May include:
international initiatives 5.1 Tourism policies and codes
5.2 Rules and regulations
5.3 Legal provisions, national legislation, extra-territorial
legislation
5.4 Public education campaigns
5.5 Training for the hotel and travel industries

VARIABLE RANGE
6. Reporting mechanisms May include:
6.1 Reporting to line management at the place of employment
6.2 Local and national reporting hotline phone numbers
6.3 Local authorities
6.4 International police
6.5 Law enforcement websites
6.6 Non-government organizations
7. Actions May include:
7.1 Being vigilant and aware of suspicious behaviour
7.2 Reporting suspicious behaviour through the appropriate
channels
7.3 Establishing and implementing organizational policies to
protect children in the hotel and travel industries
7.4 Participating in national and regional campaigns to
promote greater public awareness and action to prevent
child sexual exploitation in tourism destinations
7.5 Sharing information about child protection with family,
friends and work colleagues

EVIDENCE GUIDE

Competency 1.1 Demonstrated understanding of the critical requirement to
protect children from sexual exploitation by tourists
1.2 Demonstrated ability to articulate those behaviours which
could be viewed as suspicious and awareness of
appropriate reporting mechanisms
1.3 Demonstrated understanding of rules, regulations,
legislation, policies and procedures which relate to the
prevention of child sexual exploitation in tourism
destinations
1.4 Demonstrated ability to outline actions that could be taken
by tourism staff in particular labour divisions which could
protect children from sexual exploitation by tourists
2.1 Training and assessment to include access to a real or
simulated workplace; and access to workplace customer
service standards, procedures, policies, guidelines, tools
and equipment and in particular those procedures,
policies and guidelines that guide effective complaint
resolution
3. Method of Assessment Competency in this unit may be assessed through:
3.1 Oral and written questions
3.2 Case studies
3.3 Observation of candidate performance
3.4 Simulation exercises and role plays
3.5 Problem solving
3.7 Project and assignment work

UNIT OF COMPETENCY : DEVELOP AND SUPERVISE OPERATIONAL
APPROACHES
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required to
develop and supervise operational approaches in a range of
settings within the hotel industries.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
1. Communicate 1.1 Operational plans 1.1 Different leadership 1.1 Questioning and
work roles and objectives to styles and the communication skills
team members are characteristics of 1.2 Research skills
identified, developed effective leadership 1.3 Analytical skills
and communicated 1.2 Principles of 1.4 Networking skills
1.2 Skills of team teamwork, including 1.5 Developing
members to tasks characteristics of operational plans and
and duties and effective teams, objectives
develop job organization of
responsibilities in line teams, potential
with enterprise team problems and
guidelines are the benefits of
matched effective teamwork
1.3 Requirements of jobs 1.3 Role and theories of
and tasks clearly to motivation and its
team members are application to
communicated different workplace
contexts
1.4 Organizational
structure and group
dynamics
1.5 Legislative issues
that impact on team
management,
including equal
employment
opportunity,
diversity, anti-
discrimination and
unfair dismissal
1.6 Performance
appraisal systems
and procedures
1.7 Principles of time
management
1.8 Conflict
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
management
techniques
1.9 Enterprise training
requirements and
processes
2 Coordinate 2.1 Work plans that 2.1 Different leadership 2.1 Questioning and
activities establish appropriate styles and the communication skills
targets and task characteristics of 2.2 Research skills
objectives are effective leadership 2.3 Analytical skills
developed 2.2 Principles of 2.4 Ability to research
2.2 Work activities to teamwork, including industry information
ensure completion of characteristics of sources
tasks are prioritized effective teams, 2.5 Networking skills
in accordance with organization of 2.6 Developing work
work requirements teams, potential plans
2.3 Training and team problems and
learning the benefits of
opportunities into effective teamwork
work activities are 2.3 Role and theories of
identified and motivation and its
incorporated application to
2.4 Clear supervisory and different workplace
reporting contexts
responsibilities in line 2.4 Organizational
with organizational structure and group
requirements are dynamics
maintained 2.5 Legislative issues
that impact on team
management,
including equal
employment
opportunity,
diversity, anti-
discrimination and
unfair dismissal
2.6 Performance
appraisal systems
and procedures
management
2.8 Conflict
management
techniques
requirements and
processes
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
3 Maintain 3.1 Problems with team 3.1 Different leadership 3.1 Questioning and
effective members are styles and the communication skills
working recognized and characteristics of 3.2 Research skills
addressed effective leadership 3.3 Analytical skills
relations
3.2 Assistance of team 3.2 Principles of 3.4 Networking skills
members when teamwork, including 3.5 Managing conflicts
difficulties arise to characteristics of
achieve allocated effective teams,
tasks are sought organization of
3.3 Requirements of teams, potential
work activities using team problems and
a participative the benefits of
approach are effective teamwork
communicated 3.3 Role and theories of
3.4 Disagreements and motivation and its
conflicts application to
constructively using different workplace
appropriate conflict contexts
management 3.4 Organizational
strategies are structure and group
managed dynamics
that impact on team
management,
including equal
employment
opportunity,
diversity, anti-
discrimination and
unfair dismissal
3.6 Performance
appraisal systems
and procedures
management
3.8 Conflict
management
techniques
requirements and
processes
4. Provide 4.1 Clear and constructive 4.1 Feedback 4.1 Questioning and
feedback feedback to mechanism communication skills
individuals to support 4.2 Different leadership 4.2 Research skills
achievement of styles and the 4.3 Analytical skills
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
outcomes are provided characteristics of 4.4 Providing feedback
4.2 Team and individual effective leadership
performances to 4.3 Principles of
ensure team members teamwork, including
are able to achieve characteristics of
goals are monitored effective teams,
4.3 Opportunity for organization of
individual teams, potential team
development is problems and the
identified benefits of effective
4.4 Clear supervisory and teamwork
reporting 4.4 Role and theories of
responsibilities in line motivation and its
with organizational application to
requirements are different workplace
maintained contexts
4.5 Organizational
structure and group
dynamics
that impact on team
management,
including equal
employment
opportunity, diversity,
anti-discrimination
and unfair dismissal
4.7 Performance
appraisal systems
and procedures
management
4.9 Conflict management
techniques
4.10 Enterprise
training requirements
and processes

RANGE OF VARIABLES
VARIABLE RANGE
1. Operational plans and May include:
objectives 1.1 Sales targets
1.2 Performance targets for a particular project
1.3 Increased productivity
1.4 Meeting key performance indicators (KPI)
1.5 Short, medium or long-term goals
2. Team May include:
2.1 Project-based
2.2 Permanent teams
2.3 Paid workers
2.4 Volunteers
2.5 Work role team
2.6 Peers
2.7 Subordinates
3. Work plans May include:
3.1 Verbal work plans
3.2 Written work plans
3.3 Daily priorities
3.4 Weekly priorities
3.5 Regular duties and/or work tasks
4. Targets and task May include:
objectives 4.1 Sales targets
4.2 Promotional activities
5. Training and learning May include:
opportunities 5.1 Coaching
5.2 Mentoring
5.3 Structured on-the-job training
5.4 Opportunistic learning
5.5 Modelling
6. Problems May include:
6.1 Conflicts in priorities
6.2 Resource constraints
6.3 Lack of information
6.4 Supplier delays
6.5 Differences in opinion
6.6 Interpersonal conflict
6.7 Hazardous events
6.8 Time constraints
6.9 Shortfalls in expected outcomes
7. Participative approach May include:
7.1 Clarity of purpose, including vision, mission, goals
7.2 Communication
7.3 Collaboration
VARIABLE RANGE
7.4 Building trust
7.5 Team involvement
8. Conflict management May include:
strategies 8.1 Assertiveness
8.2 Listening
8.3 Non-verbal communication
8.4 Language style
8.5 Problem solving
8.6 Negotiation
8.7 Mediation
9. Feedback May include:
9.1 Performance
9.2 Service standards
9.3 Skills and knowledge
9.4 Progress
10. Opportunity for individual May include:
development 10.1 Internal training/professional development
10.2 External training/professional development
10.3 Change in job responsibilities
10.4 Opportunity for greater autonomy or responsibility
10.5 Formal promotion
10.6 Allocating responsibility for plans or objectives

EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to supervise and instruct staff to
achieve work activities
1.2 Demonstrated ability to delegate and allocate tasks
1.3 Demonstrated ability to assess and evaluate staff
competency
1.4 Demonstrated ability to identify and provide training
requirements
1.5 Demonstrated ability to plan and monitor ongoing training
needs
1.6 Demonstrated ability to plan timesheets and timetables
to meet deadlines
1.7 Demonstrated ability to achieve effective time
management
1.8 Demonstrated ability to maintain safe workplace and
environmentally responsible practices
1.9 Demonstrated ability to solve problems, such as staffing,
resources
1.10 Demonstrated ability to communicate information and
instructions, provided feedback and prepared reports and
performance appraisals.
2.1 Training and assessment to include access to a real or
simulated workplace that provides the candidate with an
opportunity to demonstrate application of knowledge of
leadership, motivation and teamwork principles in a
specific travel and hotel industry context; and access to
workplace standards, procedures, policies, guidelines,
tools and current financial data and regulations.
3. Method of Assessment Competency in this unit may be assessed through:
3.1 Case studies
3.4 Portfolio evidence
3.5 Problem solving

UNIT OF COMPETENCY : MANAGE QUALITY CUSTOMER SERVICE
manage customer service quality in the workplace within a tourism
or hospitality context. It focuses on the need to develop active
approaches to service quality issues with some strategic focus.
PERFORMANCE
ELEMENT Italicized terms are KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Develop 1.1 Information on 1.1 Communication 1.1 Questioning and
approaches to customer needs, techniques communication skills
enhance expectations and 1.2 Informal and formal 1.2 Research skills
customer service satisfaction levels is research 1.3 Analytical skills
quality obtained using both 1.3 Customer service 1.4 Ability to research
informal and formal relations industry information
research. 1.4 Actions that can be sources
1.2 Opportunities are implemented by staff 1.5 Identifying relevant
provided for both working in the hotel information
customers and and travel industries 1.6 Compilation and
colleagues to provide 1.5 Quality customer classification of
feedback on products service information and data
and services. 1.6 Feedback 1.7 Networking skills
1.3 Changes in internal mechanism
and external
environments are
reviewed and findings
are integrated into
planning for quality
service.
1.4 Opportunities are
provided for
colleagues to
participate in the
customer service
planning process.
1.5 Standards and plans
are developed to
address key quality
service issues.
2. Manage the 2.1 Customer service 2.1 Communication 2.1 Questioning and
delivery of standards and techniques communication skills
quality service expectations are 2.2 Customer service 2.2 Research skills
clearly communicated standards 2.3 Analytical skills
to colleagues. 2.3 Actions that can be 2.4 Ability to research
2.2 Access to information implemented by staff industry information
PERFORMANCE
elaborated in the
Range of Variables
on service standards working in the hotel sources
and delivery is and travel industries 2.5 Identifying relevant
provided to . information
colleagues. 2.6 Compilation and
2.3 Coaching is used to classification of
assist colleagues to information and data
deal with customer 2.7 Networking skills
service issues and 2.8 Monitoring customer
to take responsibility service
for service outcomes.
2.4 Customer service in
the workplace is
monitored to ensure
standards are met in
accordance with
enterprise policies
and procedures.
3. Monitor and 3.1 Feedback is sought 2.1 Communication 2.1 Questioning and
adjust customer from customers on an techniques communication skills
service ongoing basis and 2.2 Customer service 2.2 Research skills
this is used to standards 2.3 Analytical skills
improve performance 2.3 Actions that can be 2.4 Identifying relevant
where applicable. implemented by staff information
3.2 Customer service working in the hotel 2.5 Networking skills
problems are and travel industries 2.6 Identifying customer
identified and 2.4 Quality customer service problems
adjustments to service
standards, systems 2.5 Feedback
and procedures are mechanism
made to ensure
2.6 Quality service
continued service
principles and
quality.
processes
3.3 New approaches are
communicated to all
those involved in
service delivery within
appropriate
timeframes.

RANGE OF VARIABLES
VARIABLE RANGE
1. Informal and formal May include:
research 1.1 Talking to customers
1.2 Qualitative or quantitative research
1.3 Seeking feedback from service delivery colleagues
1.4 Analysis of competitive environment
1.5 Analysis of industry and market trends
2. Changes in internal and May include:
external environments 2.1 Management changes
2.2 Organizational restructuring
2.3 Introduction of new equipment
2.4 Recruitment practices
2.5 Technological changes affecting service delivery
2.6 Changes in the competitive environment
2.7 Economic climate
2.8 Trends in customer preferences
2.9 Advent of E-business
3. Customer service May include:
standards 3.1 Response times
3.2 Service guarantees
3.3 Pricing guarantees
3.4 Product quality
3.5 Document presentation standards
3.6 Personal presentation standards
3.7 Complaint management
4. Customer service issues May include:
4.1 Response times
4.2 Service guarantees
4.3 Pricing guarantees
4.4 Product quality
4.5 Document presentation standards
4.6 Personal presentation standards
4.7 Complaint management

EVIDENCE GUIDE

competency 1.1 Demonstrated ability to develop proactive approaches to
the delivery and monitoring of quality customer service
within a specific tourism/hospitality context
2.1 Demonstrated knowledge of quality service principles and
processes
2. Resource implications The following resources should be provided:
2.1 Project or work activities conducted over a period of time
to allow the candidate to establish, monitor and evaluate
service delivery in a tourism or hospitality context
2.2 Involvement of a team for which the candidate is leader
3. Methods of assessment Competency in this unit may be assessed through:
3.1 Evaluation of projects managed by the candidate in
conjunction with industry to enhance service delivery in a
given operation
3.2 Evaluation of projects managed by the candidate to create,
market and deliver a tourism or hospitality service
3.3 Case studies to assess specific service delivery issues in
different workplace contexts
3.4 Oral or written questions to assess knowledge of quality
assurance concepts and principles
3.5 Review of portfolios of evidence and third party workplace
reports of on-the-job performance by the candidate
4. Context of assessment 4.1 Competency may be assessed in actual workplace or at

UNIT OF COMPETENCY : MANAGE FINANCES WITHIN A BUDGET
take responsibility for budget management where others may
have developed the budget.
PERFORMANCE
elaborated in the
Range of Variables
1. Allocate budget 1.1 Funds are allocated 1.1 Basic budget 1.1 Analytical skills
resources according to agreed principles 1.2 Networking skills
priorities. 1.2 Budget formulation 1.3 Allocating funds
1.2 Changes in income 1.3 Financial information 1.4 Maintaining records
and expenditure system
priorities are 1.4 Managing finances
discussed with within a budget
colleagues prior to 1.5 Importance of budget
implementation control
1.3 All relevant personnel 1.6 Enterprise control
are consulted and systems
informed in relation to 1.7 Standards for
resource decisions organizational
1.4 Awareness of the recordkeeping and
importance of budget audit requirements
control is promoted 1.8 Recordkeeping
1.5 Detailed records of
resource allocation
are maintained in
accordance with
enterprise control
systems
2 Monitor 2.1 Actual income and 2.1 Basic budget 2.1 Analytical skills
financial expenditures are principles 2.2 Networking skills
activities checked against 2.2 Budget formulation 2.3 Monitoring
against budget budget and at 2.3 Financial information expenditures
regular intervals system 2.4 Calculating profit/loss
2.2 Financial 2.4 Income and and cash flow
commitments are expenditures
included in all 2.5 Managing finances
documentation to within a budget
ensure accurate 2.6 Importance of budget
monitoring control
2.7 Enterprise control
systems

