F and B Manager

social unit 6 Food and suck ups returns Unit encrypt L/601/0463 QCF direct 3 BTEC bailiwick Credit value 10 Guided eruditeness hours 60 Aim and purpose The aim of this unit is to en fit prentices to gain looking of the vastness of the meal stimulate in feed and sw bothow in go unconscious processs and skills to prep ar, provide and refreshen provision of victuals and imbibing profit. Unit introduction This unit introduces learners to basic concepts of nutriment aid and to the skills, knowledge and responsibilities required in solid fodder dish out throughout the sector.The knowledge and skills acquired in this unit whole(a)ow prepare learners for a supervisory subroutine in sustenance service businesses. This unit includes only non-alcoholic score happys. Alcoholic potables are c everywhereed in Unit 7 Alcoholic Beverage attend. Learners will explore the factors involved in the meal let and will project the opportunity to relate issues concerning v alue, eccentric, skill aims, satisfaction, service and surround to guest expectations in a motley of trading operations. Learners will need to lead the expression and layout of a sustenance service operation, taking into account respective(a) factors such as equipment, staff rganisation and special(a) customer ask. Learners will need to usher a skipper approach and hardheaded customer service and sustenance service skills. Throughout the unit learners will give the opportunity to die the skills divert to a tend of contrastive businesses, such as eaterys, fast victuals businesses, pub solid food courts and coffee bars. It is important for learners to appreciate factors essential to customer satisfaction and the result of these ask not being fully met. Learners will need to understand and take hold evaluation techniques to food service operations. Learning outcomesOn completion of this unit a learner should 1 Understand the importance of the meal watch in food and imbibition service operations 2 Be able to organise the home run a guidance and layout of a food and crispen service operation 3 Be able to provide food and soak up service and customer service in a maestro, safe and hygienic manner 4 Be able to review food and throw service provision. Edexcel BTEC take aim 3 Nationals judicial admission in hospitality Issue 1 February 2010 Edexcel Limited 2010 1 Unit fill 1 Understand the importance of the meal experience in food and drink service operationsMeal experience value for money quality of product and service purlieu ambience suitability for purpose level of customer service quantify Situations eating for pleasure or necessity eg business lunch, special occasion, meal with friends, wedding celebration, conference, function, during a obtain trip, in hospital, when travelling 2 Be able to organise the preparation and layout of a food and drink service operation subprogram types eg restaurant, pub, banquet, fast food, food court, coffee bar, transport providers (rail, air, sea)Preparation and layout health and safety considerations checking cleanliness of environment checking furnishings and equipment obtaining and preparing equipment determining layout of environment, the reception, bar area, tables and eating area menu requirements staff organisation briefing customer needs eg wheelchair access, children contingency provokeulatening 3 Be able to provide food and drink service and customer service in a professional, safe and hygienic mannerRequirements product knowledge technical skills appropriate procedures for operation eg welcoming customer, taking order, confirming choice, serving food and beverages utilise appropriate method, ensuring payment Food service methods eg silver service, plate service, buffet, self-service, assisted service, room service, counter service suitability of method for distinct operations constraints eg cost- efficaciousness, customer demand, timescale, staff skills, environment, layout soak up service non-alcoholic eg soft drinks, bottled waters, teas, coffees service procedures and techniques cleaning and maintaining equipment eg uice dispensers, coffee machines trends eg designer waters, reasoned drinking options node service situations communication method (face-to-face, on the telephone, in writing, by email) purpose eg providing t each(prenominal)ing, bounteous advice, keeping records, providing assistance, dealing with problems, handling complaints, dealing with food allergies Professional approach attitude personal show dress hygiene attentiveness body language attention to item relationships with colleagues communication skills eg listening, speaking, relaying messages and orders accurately and chop-chop groupwork codes of practice Be able to review food and drink service provision Techniques collecting tuition sources of education eg customers, colleagues feedback methods (qualitative, quantitative) eg questionnaires, comm ents books, staff meetings making reasoned judgements based on available information Criteria suitability of food and drink service provided environment, preparation and layout service provided (quality, speed) level of customer satisfaction value for money 2 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Assessment and scoring criteriaIn order to authorize this unit, the evidence that the learner presents for sound judgment needs to demonstrate