PERFORMANCE
Bold and italicized KNOWLEDGE SKILLS
ELEMENT
terms are elaborated in
the
Range of Variables
2.5 Deviations are 2.8 Standards for
identified and organizational
reported according to recordkeeping and
company policy and audit requirements
significance of 2.9 Company policies
deviation and procedures
2.6 Options for more 2.10 Significance of
effective deviation
management of 2.11 Budget monitoring
deviations are
investigated
2.5 Colleagues are
advised of budget
status in relation to
targets within agreed
timeframes
3. Identify and 3.1 Existing costs and 1.1 Basic budget 3.1 Research skills
evaluate options resources are principles 3.2 Analytical skills
for improved assessed and areas 1.2 Research 3.3 Networking skills
budget for improvement are 1.3 Budget formulation 3.4 Monitoring
performance identified 1.4 Financial information expenditures
3.2 Desired outcomes system 3.5 Calculating profit/loss
are discussed with 1.5 Income and and cash flow
relevant colleagues expenditures 3.6 Restructuring/improvi
3.3 Research is
1.6 Managing finances ng budget
conducted to
within a budget
investigate new
1.7 Importance of budget
approaches
control
3.4 Benefits and
disadvantages of new 1.8 Enterprise control
approaches are systems
defined and clearly 1.9 Standards for
communicated organizational
3.5 Impacts on customer recordkeeping and
service levels and audit requirements
colleagues are
considered when
developing new
approaches
3.6 Recommendations
are presented clearly
and logically to the
appropriate person/
department

PERFORMANCE
elaborated in the
Range of Variables
4. Complete 4.1 All required financial 4.1 Basic budget 4.1 Research skills
financial reports reports are completed principles 4.2 Analytical skills
within designated 4.2 Basic Research 4.3 Networking skills
timelines 4.3 Budget formulation 4.4 Monitoring
4.2 Clear and concise 4.4 Financial information expenditures
information are system 4.5 Preparing budget
produced to enable 4.5 Income and report
informed decision- expenditures
making 4.6 Budget report
4.3 Reports are promptly preparation
forwarded to the 4.7 Standards for
appropriate organizational
person/department. recordkeeping and
audit requirements

RANGE OF VARIABLES
VARIABLE RANGE
1. Budget May include:
1.1 Cash budgets
1.2 Departmental budget
1.3 Wages budget
1.4 Project budget
1.5 Purchasing budget
1.6 Sales budget
1.7 Cashflow budget
1.8 Budget for a small business
2. Research May include:
2.1 Discussions with existing suppliers
2.2 Sourcing of new suppliers
2.3 Evaluation of staffing/rostering requirements
2.4 Review of operating procedures
2.5 Potential rostering changes
3. Financial reports May include:
3.1 Daily, weekly, monthly transactions and reports
3.2 Break-up by department
3.3 Occupancy
3.4 Sales performance
3.5 Commission earnings
3.6 Sales returns
3.7 Yield management
3.8 Commercial account activity

EVIDENCE GUIDE

competency 1.1 Demonstrated knowledge of basic budget principles and
structures
1.2 Knows budgeting terminology relevant to a specific
industry context
1.3 Demonstrated the ability to monitor income and
expenditure in accordance with the budget, and to identify
ways of improving budget performance
1.4 Demonstrated understanding of the main types of budget
that apply in the specific enterprise or industry context
2. Resource implications The following resources should be provided:
2.1 Project or work activities that include the management of
and reporting on a budget for a specific project or
operational area over a period of time so that the
monitoring and implementation aspects of the unit can be
assessed
2.2 Use of figures and data that reflect the financial operating
conditions of industry
2.3 The requirement to evaluate options for improved budget
performance
3. Methods of assessment Competency in this unit may be assessed through:
3.1 Evaluation of financial reports detailing financial
performance of projects or activities conducted by the
candidate
3.2 Evaluation of reports produced by the candidate detailing
the processes undertaken to manage finances within a
budget
3.3 Case studies and problem solving to assess application of
the principles of budget management to different
situations
3.4 Review of portfolios of evidence and third party workplace
reports of on-the-job performance by the candidate
4. Context of assessment 4.1 Competency may be assessed in actual workplace or at

UNIT OF COMPETENCY : PLAN AND IMPLEMENT A SERIES OF TRAINING EVENTS
UNIT DESCRIPTOR : This unit covers the knowledge, skills and behavior required
to plan training events in response to identified workplace need
and administer the implementation to optimise training
effectiveness. This unit reflects a management function and
not a trainer function and is likely to be applicable to an
organization that has multiple workplaces/sites.
PERFORMANCE
elaborated in the
Range of Variables
1. Plan a series 1.1 Training needs are 1.1 Communication 1.1 Questioning and
of training identified and verified techniques communication skills
events 1.2 Training needs are 1.2 Enterprise policies 1.2 Research skills
identified and and procedures 1.3 Analytical skills
prioritized. 1.3 Training needs 1.4 Ability to research
1.3 Resources available 1.4 Events planning industry information
to support training sources
events to address 1.5 Networking skills
identified training 1.6 Planning a training
need are determined event
1.4 Training events that
will address identified
workplace training
need are identified.
1.5 Availability of
learners to attend
and participate in
identified training
events are
determined.
1.6 Stakeholders in
planning activities
are involved.
1.7 A schedule for
implementing
identified training
events is developed.
1.8 An operational plan
to support the
implementation of
identified training
events is developed.
1.9 The implementation
PERFORMANCE
elaborated in the
Range of Variables
plan for training
events with
stakeholders is
shared.
1.10Identified learners to
engage with
established training
events are
encouraged
2 Implement a 2.1 Identified support for 2.1 Communication 2.1 Questioning and
series of learners to attend techniques communication skills
training identified training 2.2 Enterprise policies 2.2 Research skills
events events is provided and procedures 2.3 Analytical skills
2.2 Resources for 2.3 Events planning 2.4 Ability to research
supervisors to 2.4 Feedback industry information
maintain required mechanism sources
service levels during 2.5 Networking skills
identified training 2.6 Implementing a
events are provided training event
2.3 Learners of
attendance
requirements as
required by the
organization are
advised
2.4 Feedback from
learners on individual
training events is
captured
2.5 Planned schedule of
training events on
the basis of feedback
and other issues
arising is modified
2.6 Training events to
monitor and evaluate
their implementation
are attended
2.7 Contact with training
event
organizers/providers is
maintained
3 Review 3.1 The impact of 3.1 Communication 3.1 Questioning and
planning and attendance at techniques communication skills
implementation training event is 3.2 Enterprise policies 3.2 Research skills
PERFORMANCE
elaborated in the
Range of Variables
of a series of evaluated and procedures 3.3 Analytical skills
training events 3.2 The value-for-money 3.3 Events planning 3.4 Ability to research
provided by 3.4 Preparation of report industry information
engagement with sources
training events is 3.5 Networking skills
assessed 3.6 Preparing report
3.3 Ways in which more
cost-effective use of
training events could
be effected are
identified
3.4 A report on the use
of training events
within the organization
is prepared

RANGE OF VARIABLES
VARIABLE RANGE
1. Training needs May include:

1.1 Reviewing the results of training needs analyses
1.2 Reviewing individual input, including requests for training,
from staff, co-workers, customers, supervisors, managers
and other relevant personnel
1.3 Reviewing business plans, directions and objectives
1.4 Reviewing existing qualifications, certificates, licenses held
by staff
1.5 Reviewing changed workplace conditions necessitating
staff training, including changes to equipment, procedures,
legislation, layout, customer preferences
1.6 Clarifying training requirements by site, department,
individual worker, workplace teams
2. Training needs are May include:
identified and prioritized 2.1 Matching training need against workplace demands, by
site, department, individual worker, workplace teams
2.2 Factoring in legislated obligations
2.3 Determining existing competency levels to cater for
anticipated demand
2.4 Determining costs associated with immediate and short-
term training events to respond to urgent training needs
2.5 Identifying the impact of not responding immediately to
urgent need
2.6 Identifying other priority activities that the organisation is
required to accommodate
2.7 Integrating complementary imperatives and priorities
2.8 Identifying alternative short-term action, other than training
events, that can be taken to address immediate priority
needs
3. Resources May include:
3.1 Time
3.2 Space/location and venues
3.3 Human resources
3.4 Financial resources
3.5 Physical resources
3.6 Network of contacts
3.7 Externally available training events
4. Training events May include:

4.1 Traditional training sessions
VARIABLE RANGE
4.2 Computer-based learning
4.3 Home study
4.4 Correspondence training and education
4.5 Conferences, seminars, meetings, exhibitions, trade
presentations, workshops, symposiums
4.6 Training provided by suppliers, support industries,
industry peak bodies and/or government agencies
4.7 Generic training courses, including a series of training
events, offered by external training providers
4.8 Field trips, experiential learning, visits to nominated
businesses, sites or venues
4.9 Guest speakers
4.10 Demonstrations and talks by acknowledged subject
specialists
4.11 Formal and informal learning opportunities relevant to
identified need
5. Availability of learners to May include:
attend and participate 5.1 Interrogating existing staff rosters to identify flexibility
available to accommodate staff absences and
attendance at training events
5.2 Liaising with supervisors to identify alternative staff to
back-fill those attending training events
5.3 Liaising with the financial department to calculate staffing
costs associated with attendance at training events
5.4 Identifying peak and low trading times, days, periods

VARIABLE RANGE
6. Stakeholders in planning May include:

activities 6.1 Discussing individual and group preferences for training
events
6.2 Identifying individual and group barriers to attendance at
training events
6.3 Identifying learner preferences for training events
6.4 Discussing training event options with supervisors,
managers and learners
6.5 Explaining the need for the training events
6.6 Identifying the benefits that will flow from participation in
training events
6.7 Describing the support available for those who engage with
learning events, including travel allowances, payment of
fees and charges, per diem allowances, payment for meals
and accommodation, where applicable
6.8 Discussing time off to engage with training events,
including necessary study, practice, and assessment as
appropriate to individual training events
7. Schedule for implementing May include:
identified training events 7.1 Accommodating individual workplace operational needs to
the greatest extent possible
7.2 Accommodating individual learner preferences to the
greatest extent possible
7. 3 Limiting training events and numbers attending to meet
imposed budgetary and other operational constraints
7.4 Identifying specific days, dates, times and staff for
individual training events at each location/venue
7.5 Coordinating the attendance of learners from multiple
sites/departments at the one training event
7.6 Identifying relevant training events that will optimise
learning while minimising expenditure, including the need
to identify local venues and training events wherever
possible
7.7 Communicating a draft schedule to learners and
management/supervisors
7.8 Revising attendance at training events, on the basis of
feedback received regarding the draft schedule, to the
greatest extent possible commensurate with achieving the
necessary training objectives
8. Operational plan May include:
8.1 Allocating responsibilities for actions within the plan,
including delegation of authority and/or the establishment of
revised scopes of authority
VARIABLE RANGE
8.2 Enrolling and/or registering learners in training events
8.3 Supplying learners with confirmation of enrolment and/or
registration, including details of the training event and any
necessary preparations and/or pre-requisites that apply
8.4 Developing a framework within which attendees at training
events can pass on knowledge and skills learned to other
staff in the workplace/organisation
8.5 Authorising staff back-filling arrangements and extensions
to labour budgets as appropriate
8.6 Determining criteria to be used when evaluating post-
participation in training events
9. Implementation plan May include:
9.1 Providing hard-copy information, such as letters to staff,
notes in pay envelopes, posters in the workplace
9.2 Mentioning the training events at staff meetings and
briefings
9.3 Using electronic communication facilities, including email,
intranet and facsimiles
9.4 Conducting training event-specific information sessions
10. Support for learners to May include:
attend identified training 10.1 Payment, or other arrangements, such as vehicles/per
events diems, for travel and accommodation
10.2 Supply of pre-training event materials, such as pre-event
reading matter
10.3 Identification and/or confirmation of training event venue
and attendance times, locations
10.4 Clarification with learners regarding organisational
expectations regarding the training event
10.5 Provision of time to allow learners to prepare for, and
travel to, the training event
10.6 Changes to rosters
11. Required resources for May include:
supervisors to maintain 11.1 Authorising and/or arranging for supplementary staff to
required service levels replace learners who are attending training events
11.2 Modifying normal workloads to factor in the absence of
traditional staffing levels
11.3 Revising workplace activities to accommodate reduced
staff levels
11.4 Amending trading hours
11.5 Closing sites, where appropriate
11.6 Authorising the payment of overtime to normal staff to
enable them to back-fill learners

VARIABLE RANGE
12. Attendance requirements May include:

12.1 Punctuality
12.2 Attendance for the duration of nominated aspects of the
training event
12.3 Active participation in activities
12.4 Engagement with all aspects of the training event
12.5 Undertaking assessment that comprises part of the
training event
12.6 Networking with other training event participant/s
12.7 Returning to work with copies of materials or resources
provided at the training event
12.8 Focus on nominated training needs as applicable to
individual learners, work sites, departments and/or the
organisation as an overall entity
12.9 Being able to demonstrate/prove attendance at the
training event
12.10 Completing an evaluation of the training event
12.11 Sharing knowledge, skills and attitudes learned at the
training event with other staff
13. Feedback from learners May include:
13.1 Written or verbal feedback
13.2 Compulsory feedback on all participation in training
events
13.3 Comments on relevance of the training event content
13.4 Explanation of the extent to which learners believed the
training event assisted in addressing identified training
needs
13.5 Ensuring feedback represents a valid profile of learners
who attended the training event
13.6 Discussing concerns with training event organizers
14. Planned schedule of May include:
training events 14.1 Adding extra learners to nominated training events
14.2 Reducing the number of learners initially identified as
participants in training events
14.3 Asking training event organisers/providers to modify
training events on the basis of feedback received, or
changing workplace needs
14.4 Seeking recompense from training event
organisers/providers where the training event failed to
deliver as promised
14.5 Removing learners from generic training events and
working with organisers/providers to create an
organisation-specific training event
VARIABLE RANGE
14.6 Altering the style of training event with which learners will
engage
14.7 Discussing the potential to change facilitators used at
training events where learners indicated this was an
issue
14.8 Advising training event organisers/providers regarding
organisational needs/preferences regarding any aspect
of the training event, including starting and finishing
times, duration of training events, activities, assessment
activities, catering arrangements, plenary sessions
14.9 Discussing impact of proposed changes on operational
issues with supervisors, staff, management, customers
14.10 Communicating revisions to schedules to learners and
relevant others
15. Training events May include:
15.1 Gathering first-hand opinion regarding applicability of the
training event to identified needs, including evaluation of
relevance, currency of ideas/information, presentation
style and techniques used, value for money provided by
the training event, evidence of appropriate planning by
organisers/providers for the training event
15.2 Monitoring the extent to which learners interacted with
the training event
15.3 Talking to learners to gain their immediate thoughts on
the training event
15.4 Monitoring the activities, presenters, trainers, resources
used in the training event
15.5 Actively networking with participants at the training event
15.6 Capturing materials and resources provided at the
training event for later use within the organisation
15.7 Monitoring content delivered, and/or actions observed, at
the training event with a view to using it and/or adapting
it for organisational application at a later date
15.8 Providing tangible support for learners who have
attended the training event
15.9 Reaching conclusions about future use of individual
training events in addressing identified training needs
15.10 Providing input to the training event to optimise the
likelihood that the training event will meet the identified
objectives for each event
15.11 Recording learner participation in, and interaction with,
the training event
16. Impact of attendance at May include:
training events 16.1 Seeking input from all relevant stakeholders
VARIABLE RANGE
16.2 Comparing pre-training event workplace practice,
operation, statistics with post-training event workplace
practice, operation, statistics
16.3 Focusing on the criteria that were identified as being
central to evaluating participation in training events in the
planning phase
16.4 Comparing the outcomes of attending training events
with participation in more standard/traditional training
delivery
17. The value-for-money May include:

provided by engagement
17.1 Undertaking a cost-benefit analysis, including
with training events identification and quantification of hidden costs that were
unknown prior to actual engagement with training events
17.2 Comparing pre-engagement cost-benefit analysis figures
with post-participation cost-benefit analysis, including
identification of hidden costs that emerged when
individual training events were attended
17.3 Identifying alternative training that could have been
provided at the same actual cost figure involved in
participating in training events
17.4 Obtaining positive and/or negative emotional issues
experienced by learners as a result of engaging with
training events
18. Ways in which more cost- May include:
effective use of training 18.1 Seeking group discounts for participation with future
events could be effected training events
18.2 Organizing internal training events and offering these
events to internal learners and attendees from other
organisations
18.3 Undertaking joint venture/cost sharing arrangements with
others
18.4 Requiring learners to contribute to the cost of the training
event, including free-of-charge provision of their time
18.5 Working with the organiser/provider to present a shorter
duration training event
18.6 Developing a more structured internal approach to the
sharing of knowledge and skills gained by learners at
training events with other employees
19. Report on the use of May include:
training events 19.1 An outline and overview of the training events that were
used, including rationale for the on-going use of training
events
VARIABLE RANGE
19.2 Identification of the costs involved and benefits that
resulted
19.3 Identification of numbers of staff who engaged with
training events
19.4 An overview of learners’ evaluations of participation in
training events
19.5 Comparative cost analysis of providing leaner training
using alternative means
19.6 Description of up-coming training events that have been
identified as having the potential for future learners,
including identification of training events that have
already been committed to but not attended

EVIDENCE GUIDE

Competency 1.1 Understood host enterprise policies and procedures in
regard to workplace training and assessment
1.2 Demonstrated ability to plan an effective and practical
series of at least eight training events for a nominated
organization to enable twelve identified learners from
multiple departments/sites to attain specified training
objectives and outcomes relevant to the industry context in
which the candidate is working, including:
▪ Identified and quantified the complete range of
expenses involved
▪ Described the training events, including
organizers/providers, dates and times, content, nature of
the activities within the training events, pre-event
preparation that learners are expected to complete prior
to attendance
▪ Identified back-filling staffing requirements to enable
release of learners to attend all the identified (8) training
events
▪ Prepared an operational plan to guide implementation of
the identified training events, including resources
allocation and development of criteria that will be used
to evaluate the effectiveness of those training events
1.3 Demonstrated ability to implement a nominated series of
training events, which may be the ones identified in the
above assessment activity, by:
▪ Evaluated the effectiveness of the training events using
pre-determined criteria, which may be the ones
developed for the above assessment activity
▪ Evaluated the extent of learner satisfaction with the
training events
▪ Determined:
Whether or not continued engagement with previous
training events is appropriate
Whether the training events previously used should be
replaced
Whether the training events previously used should be
modified in some way, and if so, how
Possible suitable alternative to using a series of training
events to provide workplace training
1.4 Determined the actual cost of using the identified training
events, including all relevant expenses associated with
travel, attendance, back-filling
1.5 Provided a personal account of attendance at one
nominated training event
1.6 Developed a report outlining the relevant factors, including
costs and benefits, alternatives, future training events
relating to the use of training events for the organisation in
question
2.1 Access to a real or simulated workplace
2.2 Access to workplace standards, procedures, policies,
Guidelines
2.3 Tools and equipment

3.1 Case studies
3.5 Problem solving
3.6 Role plays
4. Context for Assessment 4.1 Competency may be assessed in actual workplace or at
the designated TESDA Accredited Assessment Center

UNIT OF COMPETENCY : USE THE ASSESSMENT SYSTEM FOR TRAINING
OUTCOMES
UNIT DESCRIPTOR : This unit covers the knowledge, skills and behavior required to
manage an assessment system for employees within a work context
PERFORMANCE
elaborated in the
Range of Variables
1. Communicate 1.1 The purpose of the 1.1 Communication 1.1 Questioning and
the assessment assessment system techniques communication skills
system is defined 1.2 Assessment system 1.2 Research skills
1.2 Assessment system features and 1.3 Analytical skills
features and procedures 1.4 Ability to research
procedures to 1.3 Enterprise policies industry information
relevant and procedures sources
stakeholders is 1.4 Impact of 1.5 Networking skills
documented and assessment system 1.6 Defining the purpose
circulated for training outcomes of assessment
1.3 Procedures for system
keeping relevant
stakeholders
informed about key
features of the
assessment system
are established
2. Provide support 2.1 Assessors meet 2.1 Communication 2.1 Questioning and
for enterprise required techniques communication skills
assessors competency 2.2 Assessment system 2.2 Research skills
standards is verified features and 2.3 Analytical skills
2.2 Required training procedures 2.4 Ability to research
for assessors is 2.3 Enterprise policies industry information
identified and procedures sources
2.3 Moderation of 2.4 Moderation of 2.5 Networking skills
assessments is assessment 2.6 Providing support for
provided. 2.5 Requirements for enterprise assessors
2.4 Feedback to assessors
assessors on their 2.6 Feedback
performance is mechanism
provided
2.5 Networking amongst
assessors is
facilitated

PERFORMANCE
elaborated in the
Range of Variables
3. Manage the 3.1 The internal records 3.1 Communication 3.1 Questioning and
assessment required to support techniques communication skills
record keeping the assessment 3.2 Assessment system 3.2 Research skills
system system is identified features and 3.3 Analytical skills
and developed procedures 3.4 Ability to research
3.2 The requirements 3.3 Enterprise policies industry information
for completing the and procedures sources
assessment records 3.4 Standards for 3.5 Networking skills
are described organizational 3.6 Updating the
3.3 The assessment recordkeeping and assessment record
records are filed. audit requirements keeping system
3.4 The assessment 3.5 Requirements for
record keeping completing the
system is reviewed assessment records
and updated.
4. Maintain quality 4.1 Quality assurance 4.1 Communication 4.1 Questioning and
assurance procedures for the techniques communication skills
procedures assessment system 4.2 Assessment system 4.2 Research skills
are defined features and 4.3 Analytical skills
4.2 Internal audits of procedures 4.4 Ability to research
the assessment 4.3 Enterprise policies industry information
system are and procedures sources
undertaken 4.4 Standards for 4.5 Networking skills
4.3 The results of organizational 4.6 Defining the quality
quality assurance recordkeeping and assurance
audits to improve the audit requirements procedures for the
assessment system 4.5 Quality assurance assessment system
are used procedures
4.4 The applicability of
the existing quality
assurance
procedures to the
dynamic nature of the
assessment system
is reviewed
5. Report on the 5.1 The outcomes that 5.1 Communication 5.1 Questioning and
contribution the assessment techniques communication skills
made by the system has produced 5.2 Assessment system 5.2 Research skills
assessment are identified features and 5.3 Analytical skills
system to 5.2 The assessment procedures 5.4 Ability to research
enterprise system is reviewed 5.3 Enterprise policies industry information
training and 5.3 Recommendations and procedures sources
performance for change to the 5.4 Standards for 5.5 Networking skills
assessment system organizational 5.6 Reviewing the
are made recordkeeping and assessment system
PERFORMANCE
elaborated in the
Range of Variables
5.4 A report is produced audit requirements
and circulated 5.5 Quality assurance
5.5 The existing procedures
assessment system 5.6 Preparation of report
on the basis of
responses to the
report is revised

RANGE OF VARIABLES
VARIABLE RANGE
1. Purpose of the May include:
assessment system
1.1 Recognizing current competencies
1.2 Identifying training needs of staff
1.3 Maintaining workplace skill levels
1.4 Diagnosing employee workplace performance
1.5 Classifying workers in relation to remuneration levels
1.6 Assisting in confirming staff competencies in relation to
proposed promotion and/or job re-location
1.7 Issuing internal certificates/awards
1.8 Confirming progress in learning
2. Assessment system May include:
features and
procedures 2.1 Establishing minimum requirements for competencies and
certification of assessors
2.2 Record keeping system requirements, including procedures
and policies, and the development of supporting documentation
2.3 Timing and duration arrangements for assessments, including
need to integrate assessment with operational issues while
maintaining the flexibility and integrity of the internal training
and assessment system
2.4 Allowable adjustments to assessments for participants,
including language, literacy and innumeracy requirements and
the inclusion of candidate assistants
2.5 Access and equity considerations
2.6 Legislated requirements of the host country in relation to
employment, workplace safety, workplace licensing
requirements and equal opportunity, where applicable
2.7 Arrangements for recognition of competencies gained via other
training providers
2.8 Location of assessments, including in-house and external
assessment, where applicable
2.9 Review and evaluation processes for assessment procedures
2.10 Enterprise policies and procedures related to assessment,
including grievances, re-assessment and the relationship
between competency and remuneration
3. Relevant stakeholders May include:
3.1 Trainers and assessors, including external trainers and
assessors, where applicable
3.2 Team leaders, supervisors, managers and business owners
3.3 Training and assessment coordinators, where applicable
3.4 Candidates, including a representative sample of past
candidates and existing learners
VARIABLE RANGE
3.5 Technical experts, relative to specialist areas in which
assessments are conducted
4. Procedures for May include:
keeping relevant
stakeholders informed 4.1 Regular scheduled meetings specific to assessment issues,
including the use of special meetings as the need dictates
4.2 Standing agenda item at all staff meetings regarding
assessment issues
4.3 Preparation of a dedicated newsletter, either paper-based or
electronic format
4.4 Development of an internal network of assessors
5. Required competency May include:
standards
5.1 Externally imposed accredited competency standards as
required by training providers and other relevant agencies,
where relevant
5.2 Internally described competencies, which may or may not
include formal assessor qualifications
5.3 Currency of qualifications
5.4 Relevance of industry experience to the areas being assessed
6. Required training for May include:
assessors
6.1 Externally provided accredited training, including initial
assessor training and identified additional training, where
relevant
6.2 Provision of refresher training for assessors who have been
identified as requiring such training
6.3 Providing gap training for assessors on the basis of identified
need
6.4 Provision of job-specific training to enable assessors to assess
areas with which they are not familiar
7. Moderation of May include:
assessments
7.1 Analysing results of assessments with a view to identifying
issues that require attention
7.2 Developing a standard assessment matrix against which to
conduct assessments
7.3 Confirming the material that will be counted as evidence for the
purpose of making a decision regarding candidate competency
7.4 Confirming the operation of internal assessments against
external requirements
7.5 Evaluating assessment methods and tools
7.6 Modifying existing assessment arrangements on the basis of
valid conclusions reached as a result of the moderation
process

VARIABLE RANGE
8. Feedback to assessors May include:
8.1 Analysing their assessments, including results and
materials/tools as part of the assessment process
8.2 Developing feedback instruments for candidates to complete
following assessments
8.3 Providing observation sessions while assessors conduct
assessments
8.4 Identifying specific foci for evaluation and feedback
8.5 Encouraging self-evaluation as part of the feedback process
8.6 Recognising effort and positive outcomes
8.7 Supporting assessors where feedback identifies negative
outcomes
9. Internal records May include:
required to support the
assessment system 9.1 Personal information relating to candidates
9.2 Evidence that required training has been delivered prior to
assessment being attempted
9.3 Assessment tools and assessment items
9.4 Copies of relevant training curricula/training plans
9.5 Training rolls
9.6 Evidence captured as part of the assessment process
9.7 Documentation used to record the resources used and costs
involved as part of the assessment process
10. The requirements for May include:
completing the
assessment records 10.1 Explaining record keeping requirements to assessors
10.2 Providing examples of acceptable records
10.3 Monitoring the compilation of records completed by assessors
on an on-going basis
10.4 Highlighting applicable time-related issues that apply to the
completion, collection and forwarding of assessment records,
including forwarding to internal locations
10.5 Defining the security and confidentiality arrangements that
assessors must comply with
11. Assessment records May include:
11.1 Creating a dedicated filing system for assessment records,
such as paper-based, electronic or a combination of both
11.2 Complying with external requirements relating to filing of
assessment records
11.3 Maintaining security and confidentiality of assessment records
11.4 Enabling easy access to existing records
11.5 Enabling easy up-dating of records and files
11.6 Integrating assessment records with training records in
keeping with identified internal requirements
VARIABLE RANGE
11.7 Establishing processes to enable validation of assessment
records
12. Quality assurance May include:
procedures for the
assessment system 12.1 Identification of relevant documentation
12.2 Establishment of relevant benchmarks
12.3 Identification of appropriate ‘best practice’ as it applies to the
enterprise, including any externally imposed ‘best practice’
requirements
12.4 Nomination of relevant timeframes, including timelines for
remitting results, forwarding documentation, undertaking
reviews, conducting audits
12.5 Identification of specific quality assurance procedures that
apply to assessments, including development of a formal
quality assurance section dedicated to assessment and
training, where appropriate
12.6 Communication to assessors of the quality assurance
requirements, including training relevant to the implementation
of identified procedures
13. Internal audits of the May include:
assessment system
13.1 Scheduling audits
13.2 Defining the topics that will be addressed at each audit,
including the possibility of cyclical audits and full audits
13.3 Training staff in undertaking audits
13.4 Allocating resources for the conduct of audits
13.5 Designing and/or obtaining necessary documentation to
record audit information/data
13.6 Capturing audit information
13.7 Ensuring captured data allows satisfactory analysis and
evaluation of identified topics/areas, including the gathering of
supplementary information as necessary
14. The results of quality May include:
assurance audits 14.1 Ensuring recommendations for change are based on hard
evidence
14.2 Applying audit results to all aspects of the assessment system,
including documentation and record keeping, assessment
methods and tools, assessors, timing and duration of
assessments, locations used for assessments
14.3 Revising written policies and procedures to reflect changes,
including confirming changes with management, and advising
trainers and assessors as appropriate in relation to the
changes.
14.4 Identify the outcomes that the assessment system has
produced may relate to:
14.5 Aligning outcomes with identified purposes of the assessment
VARIABLE RANGE
system
14.6 Quantifying the benefits that the assessment system has
brought to the enterprise, including identification of
competencies attained, certificates issued, examples of
flexibility and options that assessment has provided to the
business.
15. Assessment system 15.1 May include:
15.2 Comparing actual outcomes with identified key performance
indicators established for the assessment system, where
applicable
15.3 Reviewing performance of assessors
15.4 Reviewing effectiveness of assessment tools and methods
15.5 Detailing the expenses that were incurred in implementing the
assessment system
15.6 Reviewing complaints and grievances lodged by candidates
15.7 Quantifying and evaluating the number of reassessments
required
15.8 Integrating qualitative feedback from assessors and
candidates on the operation of the assessment system
16. Recommendations 16.1 May include:
for change 16.2 Continuing with the existing assessment system, including
implementation of minor modifications to accommodate
identified issues
16.3 Expanding the existing assessment system
16.4 Reducing the scope of the existing assessment system
16.5 Winding up the existing assessment system, including
movement to total assessment service provision by external
providers
17. Existing assessment 17.1 May include:
system 17.2 Revising assessment-related policies and procedures
17.3 Revising assessment tools
17.4 Revising assessment times and locations
17.5 Communicating changes to the assessment system to
relevant stakeholders, including the provision of training, as
appropriate

EVIDENCE GUIDE

Competency 1.1 Understood host enterprise policies and procedures in regard to
training and assessment
1.2 Demonstrated ability to identify the purpose(s), features and
procedures for a nominated assessment system
1.3 Demonstrated ability to generate effective procedures to enable
communication of key features of a nominated assessment system
with relevant stakeholders
1.4 Demonstrated ability to provide support for assessors in a
nominated workplace context, including:
▪ Verified assessors meet stated competency requirements
▪ Identified whether training assessors may need to attain required
assessor competencies
▪ Arranged and supervised an identified moderation session of the
candidate’s choosing
▪ Provided verbal feedback to one assessor on their work-related
assessment performance
1.5 Demonstrated ability to identify and develop appropriate, effective
and comprehensive internal assessment records for a nominated
workplace context, including:
▪ Description of how assessors would be advised on how to
complete and maintain such records
▪ Description of the filing system to be used by assessors to store
such records
1.6 Demonstrated ability to identify and apply quality assurance
procedures to a nominated workplace assessment system
1.7 Demonstrated ability to prepare a comprehensive report that
outlines the contribution that a nominated workplace assessment
system has made to enterprise training and overall business
performance
Implications 2.1 Access to a real or simulated workplace
2.2 Access to workplace standards, procedures, policies, guidelines,
2.3 tools and equipment.
Assessment 3.1 Observation of practical candidate performance
3.3 Portfolio evidence, including copies of assessment and training
policies and procedures, assessment tools, assessment records,
feedback forms relating to assessment, samples of evidence
captured, reports and recommendations on the assessment system
4. Context for 4.1 Competency may be assessed in actual workplace or at the
Assessment designated TESDA Accredited Assessment Center.
CORE COMPETENCIES
UNIT OF COMPETENCY : MANAGE FOOD AND BEVERAGE SERVICE TEAM
UNIT DESCRIPTOR : This unit covers the knowledge and skills in providing direction
to foodservice staff for the smooth flow of service in the dining
or restaurant area.
PERFORMANCE
of Variables
1. Organize service 1.1 Duty/shift 1.1 Dissemination of 1.1 Effective
staff schedules are established standard communication skills
prepared and operating 1.2 Designing work
approved in procedures schedule and
accordance with 1.2 Management workflow plan
staff requirements. Function: Organizing 1.3 Technology Skill
1.2 Roles and 1.3 Job Description - Computer
responsibilities are 1.4 Restaurant Operation
identified.* operations 1.4 Management skills
1.3 Performance - Type of Food
objectives are service operation
established and - Work schedule
discussed with - Workflow plan
staff. - Specific staff
duties/tasks
- Service standards
1.5 Prescribed duty
hours of staff
1.6 Employee relations
1.7 Number of staff per
shift
1.8 Number of working
hours per staff