that they nooky meet all the learning outcomes for the unit. The assessment criteria for a hold up grade describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to To achieve a merit grade the evidence must show that, in humanitarian to the pass criteria, the learner is able to P1 explain the importance of the M1 meal experience in food and drink service situations IE 4 P2 organise the preparation and ayout of a food and drink service operation SM 1, 2, 3, 4, 5, 7 P3 demonstrate efficient skills M2 show independence and in providing food and drink confidence in providing food service with appropriate tutor and drink service corroboration P4 show a professional attitude at all times with germane(predicate) personal, social, technical and customer service skills SM 1, 2, 3, 4, 5, 7 P5 review food and drink service M3 estimate a food and drink provision. service operation and make IE 6 recommendations for improvement using agreed criteria and relevant data. To achieve a distinction grade the evidence must show that, n addition to the pass and merit criteria, the learner is able to analyse the suitability of different methods of service, operational procedures and levels of customer service in food service operations D1 show high levels of confidence, product knowledge and skills when providing food and drink service D2 assess a food and drink ser vice operation, making confirm recommendations for improvement, and produce an action plan for implementation. PLTS This summary references where applicable, in the square brackets, the elements of the personal, learning and opinion skills applicable in the pass criteria.It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills. IE independent enquirers RL reflective learners SM self-managers CT creative thinkers Key TW team workers EP effective participators Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 3 Essential guidance for tutors Delivery Professionalism in the cordial reception industry is vital to both the success of the cordial reception business and to learners future careers.Future employers will expect recruits to demonstrate a professional attitude to their work, to themselves, to colleagues and to their employers. Tutors must remove great care throughout their work to reinforce the importance of maintaining the right professional attitude, in wrong of personal, social, technical and customer service skills when working with and communicating with others. It is important that learners are made aware of different types of food and drink service operations and the situations and contexts to which they are suited.While some centres whitethorn prefer to concentrate on traditional restaurant operations, the unit is designed to ensure that learners are prepared for employment in a range of food and drink service operations. It should be noted that this unit includes non-alcoholic beverages, and delivery should include the preparation and service of a range of teas, coffees and other non-alcoholic drinks. Tutors should be aware of developing trends in food and drink products and services in the hospitality industry, and should ensure that learners understand both the nature of the trends and their impact on hospitality oper ations.Much of the delivery will be through practical sessions. These could be supported through work system prior to assessment to enable learners to develop food and drink service skills. Both practical sessions and work placements should be planned to enable a range of food service situations to be considered and to enable learners to apply their skills to these varied situations. Learners will as well as need to consider a variety of customer service situations that may arise through food and drink service. They could practise their skills through consumption plays of simulated scenarios.Learners should develop criteria to quantify performance relating to each scenario and practise evaluating their own and others performance. Recording constituent plays using video and/or auditory sensation cas countersinktes would assist selfevaluation. This unit could be delivered jointly with Unit 7 Alcoholic Beverage Service and could too be delivered alongside Unit 5 Supervisory Skil ls in the Hospitality Industry, as it offers the opportunity to organise and supervise a team in the delivery of food and drink service. The application of evaluation techniques and criteria will also make a valuable ontribution to learners future role as supervisors in the hospitality industry. 4 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Outline learning plan The outline learning plan has been included in this unit as guidance and can be employ in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessmentIntroduction to the unit and the programme of learning. Group discussion somewhat food and drink service operations. Tutor explanation of key terms. Visits to hospitality businesses and observation of food and drink service operations follow-up poster showing fo od and drink service operations inside the businesses. Learners interview a member of staff from their own institution on the importance of the meal experience in food and drink service operations. Visits to hospitality businesses to find out about different food and drink service situations.Assignment 1 The Importance of the Meal Experience