PERFORMANCE
of Variables
2. Enforce 2.1 Punctuality and 2.1 Dissemination of 2.1 Effective
company attendance of staff is established standard communication skills
policies in the checked. operating 2.2 Management skills
food service 2.2 Company policies procedures 2.3 Computer operation
establishments and standards of 2.2 Standards of service skills
service are based on the type of
implemented and food service
monitored to ensure operation.
the deliverance of 2.3 HACCP standards
consistent quality 2.4 Risk management
service and products* 2.5 Management
2.3 Workplace functions: leading
discipline is properly and controlling
administered and 2.6 Employee rights and
documented when obligations
employee 2.7 Basic Labor laws
misconducts are and regulations
reported 2.8 Equipment
requirements for the
dissemination of
establishment
standards and
policies.
3. Develop staff 3.1 New hires are 3.1 Dissemination of 3.1 Effective
oriented and trained established standard communication skills
in accordance with operating 3.2 Computer operation
enterprise procedures skills
standards.* 3.2 Functions of 3.3 Performance
3.2 Employee Management evaluation application
weaknesses are 3.3 Working in team 3.4 Coaching, mentoring
identified and 3.4 Different types of and motivating skills
measurable goals for Assessment
improvement are 3.5 Motivation
planned 3.6 Employee
3.3 Employees’ progress Performance
are tracked and evaluation
checked for the 3.7 Employee rights and
purpose of obligations
performance 3.8 Basic Labor laws
appraisal. and regulations
3.4 Employee feedback 3.9 Equipment
is conducted regularly requirements for
to motivate and retraining, promoting,
PERFORMANCE
of Variables
direct staff.* staff appraisal
3.5 Staff performance process and feed-
assessment targets backing or
are prepared for next evaluating.
rating period.
4. Monitor payroll 4.1 Number of hours 4.1 Dissemination of 4.1 Effective
data rendered by staff is established standard communication skills
consolidated for operating 4.2 Computer operation
payroll procedures skills (payroll
4.2 Payroll data are 4.2 Employee rights and software)
provided to payroll obligations
processor for 4.3 Basic Labor laws
calculation within and regulations
designated timelines. 4.4 Payroll processing
4.5 Basic accounting
principles
4.6 Equipment
requirements for
payroll consolidation

RANGE OF VARIABLES
VARIABLE RANGE
1. Standards of service May include:
1.1 Type food service styles
1.2 Customer service and care (Meeting guest needs)
1.3 Sequence of service
1.4 Service culture
1.5 Telephone courtesy
1.6 Food safety and handling
1.7 Grooming and hygiene
2. Workplace discipline May include:
2.1 Verbal counseling
2.2 Written warning
2.3 Suspension
2.4 Termination
3. Employee misconducts May include:
3.1 Insubordination
3.2 Absenteeism
3.3 Perennial tardiness
3.4 Dishonesty
3.5 Theft/Pilferage
4. Training Employees could be considered trained with:
4.1 Company standards
4.2 Service procedures
4.3 Interpersonal skills
4.4 Handling guest complaint
4.5 Telephone courtesy
4.6 Work ethics
4.7 Hygiene and sanitation
4.8 Energy and water conservation and waste disposal
policies
4.9 Policies on sexual harassments
5. Employee weaknesses May include:

5.2 5.1 Technical skills
5.2 Communication problems
5.3
5.3 Difficulty in getting along with other people
5.4 Lack of enthusiasm
5.5 Unassertiveness
5.6 Procrastination
5.7 Mediocrity
6. Employee feedback May include:
6.1 Superior’s/Supervisor’s performance assessment
6.2 Customer satisfaction/Guest complaints
6.3 Training evaluation
6.4 Compensation
VARIABLE RANGE
6.5 Recognitions/Commendations
6.6 Counseling
7. Performance assessment May include:
targets 7.1 Job knowledge
7.2 Quality of work
7.3 Attendance and punctuality
7.4 Work attitude
7.5 Grooming and proper hygiene
7.6 Customer relations
7.7 Teamwork

EVIDENCE GUIDE
Assessment requires evidence that the candidate:

1. Critical aspects of
competency 1.1 Identified roles and responsibilities of service team
1.2 Implemented and monitored company policies and
standards of service
1.3 Administered workplace discipline and documented
employee infractions
1.4 Oriented and trained new hires
1.5 Conducted employee feedback
1.6 Provided payroll data for calculation within designated
timelines
The following resources should be provided:
2. Resource implications
2.1 Actual or sample workplace forms e.g. staff weekly
schedules, staff performance assessment forms,
payroll processing form and alike
2.2 Actual or sample HR and employee records e.g.
Employee handbook; company policies; memos
3. Methods of assessment Competency may be assessed through:
3.1 Demonstration with Oral questioning
3.2 Portfolio
4.1 Competency may be assessed in actual workplace or at
4. Context for
assessment

UNIT OF COMPETENCY : OVERSEE DINING AREA OPERATIONS
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required in monitoring
daily dining area operations to ensure high quality service and
guest satisfaction.
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
1. Ensure 1.1 Service levels are 1.1 Service styles and 1.1 Effective
quality regularly monitored to service level communication skills
control determine if objectives 1.2 Leadership and 1.2 Implementing quality
are met and quality management roles control procedures
service is consistently 1.3 Concepts of Quality 1.3 Critical-thinking skills
achieved. Assurance - Analyze and adjust
1.2 Consistent quality 1.4 Food safety and operational
products and services sanitation standards procedures to
are ensured. * ensure a more
1.3 Service failures and efficient and
issues are identified effective process
and appropriate . and/or service
adjustments are
made.
1.4 Food safety
practices of
employees are closely
monitored to reduce
potential adverse
health risks of guests.
2. Plan and 2.1 Work schedules are 2.1 Management 2.1 Effective
organize prepared in a manner Functions: communication skills
service that enhances Organizing the staff 2.2 Management skills
workflow efficiency and 2.2 Knowledge of key - Delegating
customer service concepts of quality - Motivating
quality. assurance and how - Feed backing
2.2 Liaison with the this is managed and - Coaching
kitchen and the implemented in the - Planning skills
service areas is workplace - Delegating skills
facilitated. 2.3 Type of Food - Monitoring skills
2.3 Staff meetings and service operation 2.3 Numeracy skills
daily shift briefings are 2.4 Work schedule - Assigning work
carried out in the 2.5 Workflow plan hours per staff
absence of the higher - Measuring
2.6 Food safety and
manager. * efficiency and
sanitation standards
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
2.4 Service points are 2.7 Sequence of service productivity
monitored to reduce 2.8 Service points 2.4 Technology skills
service delays and 2.9 Operational forms - Use current
ensure standards of 2.10 Amount of progress
food quality, safety workload of the management
and cleanliness are staff systems
achieved. 2.11 Policies on sexual
2.5 Operational forms harassment cases
and records are 2.12 Number of staff
accurately completed per shift
and reviewed prior to 2.13 Number of working
submission within hours per staff
required timeframes.
2.14 Equipment
2.6 Policies on energy and requirements for
water conservation staff scheduling
and waste disposal and for
are regularly accomplishing
monitored and various operational
implemented. forms and for
2.7 Policies on sexual energy and water
harassments are conservation
regularly together with
communicated and waste disposal.
applied.

PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
3. Monitor the 3.1 Guest feedback is 3.1 Customer Service 3.1 Management skills
delivery of solicited to understand Principles and - On training/
high level their needs and procedures mentoring
customer expectations. 3.2 Management - Coaching
service 3.2 Operation Functions - Leading/
performance is - Staff Training Motivating
regularly reviewed to - Staff Motivating 3.2 Effective
obtain data on how - Staff Coaching Communication Skill
well the operation is 3.3 Multi-tasking Skill
meeting the goals
3.3 Regular feedback to
staff and
management is
provided to determine
the level of customer
service as well as
areas for
improvement.
3.4 Staff are properly
trained or coached on
the principles of guest
service.
3.5 Assistance is given
when staffing
constraints require so
that service will not be
hampered.
4. Supervise 4.1 Company service 4.1 Knowledge of key 4.1 Effective

service recovery strategies concepts of quality communication skills
recovery are discussed with assurance and how - Motivating team
procedures the staff this is managed and members to
4.2 Effective collecting implemented in the participate in
tools for customer workplace solving problems.
feedback are applied 4.2 Principles of - Anger
and discussed with Problem solving management
the staff. 4.3 Anger Management techniques
4.3 The importance of 4.4 Service recovery 4.2 Critical Thinking skills
service recovery in strategies - Identify/analyze
achieving loyalty and 4.5 Total Quality problems
satisfaction is Management - Identify possible
communicated to the 4.6 Business policies course of action.
staff. 4.7 Consumer rights 4.3 Problem-solving skills
4.4 The effectiveness of - Solving problems
solutions in the proactively
workplace is - Service recovery
PERFORMANCE
CRITERIA
REQUIRED REQUIRED
KNOWLEDGE SKILLS
of Variables
monitored. strategies
4.5 Guest concerns and 4.4 Self-management
incident reports are skill
properly documented
5. Monitor 5.1 MICROS POS 5.1 Established 5.1 Basic Accounting
sales and system is monitored standard operating Skills
expenses and maintained to procedures 5.2 Forecasting
keep track of the food 5.2 Food and Beverage 5.3 Management Skills
and beverage sales. Cost control 5.4 Analytical Skills
5.2 Inventory and 5.3 Basic Accounting
ordering of food 5.4 Microsoft Office
supplies are 5.5 POS software
controlled within the
enterprise budget.
5.3 Sales are accounted
and costs are
controlled as per
enterprise standards.

RANGE OF VARIABLES
VARIABLE RANGE
1. Service levels May include:

1.1 Monitoring and measuring performance
1.2 Monitoring customer service satisfaction
1.3 Monitoring costs
1.4 Quality control
1.5 Employee turnovers
1.6 Customer loyalty
2.Consistent quality May include.
2.1 Food portion size
2.2 Taste
2.3 Service
2.4 Presentation
2.5 Beverage
3.Service failures May include:
3.1 Difficult customer service situations
3.2 Equipment breakdown/technical failure
3.3 Failure to deliver promised service to customers
3.4 Procedural inadequacies or failure
3.5 Unrealistic or impractical product development or marketing
resulting in operational difficulties
3.6 Poor rosters giving rise to inadequate/inappropriate staffing
levels
3.7 Inadequate financial resources
3.8 Delays and time difficulties
4.Food safety practices May include:
4.1 Handling perishable items
4.2 Washing of hands
4.3 Personal hygiene
4.4 Keeping foods away from the danger zone
5.Work schedules May include:
5.1 Meal breaks
5.2 Shift allocations
5.3 Recreational leaves
5.4 Sick leaves
5.5 Operating hours
6. Service points May include:
6.1 Waiting stations
6.2 Buffet areas
6.3 Kitchen service area
6.4 Room service collection
6.5 Bar

VARIABLE RANGE
7. Operational forms and Operational forms may include:

records 7.1 Requisition forms
7.2 Duty schedules
7.3 Spoilage reports
7.4 Breakage reports
7.5 Inter department/outlet transfers
8. Feedback to staff and Feedback and coaching to staff may include:
management 8.1 Quality of work
8.2 Performance appraisal results
8.3 Commendation
8.4 Memorandum
8.5 New company policies
8.6 Guest feedback
8.7 Attendance
Feedback to Management may include:

8.8 Sales/financial report
8.9 Customer feedback
8.10 Expenses
8.11 Guest complaints
9.Service Recovery strategies May include:
9.1 Being pro active
9.2 Empowering employees to solve complaints
9.3 Communicating to the guest immediately
9.4 Collecting customer feedback
9.5 Defining service standards
9.6 Compensation strategies (free food, discount or coupon)
9.7 Assistance strategies e.g. management intervention,
replacement ,apology or correction
10. Collecting tools May include:
10.1 Social media monitoring
10.2 Survey and Feedback forms
10.3 Mystery shoppers
10.4 Critical incident reports
10.5 Complaints survey
11.MICROS POS System
May include:
monitoring
11.1 Inventory levels
11.2 Streamline ordering and receiving processes
11.3 Customized reporting and analysis tools
11.4 Comparison of operational conditions against established
standards
11.5 Guest waitlists and reservations

EVIDENCE GUIDE
1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Ensured consistent quality products and services
1.2 Carried out staff meetings and daily shift briefings in the
absence of higher manager
1.3 Monitored and implemented policies on energy and water
conservation and waste
1.4 Monitored service points and ensured that standards of
food quality, safety and cleanliness are achieved
1.5 Trained or coached staff on the principles of guest service
1.6 Discussed company service recovery strategies with staff
1.7 Applied effective collecting tools for customer feedback
1.8 Monitored and maintained MICROS POS system to keep
track of the food and beverage sales
2.Resource Implications The following resources should be provided:
2.1 Access to a real or simulated workplace;
2.2 Availability of actual or sample operational forms and
records
3.Methods of Assessment The following methods may be used to assess competency for
this unit:
3.1 Demonstration with Oral questions
4.Context of Assessment Competency may be assessed in actual workplace or at the
designated TESDA Accredited Assessment Center.

UNIT OF COMPETENCY : IMPLEMENT FOOD AND BEVERAGE PROMOTIONAL
ACTIVITIES
UNIT DESCRIPTOR : This unit describes the performance outcomes, skills and
knowledge required to execute food and beverage promotional
activities to increase sales.
PERFORMANCE
of Variables
1. Plan food and 1.1 Potential customers 1.1 Principles of Sales 1.1 Planning skills for food
beverage sales are identified and 1.2 Sales planning and beverage sales
activities profiles are created process activities and
and updated 1.3 Sales Tactics processes
1.2 Sales Promotional 1.4 Marketing for food - Prospecting
activities for existing and beverage - Sales planning
and potential industry - Setting objectives
customers are 1.5 Marketing plans and - Strategizing
identified according to marketing mix - Organizing
marketing plan of the 1.6 Ethics - Implementing
establishment*
- Considerations for - Evaluating
1.3 Eco-friendly
Sales personnel,
promotional
including truth and
materials are
honesty in sales
identified and
targeting of
recommended
particular market.
.
1.7 Sustainability
- Considerations
for sales activities,
including reducing
waste of printed
materials
- Sustainability as
a sales tool
1.8 Impact on sales
personnel, including
consumer protection
provisions
2. Enforce 2.1 Details of the 2.1 Principles of Sales 2.1 Effective
promotional upcoming and Marketing communication skills
activities promotional activity 2.2 Sales 2.2 Organizing skills
are explained to the communication and 2.3 Monitoring skills
staff relationship building 2.4 Motivating skills
2.2 Strategies to upsell 2.3 Ethics 2.5 Sales skills
and do promotional - 2.6 Computer skill
activities are Considerations
PERFORMANCE
of Variables
demonstrated to staff for sales
2.3 Promotional activity personnel,
is monitored based including truth
on the details set by and honesty in
the establishment sales targeting
2.4 Feedback are of particular
collected and groups in the
summarized before community
submitting to higher 2.4 Information
management for technology
analysis. 2.5 Software for
monitoring the
promotional activity
and for collecting
and summarizing
3. Evaluate food 2.1 Results of 2.1 Marketing plans 2.1 Effective
and beverage promotional 2.2 Marketing mix communication skills
promotional activity is reviewed 2.3 Sales Record 2.2 Critical thinking skills
activities 2.2 Promotional activity /Documentation - Evaluate marketing
reports/documents activities
are prepared - Analyze and
according to required interpret information
timeframes and for sales
enterprise standards. opportunities
2.3 The concluded 2.3 Technology skills
promotional activities - Use current sales
are evaluated to management
determine its systems to review
effectiveness for and interpret
future sales planning - marketing activity
result

RANGE OF VARIABLES
VARIABLE RANGE
1. Profiles Customers’ profiles may be derived from these:
1.1 Personal information forms
1.1 Customer questionnaire/surveys
1.3 Casual conversations
1.4 Personal observation
1.5 Interactive surveys
2. Sales promotional activities May include:
2.1 Advertising (advertising product, service or brand in
newspapers, radio, television, magazines, outdoor signage,
online and social media)
2.2 Personal selling or telemarketing
2.3 Publicity (sending media releases to print and broadcasting
media, giving interviews to the media and from word-of-
mouth)
2.4 Short-term sales promotions (use of coupons, competitions
and contests)
2.5 Direct marketing (involves sending letters, emails, pamphlets
and brochures to individual target clients, often followed by
personal selling or telemarketing
2.6 Product Giveaways
(Product giveaways through sampling a product)
2.7 Customer Referral Incentive Program
2.8 Sponsorships, causes and charity events
2.9 Branded Promotional Gifts (key chains, shirts, coasters,
pens, etc.)
3. Eco-friendly promotional May include:
materials 3.1 Online platforms
3.2 Reusable materials
3.3 Compostable materials
4.Details May include:

4.1 Objectives/targets
4.2 Staff involved
4.3 Duration
5. Evaluation of activities May include:

5.1 Financial performance
5.2 Effectiveness and environmental impact of the promotional
activity
5.3 Social compliance

EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate showed the ability
of Competency to:
1.1 Identified sales promotional activities for existing and potential
customers according to marketing plan of the establishment.
1.2 Demonstrated ways to perform promotional activities.
1.3 Evaluated the concluded promotional activities to determine its
effectiveness for future sales planning
Implications 2.1 Training and assessment to include access to a real or
simulated workplace
2.2 Access to workplace standards, procedures, policies, guidelines,
tools and equipment.
3. Methods of Competency in this unit may be assessed through practical skills and
Assessment knowledge. The following examples are appropriate for this unit:
3.1 Demonstration with Oral Questioning
4. Context of 4.1 Competency may be assessed in actual workplace or at the

Assessment designated TESDA Accredited Assessment Center.

UNIT OF COMPETENCY : ORGANIZE CATERING FUNCTIONS
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required in
preparing for an off premise catering functions in a range
of settings within the Food Service industries.
PERFORMANCE CRITERIA
Italicized terms are REQUIRED REQUIRED
ELEMENT elaborated in the Range of KNOWLEDGE SKILLS
Variables
1. Determine 1.1 Catering requirements 1.1 Established 1.1 Analytical skills in
proposal are identified standard operating terms of identifying
requirements 1.2 Details of the catering procedures needs, wants and
and are liaised with pertinent 1.2 Business Writing requirements of
conditions departments 1.3 Contract preparation guests
1.3 Contingency measures 1.4 Types of Catering 1.2 Ability to analyze the
are developed to ensure 1.5 Types of Service costing elements
overall service 1.3 Analyze standards
1.6 Costing of catering
preparedness and specifications
packages
1.7 Microsoft Office relating to products
and services required
to proposal
2. Monitor the 2.1 Running sheet for 2.1 Established 2.1 Ability to analyze
catering function is checked for standard operating catering requirements
function the execution of the procedures as stated in a
catering function 2.2 Duties and specified contract.
2.2 Customer feedback are responsibilities of 2.2 Analytical skills on
obtained. food and beverage identifying the
2.3 Safety and security of service personnel appropriate type of
the guests, staff and 2.3 Functions of service, set up, menu,
property are ensured Management required and
throughout the catering 2.4 Costing of catering equipment.
function packages 2.3 Analyze unique
2.5 Video and Power necessities in the
point presentation of conduct of catering
proposal
3. Manage the 3.1 Payment and other 3.1 Established 3.1 Ability to cost all
shutdown incidental fees are standard operating requirement for
activities handled and collected procedures catering: food and
from the host 3.2 Types of Service beverage, labor,
3.2 De-briefing of staff is 3.3 Types of Catering equipment and special
conducted. Functions services
3.3 Disposal of garbage and 3.4 Costing of catering 3.2 Analyze different costs
left over food are packages related to the conduct
monitored 3.5 Food Costing of catering function.
3.4 Inventory of tools and
3.6 Basic Accounting
equipment are monitored
3.7 Microsoft Office
RANGE OF VARIABLES
VARIABLE SCOPE
1. Catering Requirements May include:
1.1 Type of Service
1.2 Type of Set up
1.3 Equipment
1.4 Number of guests
1.5 Staffing
1.6 Venue
1.7 Additional components requested by client.
2. Running Sheet May include details:
2.1 Sequence of Service
2.2 Person Concerned
2.3 Time
2.4 Menu Line up
2.5 Dinning Staff assignment
3. Payment and other May include details on:
incidental fees 3.1 Breakages
3.2 Cash Bar
3.3 Excess in the guaranteed number of guest

EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidences that the candidate:

Competency 1.1 Identified catering requirements
1.2 Developed contingency measures to ensure overall service
preparedness
1.3 Checked running sheet for function for the execution of the
catering function
1.4 Ensured safety and security of the guests, staff and
property throughout the catering function
1.5 Handled and collected payment and other incidental fees
from the host
1.6 Monitored the proper disposal of garbage and left over food
2. Resource The following resources MUST be provided:

Implications Training and assessment must include the use of an actual
computerized system and software, and access to workplace
standards, procedures, policies, guidelines, tools and
equipment
3. Method of Assessment Competency may be assessed through:
3.1 Demonstration with Oral questioning
4. Context for Assessment 4.1 Competency may be assessed in actual workplace or at

SECTION 3 TRAINING ARRANGEMENTS
These standards are set to provide technical and vocational education and training (TVET)
providers with information and other important requirements to consider when designing training
programs for FOOD AND BEVERAGE SERVICES NC IV.
They include information on curriculum design; training delivery; trainee entry

requirements; tools and equipment; training facilities; and trainer’s qualification.
3.1 CURRICULUM DESIGN
TESDA shall provide the training on the development of competency-based

curricula to enable training providers develop their own curricula with the components
mentioned below.
Delivery of knowledge requirements for the basic, common and core units of
competency specifically in the areas of mathematics, science/technology,
communication/language and other academic subjects shall be contextualized. To this
end, TVET providers shall develop a Contextual Learning Matrix (CLM) to accompany their
curricula.
Course Title: FOOD AND BEVERAGE SERVICES NC Level: IV
Nominal Training Duration: 47 Hours (Basic)

DRAFT
190 Hours (Common)

155 Hours (Core)
392 Hours
Course Description:
This course is designed to enhance the knowledge, skills, and attitudes in
accordance with industry standards. This covers competencies that a person must
achieve in performing task such as managing food and beverage service team, overseeing
dining area operations, implementing food and beverage promotional activities and
organizing catering functions.
Upon completion of the course, the learners are expected to demonstrate the
above-mentioned competencies to be employed. To obtain this, all units prescribed for this
qualification must be achieved.

BASIC COMPETENCIES
(47 Hours)
Unit of Assessment Nominal

Learning Outcomes Learning Activities Methodology
Competency Method Duration
1. Utilize 1.1 Meet common and • Read • Lecture • Written 1 Hour
specialized specific ➢ Communication process examination
communication communication ➢ Dynamics of groups and
skills needs of clients different styles of group
and colleagues leadership
• Identify different approaches to meet the
needs of clients and colleagues
1.2. Contribute to the • Apply communication skills to fulfill job • Demonstration • Observation 1 Hour
development of roles as specified by the organization • Group discussion • Oral evaluation
communication • Apply communication techniques in
strategies communicating with clients and
colleagues DRAFT
➢ Active listening
➢ Feedback
➢ Interpretation
➢ Role boundaries setting
➢ Negotiation
➢ Establishing empathy
• Describe strategies for internal and
external dissemination of information
1.3. Deliver a technical • Enhance the presentation using • Demonstration • Observation 1 Hour
presentation appropriate media
• Deliver a clear and sequential
presentation within given time

1.2. Represent the • Describe criteria for a good presentation • Demonstration • Observation 1 Hour
organization • Prepare presentation material for internal
or external forums to promote the
organization
1.3. Facilitate group • Gather relevant information • Demonstration • Observation 1 Hour

discussion • Apply values in facilitating differences in
views
1.4. Conduct interview • Describe communication strategies • Group discussion • Oral evaluation 1 Hour
employed in interview situations • Demonstration • Observation
• Conduct interview
• Apply organizations procedure in
maintaining records of interviews
• Use questioning, listening and nonverbal
DRAFT
communication techniques to client

groups
2. Develop and 2.1 Foster individual • Discussion on Team Leadership and • Observation • Observation 2 Hours
lead teams growth expectation from team leaders Lecture/ • Role Play
• Case study on learning and development Discussion • Case Study
needs of team members • Case Study ▪ Written Test
• Discussion on organizational • Role Play
requirements from team members • Role Play
• Role play on coaching and mentoring • Case Study
• Discussion on preparation of team • Written Test
members development plan
• Role Play on providing feedback on
performance

2.2 Foster individual • Discussion on learning and development • Lecture/ Discussion • Observation 2 Hours
and team growth program goal setting • Case Study • Role Play
• Preparation of learning and development • Role Play • Case Study
program goals • Written Test
• Discussion on learning delivery methods
• Role play on the different learning
delivery methods
• Discussion on workplace learning
opportunities
• Role play on coaching and mentoring
2.3 Monitor and • Discussion on the different levels of • Lecture/ Discussion • Observation 2 Hours
evaluate workplace learning evaluation. • Case Study • Role Play
learning • Discussion on the different methods • Role Play • Case Study
used to evaluate learning • Written Test
• Develop reporting system for
DRAFT
monitoring of performance attributed

to learning programs
• Gathering of information to evaluate
individual performance attributed to
learning programs
• Case study on modification of
learning plan based on performance

2.4 Develop team • Discussion on team commitment and • Lecture/ Discussion • Observation 1 Hour
commitment and cooperation and its impact to attainment • Case Study • Role Play
cooperation of goals • Role Play • Case Study
• Play games on team commitment and • Written Test
cooperation
• Discussion on team dynamics and its
relation to team performance
• Play games on team dynamics and
performance
• Development of career plans
2.5 Facilitate • Perform team building activities towards • Group Activity 1 Hour
accomplishment of improving communication among team • Case Study • Role Play
team goals members, goal setting and improving • Case Study
performance DRAFT
• Observation
• Case studies involving collaborative
activities to improve attainment of group
goals

3. Perform 3.1 Evaluate • Examine current systems, standards, • Group discussion • Case Formulation 1 Hour
higher-order effectiveness and procedures and protocols in the • Lecture • Life Narrative
thinking efficiency of the workplace • Demonstration Inquiry (Interview)
processes and workplace systems, • Discuss different methods of critical and • Role playing • Standardized test
apply processes and appreciative inquiry and their relevance
techniques in procedures to different situations
the workplace • Form habit of asking questions and
taking responsibility for answers
• Appreciate importance of why questions
for individuals, businesses and
communities
• Use range of analytical techniques
• Examine different strategies and
techniques in communicating results,
applying critical thinking pathway,
DRAFT
assessing effectiveness and efficiency

of systems, processes and procedures

3.2 Foster the habit of • Discuss different methods of critical and • Group discussion • Case 1 Hour
critical inquiry and appreciative inquiry and their relevance • Lecture Formulation
curiosity in the to different situations • Demonstration • Life Narrative
workplace • Form habit of asking questions and • Role playing Inquiry
taking responsibility for answers (Interview)
• Appreciate importance of why questions • Standardized
for individuals, businesses and test
communities
• Use range of analytical techniques,
growth mindset and positive
communication strategies
• Examine different strategies and
techniques in communicating results,
applying critical thinking pathway,
assessing effectiveness and efficiency of
DRAFT
systems, processes and procedures

• Discuss insights on workplace
effectiveness and efficiency
3.3 Develop practical • Use range of analytical techniques, • Group discussion • Case 2 Hours
action plans for growth mindset and positive • Lecture Formulation
improving communication strategies in developing • Demonstration • Life Narrative
workplace action plans for efficiency and • Role playing Inquiry
conditions effectiveness (Interview)
• Examine different strategies and • Standardized
techniques in communicating results, test
applying critical thinking pathway, • Project-based
assessing effectiveness and efficiency of learning
systems, processes and procedures
• Discuss concepts creative negotiation
skills, change management and
improvement strategies

4. Contribute to 4.1 Update self on • Explain the local, national and global • Interactive Lecture • Demonstration 1 Hour
the practice of local, national and systems and structures • Small Group or simulation
social justice in global trends/ • Discuss issues affecting interaction and Discussion with oral
the workplace issues in the connectedness of communities at local, • Brainstorming questioning
workplace national and global levels • Role-playing • Group
• Explain underlying assumptions and discussions and
power dynamics (politics, understanding interactive
political system, social structures, labor activities
laws, labor relations, human right) • Case studies/
• Monitor trends and issues relevant to problems
human rights, gender equality, culture of involving
peace, global citizenship, and cultural workplace
diversity using different media platforms diversity issues
• Analyze trends and issues relevant to • Written
human rights, gender equality, culture of
DRAFT
examination
peace, global citizenship, and cultural (Essay)
diversity • Role Playing
• Engage in discourse about the local,
national and global issues
4.2 Relate local and • Discuss the different levels of human • Interactive Lecture • Demonstration 1 Hour
global trends to identity according to Amber Mayer (2015) • Small Group or simulation
workplace context • Explain different communities people Discussion with oral
belong to and how these are connected • Brainstorming questioning
• Recognize cultural differences and • Role-playing • Group
respect for cultural diversity discussions and
• Recognize differences and interactive
commonalities among people activities
• Demonstrate attitudes of empathy, • Case studies/
solidarity and respect for diversity problems
• Connect local issues to global trends, involving
and vice versa. workplace
diversity issues
• Written
examination
(Essay)
4.3 Engage and take • Identify the actions that can be taken • Interactive Lecture • Demonstration 1 Hour
actions on individually and collectively • Small Group or simulation
workplace issues • Describe ethically responsible behaviour Discussion with oral
and concerns • Explain the importance and benefits of • Brainstorming questioning
civic engagement • Role-playing • Group
• Employ appropriate actions to address discussions and
workplace issues involving national and interactive
global trends activities
• Show concern and willingness to take • Case studies/
part in the development efforts to problems
discuss workplace issues and concerns involving
• Apply the attitude of “thinking globally
DRAFT
workplace
and acting locally” in the workplace diversity issues
• Written
examination
(Essay)
• Role Playing
5. Manage 5.1 Review and • Show mastery of basic management • Interactive Lecture • Psychological 1 Hour
innovative analyze existing concepts according to Gallup, nine • Appreciative and behavioral
work workplace dimensions of innovative practices and Inquiry Interviews
instructions practices climate; and different types of innovation • Demonstration • Performance
• Contextualize innovation to different • Group work Evaluation
variables in the organization • Life Narrative
• Review current organizational practices Inquiry
where innovation is contextualized • Review of
portfolios of
evidence and
third-party
workplace
reports of on-
the-job
performance.
• Standardized
assessment of
character
strengths and
virtues applied
5.2 Examine • Show mastery of the determinants of • Interactive Lecture • Psychological 1 Hour
opportunities for innovative behaviors and principles of • Appreciative and behavioral
continuous innovation Inquiry Interviews
improvement and • Review current organizational practices • Demonstration • Performance
innovation of where innovation is contextualized • Group work Evaluation
practices in the • Evaluate innovative practices in the • Life Narrative
workplace organization Inquiry
• Assess innovative behaviors for •
DRAFT
Review of
promoting innovation and learning in the portfolios of
workplace evidence and
third-party
workplace
reports of on-
the-job
performance.
• Standardized
assessment of
character
strengths and
virtues applied
5.3 Implement • Show mastery of the determinants of • Interactive Lecture • Psychological 1 Hour
innovative ways in innovative behaviors, principles of • Appreciative and behavioral
the conduct of innovation; and dimensions of innovation Inquiry Interviews
usual workplace climate and strategies and techniques • Demonstration • Performance
practices for implementing innovation in the • Group work Evaluation
workplace • Life Narrative
• Evaluate impact of innovative practices Inquiry
in the organization • Review of
• Demonstrate skills in managing changes portfolios of
in the workplace evidence and
third-party
workplace
reports of on-
the-job
performance.
• Standardized
assessment of
character
strengths and
virtues applied
DRAFT
6. Manage and 6.1 Review information • Lecture and discussion on: • Lecture • Oral evaluation 2 Hours
evaluate needs and sources o Kinds of information • Group Discussion • Written Test
usage of o Information evaluation issues • Hands on • Observation
information o Information storage requirements • Demonstration • Presentation
and methods
• Practical exercises
• Analysing record information
• Identification of information sources
6.2 Collect and analyze • Lecture and discussion on: • Lecture • Oral evaluation 2 Hours
information • Group Discussion
o Information collection and collation • Written Test
o Relevant trends and developments • Hands on • Observation
• Collection of information • Demonstration • Presentation
• Analyzation of information • Practical exercises
6.3 Use management • Lecture and discussion on: • Lecture • Oral evaluation 2 Hours
information o Management information systems • Group Discussion • Written Test
systems o Available technology in information • Hands on • Observation
management • Demonstration • Presentation
o Advance strategies for customer • Practical exercises
service excellence
• Use of available technology in
information management
6.4 Report and • Lecture and discussion on: • Lecture • Oral evaluation 2 Hours
disseminate o Reporting procedures of the • Group Discussion • Written Test
analyzed organisation • Hands on • Observation
information o Analysis and display techniques • Demonstration • Presentation
• Using management information systems • Practical exercises
to store and retrieve data
7. Lead in 7.1 Assess • Case Study in evaluating current OSH • Lecture • Written Exam 1 Hours
improvement Occupational programs effectiveness • Group • Demonstration
of Safety and Health • Practice auditing the workplace Discussion • Observation
(OSH) practices •
Occupational DRAFT Case Study • Interviews /
Safety and and programs
• Group Project Questioning
Health (OSH) Portfolio
programs,
policies and
procedures
7.2 Recommend OSH • Writing and Presenting Action Plans to • Lecture • Written Exam 4 Hours
program improve OSH compliance in the • Group • Demonstration
improvement workplace and/or increase effectiveness Discussion • Observation
initiatives of OSH Programs • Case Study • Interviews /
Portfolio
7.3 Implement • Role play in increasing the OSH • Lecture • Written Exam 2 Hours
recommended awareness • Group • Demonstration
improvements on • Measuring the impact of the new OHS Discussion • Observation
Occupational •
Safety and Health
program or initiative Case Study • Interviews /
(OSH) Programs,
Procedures and Portfolio
Policies
8. Lead towards 8.1 Assess • Discussion of Green structural change • Lecture • Written Exam 1 Hour
improvement environmental work and retraining needs • Group Discussion • Demonstration
of practices and - What is green structural change and • Demonstration • Observation
programs
environmental where is it happening • Case Study • Interviews /
work - Workforce restructuring and • Reporting Questioning
programs, adjustment
policies and • Third Party
- Employment effects of Environment Reports
procedures - Sectors most affected by green
restructuring
- Retraining and skills upgrading
- Effective and equitable
restructuring: Good practices and
programs by public and private
DRAFT
sector actors
• Perform Impact Assessment
• Discussions of Gender Implications
8.2 Recommend • Practicing Leadership skills: The biggest • Lecture • Written Exam 1 Hour
environmental challenge in transition to a low-carbon • Group Discussion • Demonstration
program economy or environment friendly • Demonstration • Observation
improvement
initiatives
activities • Case Study • Interviews /
• Practicing Basic Business planning • Reporting Questioning
• Opportunities Management - • Third Party
Identification of low-carbon and Reports
Resource scarcity risks
• Perform Cost–benefit Analysis
8.3 Implement • Practicing Environmental Awareness • Lecture • Written Exam 1 Hour
recommended Raising (Communication/ • Group Discussion • Demonstration
improvements on Implementation campaigns) • Demonstration • Observation
environmental
• Teaching and training personnel -
programs, policies necessary skills and methods to impart • Case Study • Interviews /
and procedures environmental knowledge, to create • Reporting Questioning
awareness and to react flexibly to ever- • Third Party
changing labor market needs. Reports
9. Sustain 9.1 Enhance one’s • Discussion on entrepreneurial skills • Lecture/ Discussion • Written Report 2 Hours
entrepreneurial business skills
• Identifying market trends • Case study • Case problem
skills • Case studies on new technologies, • Group work
products and processes
• Practice gathering information on new
trends
4. Manage • Discussion on continuous improvement • Lecture discussion • Written Report 1 Hour