in Food and sup Service Operations (P1, M1) Learners produce a showing about the importance of the meal experience in food and drink service operations based on visit. Group discussion to determine types of operation for different types of hospitality businesses. Videos or role-plays of preparation and layout of a food and drink service operation. utilization-play crops organising the preparation and layout of a food and drink service operation. Assignment 2 Organising the Preparation and Layout of a Food and Drink Service Operation (P2)Based on organising the preparation and layout of a food and drink service operation for real customers . Videos or role plays of providing food and drink service. Learners work alongside staff in their own institution providing food and drink service receive feedback. Role-play exercises providing food and drink service. Assignment 3 Providing Food and Drink Service and Customer Service (P3, P4, M2, D1) Based on providing food and drink service to real customers. Learners investigate review techniques and criteria expendd in a business.Assignment 4 Review of Food and Drink Service Provision (P5, M3, D2) An investigation of a business or related to a scenario leading to a piece of write work. Tutorial support and feedback. Self-initiated learning time. Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 5 Assessment Any evidence submitted for criteria requiring the practical demonstration of skills, eg role plays or the ability to work independently, must be supported by observation sheet(s) signed by the assessor identifying how and why specific criteria have been met.The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how assessment can be separate to allow learners to progress to the higher grades however, they are not prescriptive. P1 M1 To achieve P1, learners must explain the importance of the meal experience, based on their work experience or visits to a variety of businesses. Learners should include a stripped of three different situations in their explanation, covering each of the meal experience criteria.M1 requires learners to analyse in detail at least two different food and drink service operations, focusing on all aspects of the meal experience, operational issues and customer service. P2 For P2, learners need to show they can organise and implement the preparation and layout of the environment before starting the service. Evidence could be gathered through observation by the tutor of team briefings or a written brief together with evid ence of a single practical exercise when the learner has had specific responsibility.P3 P4 M2 D1 To achieve P3, learners need to demonstrate food and drink service skills. This can be demonstrate in the form of video tapes or witness testimonies from assessors and supported by written descriptions of the practical scenario. The evidence could, for the most part, come from the same practical situations as for P2. Although learners must show competent skills, at pass level it is expected that they will require guidance and support. Evidence for P4 could be in the form of video or witness testimonies from assessors.The witness testimonies should give sufficient information to confirm that the requirements of achieving a professional approach to personal, social, technical and customer service skills have been met, as have levels of teamwork and communication. The evidence for M2 must show that learners are capable of using initiative and show confidence and independence in food and drink service and customer care skills. Evidence should come from real-life food and drink service situations, and could be connect with Unit 26 Industry-related Project in Hospitality.Learners competence in meeting this criterion should be evidenced by an observation sheet with reference made to how and why the learner has achieved M2. To achieve D1, witness testimonies and/or observation sheets should give detailed information to confirm that the learner has demonstrated a high level of personal and technical skills. Examples of effective technical skills at this level could be a learner who is able to anticipate customer needs and can demonstrate customer service to a standard which is over and above that normally expected. 6 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 P5 M3 D2 To achieve P5, learners are required to review food and drink service provision using appropriate evaluation techniques and criteria and sho uld provide evidence which shows understanding of the need to measure the performance of a food service operation. The criteria should be specific and measurable. Examples of appropriate criteria could be all tables are to receive orders at heart 15 minutes or the menu should reflect good value for money compared to other similar businesses. Learners should also explain the benefits of this approach.This can be done in general terms and need not be linked to a specific food service project, although evidence could be linked with Unit 26 Industry-related Project in Hospitality. Evidence for M3 will build on the criteria identified in P5. The criteria utilisationd could be predetermined by the assignment brief, but learners should relate the evidence to a specific practical scenario and produce valid recommendations for improvement. Learners should collect data from reliable sources, eg customer comment cards and feedback from colleagues, rather than basing the whole review on their own opinion.Evidence for D2 could be in the form of a presentation or a written report. Joint evaluation as part of a team would not be acceptable. Learners must set their own criteria for assessing a food and drink service operation and make recommendations for improvement that are justified and prioritised. The action plan should be realistic and achievable in the context of the chosen food and drink operation. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid.This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet topical anesthetic needs and resources. Criteria covered Assignment title Scenario P1, M1 The Importance of the Meal Experience in Food and Drink Service Operations Learners take the role of Learners create a restaurant manager and need to presentation for use wit h produce a presentation about new staff. the importance of the meal experience in food and drink service operations for use with new staff. P2 Organising the Preparation and Layout of a Food and Drink Service OperationLearners continue in the role Role play or work placement of restaurant manager and supported by observation are required to organise the sheets. preparation and layout of a food and drink service operation. P3, P4, M2, D1 Providing Food and Drink Service and Customer Service Learners continue in the role of restaurant manager and are required to provide food and drink service to real customers. Role play or work placement supported by observation sheets. P5, M3, D2 Review of Food and Drink Service Provision Learners continue in the role of restaurant manager and are asked to review the food and rink service provision. Learners produce material in suitable format questionnaires, checklists. Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 Februar y 2010 Edexcel Limited 2010 Assessment method 7 Links to National Occupational Standards, other BTEC units, other BTEC quali? cations and other relevant units and quali? cations This unit forms part of the BTEC Hospitality suite. This unit has particular links with the following unit titles in the Hospitality suite Level 2 Level 3 Service of Food at Table Alcoholic Beverage Service Service of Alcoholic and Non-Alcoholic DrinksFood Service Organisation Essential resources It is essential for the delivery of this unit that learners have access to a real or simulated food service environment. Appropriate food and drink service equipment must also be provided, such as cappuccino machines, icemakers, blenders and other specialist equipment including glasses and china. Employer engagement and vocational contexts Visits and work experience with local food and drink service providers would provide learners with an insight into food and drink service and help learners develop the skills req uired in different businesses providing food service.Developing hospitality industry links would enhance the delivery of this unit. revelatory reading for learners Textbooks Ceserani V and Foskett D The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260 Hayter R Food and Drink Service, second Edition (Thomson Learning, 1996) ISBN 9781861526878 Lillicrap D and Cousins J Food and Beverage Service, 7th Edition (Hodder Arnold, 2006) ISBN 9780340905241 Journal Caterer and Hotelkeeper reed instrument Business Information Websites www. bha. org. uk British Hospitality Association www. caterersearch. com Caterersearch Hospitality news www. catersource. om Catersource Education, products and news for caterers www. cookeryonline. com Cookeryonline Food, cookery and hospitality resources www. fdf. org. uk Food and Drink Federation www. people1st. co. uk People 1st Sector Skills Council for Hospitality, Leisure, Travel and Tourism 8 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit.Skill When learners are Independent enquirers P1 explaining the importance of the meal experience in food and drink service situations IE 4 P5 reviewing food and drink service provision IE 6 Self-managers P2 organising the preparation and layout of a food and drink service operation P3 demonstrating competent skills in providing food and drink service with appropriate tutor support P4 showing a professional attitude at all times with relevant personal, social, technical and customer service skills SM 1, 2, 3, 4, 5, 7Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning. Skill When learners are Reflective learners assessing their food and drink service provision RL 1. Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 9 Functional Skills Level 2 Skill When learners are ICT Use ICT systems train, interact with and use ICT systems independently for a complex task to meet a ariety of needs Use ICT to effectively plan work and prize the effectiveness of the ICT system they have used Manage information storage to enable efficient recovery Follow and understand the need for safety and security practices Troubleshoot ICT Find and select information Select and use a variety of sources of information independently for a complex task Access, search for, select and use ICTbased information and evaluate its fitness for purpose ICT Develop, present and communicate information Enter, develop and format information independently to suit its meaning and urpose including ? text and