entrepreneurial • Presentation of plans for continuous • Group work • Case problem
practices improvement DRAFT
• Evaluation of new products and services
9.2 Expand markets • Prepare business plan and proposal • Lecture discussion • Portfolio 1 Hour
and clientele • Group work

COMMON COMPETENCIES
(190 Hours)
Unit of Learning Learning Activities Methodologies Assessment Nominal

Competency Outcomes Methods Duration
1. Maintain 1.1 Seek • Identify and access sources of • Discussion • Observation 5 Hours
hospitality information on information on the hotel and travel • Demonstration • Demonstration
industry the hospitality industries, appropriately and correctly • Lecture • Written
knowledge industry • Obtain information on the hotel and • Group Examination
travel industries to assist effective work discussion • Interview
performance within the industries • Simulation
• Access and update specific information
on relevant sector(s) of work
• Use knowledge of the hotel and travel
industries in the correct context to
enhance quality of work performance
• Obtain information on other industries to
DRAFT
enhance quality of work performance

1.2 Source and • Obtain information on legal issues and • Discussion • Observation 5 Hours
apply ethical issues to assist effective work • Demonstration • Demonstration
information on performance • Lecture • Written
legal and • Conduct day-to-day hospitality industry • Group Examination
ethical issues activities in accordance with legal discussion • Interview
for the obligations and ethical industry
hospitality • Simulation
practices
industry
1.3 Update • Identify and use a range of opportunities • Discussion • Observation 10 Hours
hospitality to update general knowledge of the • Demonstration • Demonstration
industry hotel and travel industries • Lecture • Written
knowledge • Monitor current issues of concern to the • Group Examination
industries discussion • Interview
• Share updated knowledge with • Simulation
customers and colleagues as appropriate
and incorporate this knowledge into day-
to-day work activities
2. Perform child 2.1 Identify the • Define the problem of child sexual • Discussion • Observation 5 Hours
protection issue of sexual exploitation of children by tourists • Demonstration • Demonstration
duties relevant exploitation of (otherwise known as child-sex tourism) • Lecture • Written
to the tourism children by • Describe the impact of child sexual • Group Examination
industry tourists exploitation on children, discussion • Interview
communities and the hotel and • Simulation
travel industries
• Identify suspicious behaviors that
may be exhibited by child sex
tourists
2.2 Describe • Locate and become familiar with the • Discussion • Observation 5 Hours
national, United Nations Convention on the • Demonstration • Demonstration
regional and Rights (UNCRC) of the Child and the • Lecture • Written
international main UN Articles relating to the rights of
DRAFT
• Group Examination
actions to all children to be safe from sexual discussion • Interview
prevent the exploitation
• Simulation •
sexual • Examine national, regional and
exploitation of international initiatives to prevent the
children by sexual exploitation of children by
tourists tourists
• Identify reporting mechanisms if
suspicious behaviors is observed
2.3 Describe • Prepare a list of actions that can be • Discussion • Observation 5 Hours
actions that taken by staff working in each labor • Demonstration • Demonstration
can be taken in division of the hotel and travel industries • Lecture • Written
the workplace to prevent the sexual exploitation of • Group Examination
to protect children by tourists discussion • Interview
children from • Select the best action to take by a staff • Simulation
sexual for particular situations in preventing the
exploitation by sexual exploitation of children by
tourists tourists
• Participate in national and regional
campaigns to promote greater public
awareness and action to prevent child
sexual exploitation in tourism
destinations
3. Develop and 3.1 Communicate • Identify, develop and communicate • Discussion • Observation 10 Hours
supervise work roles operational plans and objectives to team • Demonstration • Demonstration
operational members • Lecture • Written
approaches • Match skills of team members to • Group Examination
tasks and duties and develop job discussion • Interview
responsibilities in line with enterprise • Simulation
guidelines
• Communicate requirements of jobs and
tasks clearly to team members
3.2 Coordinate • • • Observation
DRAFT
Develop work plans that establish Discussion 10 Hours

activities appropriate targets and task objectives • Demonstration • Demonstration
• Prioritize work activities to ensure • Lecture • Written
completion of tasks in accordance • Group Examination
with work requirements discussion • Interview
• Identify and incorporate training and • Simulation
learning opportunities into work
activities
• Maintain clear supervisory and reporting
responsibilities in line with
organizational requirements
3.3 Maintain • Recognize and address problems with • Discussion • Observation 10 Hours
effective team members • Demonstration • Demonstration
working • Seek assistance of team members • Lecture • Written
relations when difficulties arise to achieve • Group Examination
allocated tasks.
• Communicate requirements of work discussion • Interview
activities using a participative • Simulation
approach
• Manage disagreements and conflicts
constructively using appropriate conflict
management strategies
3.4 Provide • Provide clear, constructive feedback to • Discussion • Observation 10 Hours
feedback individuals to support achievement of • Demonstration • Demonstration
outcomes • Lecture • Written
• Monitor team and individual • Group Examination
performances to ensure team discussion • Interview
members are able to achieve goals • Simulation
• Identify opportunity for individual
development
• Maintain clear supervisory and reporting
DRAFT
responsibilities in line with

organizational requirements
4. Manage quality 4.3 Develop • Identify options to improve service • Discussion • Observation 6 Hours
customer approaches to levels • Demonstration • Demonstration
service enhance • Lecture • Written
customer
service quality
discussion • Interview
• Simulation
4.4 Manage the • Assist colleagues to meet and exceed • Discussion • Observation 4 Hours
delivery of customer service standards by providing • Demonstration • Demonstration
quality service appropriate professional development • Lecture • Written
discussion • Interview
• Simulation
4.5 Monitor and • Compare systems, records and • Discussion • Observation 5 Hours
adjust reporting procedures in order to • Demonstration • Demonstration
customer identify and report on any changes • Lecture • Written
service in customer satisfaction • Group Examination
• Evaluate and report on customer discussion • Interview
service evaluation outcomes to • Simulation
designated groups or individuals
5. Manage 5.7 Allocate budget • Funds are allocated according to • Discussion • Observation 6 Hours
finances within resources agreed priorities. • Demonstration • Demonstration
a budget • Changes in income and expenditure • Lecture • Written
priorities are discussed with • Group Examination
appropriate colleagues prior to discussion • Oral
DRAFT
implementation • Power Point Examination

• All relevant personnel are consulted presentation • Practical
and informed in relation to resource • Simulation Examination
decisions •
• Video Interview
• Awareness of the importance of presentation • Oral
budget control is promoted
• Self-paced Questioning
• Detailed records of resource handouts or
allocation are maintained in module
accordance with enterprise control
systems.
• Group
reporting
5.8 Monitor • Actual income and expenditure are • Discussion • Observation 4 Hours
financial checked against budgets accurately and • Demonstration • Demonstration
activities at regular intervals. • Lecture • Written
against budget • Financial commitments are included in
all documentation to ensure accurate • Group Examination

monitoring. discussion • Oral
• Deviations are identified and reported • Power Point Examination
according to company policy and presentation • Practical
significance of deviation. • Simulation Examination
• Appropriate options for more effective • Video • Interview
management of deviations are
investigated.
presentation • Oral
• Appropriate colleagues are advised of
handouts or
budget status in relation to targets within
module
agreed timeframes.
• Group
reporting
5.9 Identify and • Existing costs and resources are • Discussion • Observation 5 Hours
evaluate assessed and areas for improvement • Demonstration • Demonstration
options for are identified. • Lecture • Written
•
DRAFT
improved Desired outcomes are discussed with

relevant colleagues.
budget
• Appropriate research is conducted to
discussion • Oral
performance
investigate new approaches. • Power Point Examination
• Benefits and disadvantages of new presentation • Practical
approaches are defined and clearly • Simulation Examination
communicated. • Video • Interview
• Impacts on customer service levels and presentation • Oral
colleagues are considered when • Self-paced Questioning
developing new approaches. handouts or
• Recommendations are presented module
clearly and logically to the appropriate • Group
person/ department. reporting
5.4 Complete • All required financial reports are • Discussion • Observation 5 Hours
financial completed accurately and within • Demonstration • Demonstration
reports designated timelines. • Lecture • Written
• Clear and concise information are • Group Examination
produced to enable informed decision- discussion • Oral
making. • Power Point Examination
• Reports are promptly forwarded to the presentation • Practical
appropriate person/department. • Simulation Examination
• Video • Interview
handouts or
module
• Group
reporting
6. Plan and 6.1 Plan a series of • Verify identified training need • Discussion • Observation 10 Hours
implement a training events • Prioritize identified training need • Demonstration • Demonstration
series of • Determine resources available to
DRAFT
• Lecture • Written
training events support training events to address • Group Examination
identified training need discussion • Oral
• Identify training events that will address • Power Point Examination
identified workplace training need presentation • Practical
• Determine availability of learners to • Simulation Examination
attend and participate in identified • Video • Interview
training events presentation • Oral
• Involve stakeholders in planning • Self-paced Questioning
activities handouts or
• Develop a schedule for implementing module
identified training events • Group
• Develop an operational plan to support reporting
the implementation of identified training
events
• Share the implementation plan for
training events with stakeholders
• Encourage identified learners to engage
with established training events
6.2 Implement a • Provide identified support for learners to • Discussion • Observation 10 Hours
series of attend identified training events. • Demonstration • Demonstration
training events • Provide required resources for • Lecture • Written
supervisors to maintain required service • Group Examination
levels during identified training events discussion • Oral
• Advise learners of attendance • Power Point Examination
requirements as required by the presentation • Practical
organization • Simulation Examination
• Capture feedback from learners on • Video • Interview
individual training events. presentation • Oral
• Modify planned schedule of training • Self-paced Questioning
events on the basis of feedback and
DRAFT
handouts or
other issues arising module
• Attend training events to monitor and • Group
evaluate their implementation reporting
• Maintain contact with training event
organizers/providers
6.3 Review planning • Evaluate the impact of attendance at • Discussion • Observation 10 Hours
and training event. • Demonstration • Demonstration
implementation • Assess the value-for-money provided by • Lecture • Written
of a series of
training events •
engagement with training events • Group Examination
Identify ways in which more cost- discussion • Oral
effective use of training events could be • Power Point Examination
effected presentation • Practical
• Prepare a report on the use of training • Simulation Examination
events within the organization • Video • Interview
handouts or
module
• Group
reporting
7. Use the 7.1 Communicate • Define the purpose of the assessment • Discussion • Observation 10 Hours
assessment the system • Demonstration • Demonstration
system for assessment • Document and circulate assessment • Lecture • Written
training system system features and procedures to • Group Examination
outcomes relevant stakeholders discussion • Oral
• Establish procedures for keeping • Power Point Examination
relevant stakeholders informed about presentation • Practical
key features of the assessment system • Simulation Examination
DRAFT
handouts or
module
• Group
reporting
7.2 Provide • Verify assessors meet required • Discussion • Observation 10 Hours

support for competency standards • Demonstration • Demonstration
enterprise • Identify required training for assessors • Lecture • Written
assessors • Provide for moderation of assessments • Group Examination
• Provide feedback to assessors on their discussion • Oral
performance • Power Point Examination
• Facilitate networking amongst assessors presentation • Practical
• Simulation Examination
handouts or
module
• Group
reporting
7.3 Manage the • Identify and develop the internal records • Discussion • Observation 10 Hours
assessment required to support the assessment • Demonstration • Demonstration
record keeping system • Lecture • Written
system • Describe the requirements for • Group Examination
completing the assessment records discussion • Oral
• File the assessment records • Power Point Examination
• Review and up-date the assessment presentation • Practical
record keeping system • Simulation Examination
DRAFT
handouts or
module
• Group
reporting
7.4 Maintain • Define quality assurance procedures for • Discussion • Observation 10 Hours
quality the assessment system • Demonstration • Demonstration
assurance • Undertake internal audits of the • Lecture • Written
procedures assessment system • Group Examination
• Use the results of quality assurance discussion • Oral
audits to improve the assessment • Power Point 10Examination
system presentation • Practical
• Review the applicability of the existing • Simulation Examination
quality assurance procedures to the • Video • Interview
dynamic nature of the assessment presentation • Oral
system
handouts or
module
• Group
reporting
7.5 Report on the • Identify the outcomes that the • Discussion • Observation 10 Hours
contribution assessment system has produced • Demonstration • Demonstration
made by the • Review the assessment system • Lecture • Written
assessment • Make recommendations for change to • Group Examination
system to the assessment system discussion • Oral
enterprise • Produce and circulate a report • Power Point Examination
training and
• Revise the existing assessment system presentation • Practical
performance
on the basis of responses to the report • Simulation Examination
DRAFT
handouts or
module
• Group
reporting

CORE COMPETENCIES
(155 hours)
Unit of Learning Learning Contents Assessment

Methodologies Nominal Duration
Competency Outcomes Practical Activities Methods
1. Manage 1.1 Organize • Prepare and approve • Lecture- • Written
food and service staff duty/shift schedules in Discussion Examination 8 Hours
beverage accordance with staff • Power Point • Oral Questioning
service requirements Presentation • Portfolio
team assessment
• Identify roles and • Lecture- • Written
responsibilities Discussion Examination
• Power Point • Oral Questioning
Presentation • Portfolio
assessment
• Assign authority and DRAFT
• Lecture- • Written
responsibility to employees Discussion Examination
on the basis of their skills and • Power Point • Oral Questioning
capabilities Presentation • Third Party report
• Portfolio
assessment
• Establish and discuss • Lecture- • Written
performance objectives with Discussion Examination
staff • Power Point • Oral Questioning
Presentation • Third Party report
• Portfolio
assessment

1.2 Enforce • Check punctuality and • Lecture- • Written 6 Hours
company Discussion
attendance of staff • Examination
policies in the • Power Point • Oral Questioning
food service Presentation
establishment • Portfolio
assessment
• Implement and monitor • Lecture- • Written

company policies and Discussion Examination
standards of service to • Power Point • Oral Questioning
ensure the deliverance of Presentation • Portfolio
consistent quality service and assessment
products
• Administer and document • Lecture- • Written
workplace discipline properly Discussion Examination
when employee misconductsDRAFT
are reported Presentation • Third Party report
• Portfolio
assessment
1.3 Develop staff • Orient and train new hires in • Lecture- • Written 15 Hours
accordance with enterprise Discussion Examination
standards • Demonstration • Observation
• Portfolio
assessment
• Simulation

Discussion Examination
• Identify employee • Group activity • Oral Questioning
weaknesses and plan • Power Point • Third Party report
measurable goals for Presentation • Portfolio
improvement assessment
• Simulation
• Written
• Lecture- Examination
• Track and check employees’ Discussion • Observation
progress for the purpose of • Demonstration • Oral Questioning
performance appraisal • Hands-on • Third Party report
• Power Point • Portfolio
DRAFT Presentation assessment
• Simulation
• Written
Discussion
• Conduct employee feedback • Observation
• Demonstration
regularly to motivate and re- • Oral Questioning
• Hands-on
direct staff • Third Party report
• Power Point
Presentation
• Portfolio
assessment
• Simulation
• Written
• Prepare staff performance Discussion
• Oral Questioning
assessment targets for next • Power Point
rating period Presentation
• Third Party report
• Portfolio
assessment

1.4 Monitor payroll • Consolidate number of hours • Lecture- • Written 4 Hours
data for payroll Discussion Examination
• Hands-on • Oral Questioning
• Power Point • Third Party report
assessment
• Provide payroll data to payroll • Lecture- • Written

processor for calculation Discussion Examination
within designated timelines • Demonstration • Observation
• Hands-on • Oral Questioning
assessment
DRAFT
• Simulation
2. Oversee 2.1. Ensure • Monitor service levels • Lecture- • Written 15 Hours

dining area Quality regularly to determine if Discussion Examination
operations Control objectives are met and quality • Power Point • Observation
service is consistently Presentation • Oral Questioning
achieved
• Portfolio
assessment
• Identify service failures and • Lecture- • Written

issues and make appropriate Discussion Examination
adjustments • Power Point • Oral Questioning
• Portfolio
assessment
• Monitor food safety practices • Lecture- • Written

of employees closely to Discussion Examination
reduce potential adverse • Demonstration • Observation
health risks of guests • Hands-on • Oral Questioning
assessment
• Maintain overall cleanliness • Lecture- • Written

and sanitation of the front and Discussion Examination
back of the house areas of • Power Point • Oral Questioning
the enterprise Presentation • Third Party report
• Portfolio
DRAFT
assessment
• Implement good grooming • Lecture- • Written

and hygiene among Discussion Examination
employees strictly • Power Point • Observation
Presentation • Oral Questioning
• Portfolio
assessment

2.2 Plan and • Prepare work schedules in a • Lecture- • Written 16 Hours
organize manner that enhances Discussion Examination
service efficiency and customer • Power Point • Observation
workflow service quality Presentation • Oral Questioning
• Portfolio
assessment
• Facilitate liaison with the • Lecture- • Written
kitchen and the service areas Discussion Examination
to have a close working • Power Point • Observation
relationship between people Presentation • Oral Questioning
within the operation • Third Party report
• Portfolio
assessment
DRAFT
• Carry out staff meetings and • Lecture- • Written

daily shift briefings in the Discussion Examination
absence of the higher • Power Point • Observation
manager Presentation • Oral Questioning
• Portfolio
assessment
• Simulation
• Monitor service points to • Lecture- • Written

reduce service delays and Discussion Examination
ensure standards of food • Power Point • Observation
quality, safety and cleanliness Presentation • Oral Questioning
• Portfolio
assessment
• Complete and review • Lecture- • Written

operational forms and records Discussion Examination
accurately prior to submission • Power Point • Oral Questioning
within required timeframes Presentation • Third Party report
• Portfolio
assessment
• Monitor and implement * • Lecture- • Written

policies on energy and water Discussion Examination
conservation and waste • Power Point • Observation
disposal on a regular basis. Presentation • Oral Questioning
DRAFT
• Video presentation • Third Party report
• Portfolio
assessment
• Communicate and apply • Lecture- • Written
policies on sexual Discussion Examination
harassments consistently • Power Point • Observation
• Video presentation • Third Party report
• Portfolio
assessment
• Lecture- • Written 15 Hours
2.3.Monitor the • Solicit guest feedback to
delivery of Discussion Examination
understand their needs and
high level expectations • Demonstration • Observation
customer • Power Point • Oral Questioning
service Presentation • Third Party report
• Portfolio
assessment
• Simulation
• Review operation
performance regularly to
obtain data on how well the • Power Point • Observation
operation is meeting the Presentation • Oral Questioning
goals • Third Party report
• Portfolio
assessment
DRAFT
• Provide regular feedback to
staff and management to
determine the level of • Power Point • Observation
customer service as well as Presentation • Oral Questioning
areas for improvement • Third Party report
• Portfolio
assessment
• Train staff properly or coach
them on the principles of
guest service • Demonstration • Observation
• Portfolio
assessment

• Simulation
• Give assistance when staffing
constraints require so that
service will not be hampered • Demonstration • Observation
• Portfolio
assessment
• Simulation
2.4. Supervise • Discuss company service • Lecture- • Written 15 Hours
service recovery strategies with the Discussion Examination
staff • Power Point •
DRAFT
recovery Oral Questioning

procedures Presentation • Third Party report
• Portfolio
assessment
• Apply effective collecting tools • Lecture- • Written
for customer feedback and Discussion Examination
make the staff aware about • Demonstration • Observation
these • Power Point • Oral Questioning
• Portfolio
assessment
• Simulation

• Communicate to the staff the • Lecture- • Written
importance of service Discussion Examination
recovery in achieving loyalty • Demonstration • Observation
and satisfaction • Power Point • Oral Questioning
• Portfolio
assessment
• Simulation
• Monitor the effectiveness of • Lecture- • Written
solutions in the workplace Discussion Examination
• Portfolio
assessment
• Document guest concerns DRAFT
and incident reports properly Discussion Examination
• Portfolio
assessment
2.5. Monitor sales • Monitor and maintain • Lecture- • Written

and MICROS POS system to Discussion Examination 6 Hours
expenses keep track of the food and • Demonstration • Observation
beverage sales. • Power Point • Oral Questioning
• Portfolio
assessment
• Simulation

• Control inventory and • Lecture- • Written
ordering of food supplies Discussion Examination
within the enterprise budget • Power Point • Oral Questioning
• Portfolio
assessment
• Account sales and control • Lecture- • Written

costs as per enterprise Discussion Examination
standards • Power Point • Oral Questioning
• Portfolio
assessment
3. Implement 3.1. Plan food and • Identify potential customers, • Lecture- • Written 7 Hours
food and beverage create and update profiles
DRAFT
beverage sales with the use of • Power Point • Oral Questioning
promotional activities establishment’s database Presentation • Third Party report
activities system
• Portfolio
assessment
• Identify sales promotional • Lecture- • Written

activities for existing and Discussion Examination
potential customers according • Power Point • Oral Questioning
to marketing plan of the Presentation • Third Party report
establishment.
• Portfolio
assessment

• Identify and recommend eco- • Lecture- • Written
friendly promotional materials. Discussion Examination
• Video presentation • Portfolio
assessment
DRAFT

3.2.Enforce • Explain the details of the • Lecture- • Written 12 Hours
promotional upcoming promotional activity. Discussion Examination
activities • Demonstration • Observation
• Portfolio
assessment
• Simulation
• Demonstrate to the staff the • Lecture- • Written
strategies to upsell and how Discussion Examination
promotional activities are • Demonstration • Observation
performed • Power Point • Oral Questioning
• Portfolio
assessment
DRAFT
• Simulation
• Monitor the promotional • Lecture- • Written
activity based on the details Discussion Examination
set by the establishment • Power Point • Oral Questioning
• Portfolio
assessment
• Collect and summarize Discussion Examination
feedback before submitting to • Power Point • Oral Questioning
higher management for Presentation • Third Party report
analysis • Portfolio
assessment

3.3. Evaluate food • Review the results of the • Lecture- • Written 9 Hours
and beverage promotional activity Discussion Examination
promotional • Power Point • Oral Questioning
activities Presentation • Third Party report
• Portfolio
assessment
• Prepare promotional activity • Lecture- • Written

reports/documents according Discussion Examination
to required timeframes and • Power Point • Oral Questioning
enterprise standards Presentation • Third Party report
• Portfolio
assessment
DRAFT
• Evaluate the effectiveness of • Lecture- • Written

the concluded promotional Discussion Examination
activity for future sales • Power Point • Oral Questioning
planning Presentation • Third Party report
• Portfolio
assessment
4. Organize 4.1 Determine

• Identify catering requirements • Lecture- • Written 6 Hours
catering proposal Discussion Examination
functions requirements • Power Point • Oral Questioning
and conditions Presentation • Third Party report
• Portfolio
assessment

• Liaise the details of the • Lecture- • Written
catering with pertinent Discussion Examination
departments • Power Point • Observation
• Portfolio
assessment
DRAFT

• Develop contingency • Lecture- • Written
measures to ensure overall Discussion Examination
service preparedness • Power Point • Oral Questioning
• Portfolio
assessment
4.2 Monitor the • Check running sheet for • Lecture- • Written 9 Hours
catering function for the execution of Discussion Examination
function the catering function • Power Point • Oral Questioning
• Portfolio
assessment
• Obtain customer feedback DRAFT
• Demonstration • Observation
• Portfolio
assessment
• Simulation
• Ensure safety and security of • Lecture- • Written
the guests, staff and property Discussion Examination
throughout the catering • Power Point • Oral Questioning
function Presentation • Third Party report
• Portfolio
assessment

4.3. Manage the • Payment and other incidental • Lecture- • Written 12 Hours
shutdown fees are handled and Discussion Examination
activities collected from the host • Power Point • Observation
• Portfolio
assessment
• Conduct de-briefing of staff • Lecture- • Written

• Demonstration • Observation
• Portfolio
DRAFT
assessment
• Simulation
• Monitor the proper disposal • Lecture- • Written
of garbage and left over food Discussion Examination
• Power Point • Observation
• Portfolio
assessment
• Monitor inventory of tools and • Lecture- • Written
equipment Discussion Examination
• Power Point • Observation
• Portfolio
assessment
3.2 TRAINING DELIVERY
1. The delivery of training shall adhere to the design of the curriculum. Delivery
shall be guided by the principles of competency-based TVET.
a. Course design is based on competency standards set by the industry or

recognized industry sector; (Learning system is driven by
competencies written to industry standards)
b. Training delivery is learner-centered and should accommodate

individualized and self-paced learning strategies;
c. Training can be done on an actual workplace setting, simulation of a

workplace and/or through adoption of modern technology.
d. Assessment is based in the collection of evidence of the performance of

work to the industry required standards;
e. Assessment of competency takes the trainee’s knowledge and attitude

into account but requires evidence of actual performance of the
competency as the primary source of evidence.
f. Training program allows for recognition of prior learning (RPL) or current

competencies; DRAFT
g. Training completion is based on satisfactory completion of all specified

competencies not on the specified nominal duration of learning.
2. The competency-based TVET system recognizes various types of delivery

modes, both on-and off-the-job as long as the learning is driven by the
competency standards specified by the industry. The following training
modalities and their variations/components may be adopted singly or in
combination with other modalities when designing and delivering training
programs:
2.1 Institution- Based:
• Dual Training System (DTS)/Dualized Training Program (DTP) which

contain both in-school and in-industry training or fieldwork
components. Details can be referred to the Implementing Rules and
Regulations of the DTS Law and the TESDA Guidelines on the DTP;

• Distance learning is a formal education process in which majority of
the instruction occurs when the students and instructor are not in the
same place. Distance learning may employ correspondence study,
audio, video, computer technologies or other modern technology that
can be used to facilitate learning and formal and non-formal training.
Specific guidelines on this mode shall be issued by the TESDA
Secretariat.
• The classroom-based or in-center instruction uses of learner-

centered methods as well as laboratory or field-work components.
2.2 Enterprise-Based:
• Formal Apprenticeship – Training within employment involving a

contract between an apprentice and an enterprise on an approved
apprenticeable occupation.
• Informal Apprenticeship - is based on a training (and working)

agreement between an apprentice and a master craftsperson
wherein the agreement may be written or oral and the master
craftsperson commits to training the apprentice in all the skills
relevant to his or her trade over a significant period of time, usually
between one and four years, while the apprentice commits to
DRAFT
contributing productively to the work of the business. Training is

integrated into the production process and apprentices learn by
working alongside the experienced craftsperson.
• Enterprise-based Training- where training is implemented within the

company in accordance with the requirements of the specific
company. Specific guidelines on this mode shall be issued by the
TESDA Secretariat.
2.3 Community-Based – Community-Based – short term programs

conducted by non-government organizations (NGOs), LGUs, training
centers and other TVET providers which are intended to address the
specific needs of a community. Such programs can be conducted in
informal settings such as barangay hall, basketball courts, etc. These
programs can also be mobile training program (MTP).

3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students who wish to enter this training should possess the
following requirements:
• Must have completed at least 10 years basic education or an

Alternative Learning System (ALS) Certificate of Completion with grade
10 equivalent holder
• Can communicate in basic English in both oral and written form
• Must be competent in the entire Food and Beverage Service NC III
qualification either through training, experience or certification
3.4 LIST OF TOOLS AND EQUIPMENT AND MATERIALS
Recommended list of tools, equipment and materials for the training of a

minimum of 25 trainees for FOOD AND BEVERAGE SERVICES NC IV are as
follows:
TOOLS EQUIPMENT MATERIALS

DRAFT
QTY QTY QTY

N/A 5 Computer unit 5 pcs White Board Marker
1 Printer Unit 2 Eraser
1 LCD Projector 25 Banquet Event Order
Form
1 White Board 25 Running Sheet
1 Point Of Sale 25 Scheduling Form
Computer System
1 Touch Screen 25 Payroll Form
Computer Monitor
1 Speaker for video 25 Sample Performance
presentation Appraisal Forms

3.5 TRAINING FACILITIES
Based on a class intake of 25 students/trainees.
Space Size in Meters Area in Sq. Total Area in

Requirement Meters Sq. Meters
Lecture/Laboratory
5 x 10 50 50
Area
Wash Room 2x5 10 10
Tool Room/Supply
5x4 20 20
Room
Circulation Area 5x5 25 25
Total Workshop Area : 105
3.6 TRAINER’S QUALIFICATIONS
• Must be a college degree holder of HRM or any management

related course DRAFT
• Must be a holder of National TVET Trainer’s Certificate (NTTC) Level I

in Food and Beverage Services NC IV
• Must have at least 3 years supervisory level work experience in the
food and beverage industry or has taught or has experience in
delivering educational and training programs related to food and
beverage services for at least 3 years
3.7 INSTITUTIONAL ASSESSMENT
Institutional assessment is undertaken by trainees to determine

their achievement of units of competency. A certificate of achievement is
issued for each unit of competency.

SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
Competency Assessment is the process of collecting evidence and making

judgments whether competency has been achieved. The purpose of assessment is to
confirm that an individual can perform to the standards expected at the workplace as
expressed in relevant competency standards.
The assessment process is based on evidence or information gathered to
prove achievement of competencies. The process may be applied to an employable
unit(s) of competency in partial fulfillment of the requirements of the national
qualification.
4.1 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
4.1.1 A National Certificate (NC) is issued to a candidate after a successful

full qualification assessment covering all the units of competency that
comprise the Training Regulations for Food and Beverage Services
NC IV as stated in Section 1.
4.1.2 Candidates wanting to be certified will have to be assessed in

accordance with the requirements identified in the evidence guide of the
relevant unit/s of competency.
DRAFT
4.1.3 Candidates applying for competency assessment and certification for

Food and Beverage Services NC IV:
4.1.3.1 Graduates of formal, non-formal and informal institutions
including enterprise-based training programs related to food and
beverage;
4.1.3.2 Industry workers (employed, self-employed or owners/
proprietors)
4.1.4 Portfolio assessment may be applicable for industry workers with at least
five (5) years of experience as headwaiter / captain waiter or its
equivalent.
4.14 Conduct of assessment and issuance of certificates shall follow the
procedures manual and implementing guidelines developed for the
purpose.

4.2 COMPETENCY ASSESSMENT REQUISITE
4.2.1 Self-Assessment Guide. The self-assessment guide (SAG) is

accomplished by the candidate prior to actual competency assessment.
SAG is a pre-assessment tool to help the candidate and the assessor
determine what evidence is available, where gaps exist, including
readiness for assessment.
This document can:
a. Identify the candidate’s skills and knowledge
b. Highlight gaps in candidate’s skills and knowledge
c. Provide critical guidance to the assessor and candidate on the
evidence that need to be presented
d. Assist the candidate to identify key areas in which practice is needed
or additional information or skills that should be gained prior `
4.2.2 Accredited Assessment Center. Only Assessment Center accredited by
TESDA is authorized to conduct competency assessment. Assessment
centers undergo a quality assured procedure for accreditation before they
are authorized by TESDA to manage the assessment for National
Certification.
4.2.3 Accredited Competency Assessor. Only accredited competency assessor
is authorized to conduct assessment of competence. Competency
assessors undergo a quality assured system of accreditation procedure
DRAFT
before they are authorized by TESDA to assess the competencies of

candidates for National Certification.

COMPETENCY MAP - TOURISM Sector ANNEX A
(Hotel and Restaurant)
Apply critical Facilitate

Propose Evaluate
thinking and Evaluate entrepreneurial
methods of occupational
Lead problem- Work in a Use environmental skills for micro-
Lead small applying safety and
workplace solving diverse information work small-medium
teams learning and health work
BASIC COMPETENCIES
communication techniques in environment systematically practices enterprises

innovation in the practices
the workplace (MSMEs)
organization
Follow
Receive and Enhance Apply Adopt
Solve/address Access and occupational
respond to Work with self- DRAFT
Support environmental entrepreneurial

routine maintain safety and
workplace others management Innovation work mindset in the
problems information health policies
communication skills standards workplace
and procedures
Exercise
Practice
Solve/address efficient and Practice
Participate in Work in Develop Contribute to Present occupational
general effective entrepreneurial
workplace Team career and workplace relevant safety and
workplace sustainable skills in the
communication Environment life decisions innovation information health policies
problems practices in workplace
and procedures
the workplace

Lead towards
BASIC COMPETENCIES Perform Contribute Lead in
improvement
Utilize higher order to the improvement of
Manage Manage of
specialize Develop thinking practice of Occupational Sustain
innovative evaluate environmental
specialized and lead processes social Safety and Health entrepreneurial
work usage of work
communication teams and apply justice in Program, skills
instructions information programs,
skill techniques in the Policies and
policies and
the workplace workplace Procedures
procedures
Evaluate
Develop Manage
Manage and Manage higher order Advocate
Incorporate systems in Manage implementation Develop and
sustain and sustain thinking skills strategic
innovation managing, Implementation of of sustain a high-
effective high and adjust thinking for
into work and OSH programs in environmental performing
communication performing problem global
procedures maintaining the workplace program in the enterprise
strategies teams solving citizenship
information workplace
techniques
Plan,
Work
Receive and Prepare and conduct and
cooperatively in Maintain quality
resolve Control and deliver evaluate
COMMON COMPETENCIES
a general customer/ guest Roster staff DRAFT
customer Order stock* training staff

administration service
complaints sessions performance
environment
assessment
Perform child Plan and Use the
Maintain Develop and Manage Manage
protection implement assessment
hospitality supervise quality finances
duties relevant a series of system for
industry operational customer within a
to the tourism training training
knowledge approaches service budget
industry events outcome
Develop
Manage Monitor and
Develop and protective Establish and Gather and Maintain Manage and Evaluate the
financial evaluate the
update tourism environments maintain a present quality resolve effectiveness of
performance effectiveness
industry for children in business product customer/gue conflict assessment
within a of training
knowledge tourism relationship information st service situations system
budget outcome
destinations

Promote and prepare Organize functions related to
CORE COMPETENCIES
Direct and lead service

extensive range of food and Food and Beverage Service at Process financial sale Monitor and maintain
team in the dining
beverage products for table a hotel or restaurant transactions stock
area/ restaurant
side service requirements
Manage food and Implement food and
Oversee dining area
beverage service beverage promotional Organize catering functions
operations
team activities
Develop Entrepreneurial Manage the Effective Use of
Manage a Food and Monitor Food and Beverage
Opportunities for the Food and Human Resources in Food
Beverage Operation Revenues and Expenditures
Beverage Operations and Beverage Operations
DRAFT

GLOSSARY OF TERMS
1. Anger Management- the process of learning to recognize signs of becoming

angry, and taking action to calm down and deal with the situation in a positive
way.
2. Banquet – a function held inside a hotel.
3. Break Even Analysis – the point at which revenue received equals the costs
associated with receiving the revenue
4. Complaints-products and services that give dissatisfaction to customers.
5. Corrective action-improvements to an organization's processes taken to
eliminate causes of non-conformities or other undesirable situations.
6. Cost estimates- the approximation of the cost of a program, project, or
operation; the cost estimate is the product of the cost estimating process.
7. Critical thinking skill- the ability to actively conceptualize, apply, analyze,
synthesize, and/or evaluate information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to
belief and action.
8. Cross-training-training in two or more related tasks, jobs or skills to enhance job
performance
9. Delegation- the assignment of responsibility or authority to another person
(normally from a manager to a subordinate) to carry out specific activities.
10. Employee feedback-either positive or negative comments from the superior
11. English language proficiency- a high degree of competence or skill in
communicating in English language.
12. Ethics- standards of behavior or moral principles that govern a person's or
group's behavior
13. Fixed costs - costs which remain constant regardless of production volumes
14. Food safety- the principle which involves proper table ware handling, food
handling and employee hygiene practices
15. Function book- in a hotel or conference center, the official record that controls
room assignments for meetings and other events
16. Function costs-the cost or value of supplies for a certain event

17. Function sheet- document that outlines the details of an event ; it serves as a
guideline for the hotel or restaurant to execute and communicate logistics to all
necessary departments.
18. Function style-the nature of event or banquet that requires food and beverage
service.
19. Informal feedback- the in-the moment advice outside of the formal performance
review.
20. Liaise- establish a working relationship, typically in order to cooperate on a
matter of mutual concern.
21. Literacy skill- the skills needed for reading and writing. They include such things
as awareness of the sounds of language, awareness of print and the relationship
between letters and sounds. Other literacy skills include vocabulary, spelling, and
comprehension
22. Marketing- the action or business of promoting and selling products or services,
including market research and advertising.
23. Market intelligence- the information relevant to a company's markets, gathered
and analyzed specifically for the purpose of accurate and confident decision-
making in determining strategy in areas such as
market opportunity, market penetration strategy, and market development.
24. Marketing plan- is a comprehensive blueprint which outlines an organization's
overall marketing efforts.
25. On-Premise-refers to the venue of the function that is usually inside a hotel.
26. Off-Premise-refers to the venue of the function that is usually in any available
area except inside the hotel.
27. POS (Point of Sale)-a computer software that is used in processing food
and beverage orders, bills and other necessary reports essential in
managing an outlet.
28. Potential revenue- the possible amount of money that a company actually
receives during a specific period; possible gross income
29. Proposal - a formal offer to do work/provide products &services for someone or
a business
30. Prospects- people who are potential customer, client, etc
31. Request for Tender/Proposal - a document from a person or business asking
you to tender for the provision of identified products and services
32. Risk management standards- the standards in forecasting and evaluating the
financial risks together with the identification of procedures to avoid or minimize
their impact
33. Roster-list of employees with their assigned job or task schedules.
34. Running sheet- a list of every task that needs to be done for an event: it is set
up in the order the tasks will begin.
35. Sales activities- initiatives and actions to increase the revenue of a food service
facility.
36. Sales calls- pre-arranged and face-to-face meeting between a salesperson and
a customer or prospect for the purpose of generating a sale.
37. Sales meeting- gathering in which a product or service is being discussed, and
the benefits are outlined to the potential buyer; not always a presentation format;
it can sometimes be an informal conversation, phone call or online affair to
promote products and services to prospects.
38. Sales report- record of calls made and products sold during a particular time
frame kept by a salesperson or their management.
39. Self-management skill- defined as the personal application of behavior change
tactics that produces a desired change in behavior. The term self-control is also
used to refer to this type of behavior change program.
40. Service levels- measure the performance of a system; certain goals are
defined and the service level gives the percentage to which those goals should
be achieved
41. Service points-areas where the actual pick-up of food after production are
located
42. Service stations-the areas where the wait staff place the necessary and extra
supplies such as table wares for re-setting and sometimes beverages for re-
filling.
43. Service style-the manner of serving food from the production area to dining
area.
44. Sustainability issues-issues on activities in meeting the present and future
business supplies of products or services, including reducing waste, reusing
supplies or recycling.
45. Tender - proposal

46. Training skill- teaching, or developing in oneself or others, any skills and
knowledge that relate to specific useful competencies usually to improving one's
capability, capacity, productivity and performance.
47. Variable Costs - costs associated with expenditure which varies with
levels/volume of production
Other Terms Used :
• Assistant Restaurant Manager- responsible for managing the daily

operations of our restaurant, including the selection, development
and performance management of employees.
• Captain Waiter – Chef de Rang
• Chef – a person who prepares food as an occupation in restaurant,
private house, hotel
• Commis debarasseur -busboy
• Director of Service – Chef de Service
• Restaurant manager - responsible for overseeing the efficient
running and profitability of restaurants and for managing and
leading their employees.
• Waiter – Demi Chef de Rang
• Wine Steward – Chef de Vin/Chef Sommelier

TRAINING REGULATIONS (TR)
DOCUMENT REVISION HISTORY
Qualification Title: Food and Beverage Services NC IV

Qualification Code: TRSFBS418
Deployment
Replaces Version New Version
(TESDA
Revision Document (TESDA Board (TESDA Board
Circular/
No. Description Types* Resolution No./ Resolution No./
Implementing
Date) Date)
Guidelines)
00 Document Created 2007-13 / 04/20/07 N/A
Food and Beverage
Services NC IV
01 Document Amended 2007-13 / 04/20/07 2018-30 / 10/29/18
Food and Beverage
Services NC IV
Legend: *Description Types
- Document Created
- Document Amended

ACKNOWLEDGEMENTS
The Technical Education and Skills Development Authority (TESDA) wishes to

extend thanks and appreciation to the many representatives of business, industry,
academe and government agencies who donated their time and expertise to the
development and validation of these Training Regulations.
TECHNICAL EXPERTS REVIEW PANEL
MARIA SUSANNA F. EDILO SHEILA B. DAWANG

ASEAN Master Assessor; ASEAN Master Trainer
Marketing Director for International Professor, Lyceum of the Philippines
Affairs University-Manila
BRYDGE Philippines Inc.
NOEMI TERESA J. CANCIO MAUREEN D. PEREZ

ASEAN Master Trainer; ASEAN Master Trainer;
Hospitality Management Dean, Lyceum of the Philippines
Education Consultant University-Laguna
RHEA CORINA B. MEJIA RYAN L. MEJIA

ASEAN Master Trainer ASEAN Master Assessor
Dean, Center for Technical Education Department Chair-Cruise Line
Manager, LPU-B Assessment Center Management
Lyceum of the Philippines University- Lyceum of the Philippines University-
Batangas Batangas

The Participants in the Validation of this Training Regulations
Mr. Rico A. Manlangit

Philippine Bartenders League
Ma. Grace L. Villadolid

LJC Group of Companies (Restaurants)
Kathleen Kay Mascardo

Island Cove
Percie Ann D. Pajutining

The Cravings Group
Mr. Florentino Matilla, Jr.

Philippine Bartenders League
Ma. Afrecita D. Nieva

AIM Conference Center Manila
Faculty, College of Home Economics
University of the Philippines, Diliman
Tourism Industry Board Foundation, Inc. (TIBFI)
The MEMBERS of the TESDA Board and Secretariat
The MANAGEMENT and STAFF of the TESDA Secretariat

• Qualifications and Standards Office (QSO)
• TR Development Team/Facilitators
- Ma. Isabel G. Gamurot
- Howard Mark N. Plete
- Evangeline A. Cosep

Training Regulation are available in both printed and electronic copies
For more information please contact:
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA)
Telephone Nos.:817-4076 to 82 loc. 163 / 164 Tele Fax No.:818-7728
or visit our website: www.tesda.gov.ph

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TRAINING REGULATIONS

FOOD AND BEVERAGE SERVICES NC IV

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Section 22, “Establishment and Administration of the National

1. Development of curriculum and assessment tools

Each TR has four sections:

Section 1 Definition of Qualification - describes the qualification and defines the

Section 3 Training Arrangements – contain the information and requirements which

Section 4 Assessment and Certification Arrangements - describe the policies

FOOD AND BEVERAGE SERVICES NC IV

SECTION 1 DEFINITION OF QUALIFICATION 1-2

SECTION 2 COMPETENCY STANDARDS 3-114

• Basic Competencies 3-44

SECTION 3 TRAINING STANDARDS 115-162

3.1 Curriculum Design 115-155

SECTION 4 NATIONAL ASSESSMENT AND

COMPETENCY MAP 165-167

GLOSSARY OF TERMS 168-171

TRAINING REGULATIONS (TR) DOCUMENT REVISION HISTORY 172

TRAINING REGULATIONS FOR

FOOD AND BEVERAGE SERVICES NC IV

SECTION 1 FOOD AND BEVERAGE SERVICES NC IV QUALIFICATION

The Food and Beverage Service NC IV Qualification consists of competencies that a

The Units of Competency comprising this Qualification include the following:

CODE NO. COMMON COMPETENCIES

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 1

CODE NO. CORE COMPETENCIES

A person who has achieved this Qualification is competent to be a/an:

❑ Assistant Restaurant Manager

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 2

UNIT OF COMPETENCY : UTILIZE SPECIALIZED COMMUNICATION SKILLS

UNIT CODE : 500311401

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 3

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 4

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 5

1. Critical aspects of Assessment requires evidence that the candidate:

3. Methods of Assessment Competency in this unit may be assessed through:

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 8

UNIT CODE : 500311402

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 10

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 11

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 12

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 13

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 14

1. Critical aspects Assessment requires evidence that the candidate:

3. Methods of Competency in this unit may be assessed through:

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 15

UNIT CODE : 500311403

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 16

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 17

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 18

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 19

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 20

1. Critical aspects of Assessment requires evidence that the candidate:

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 21

UNIT CODE : 500311404

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 22

FOOD AND BEVERAGE SERVICES NC IV Revision 01 Promulgated (10/29/2018) 23

1. Critical aspects Assessment requires evidence that the candidate: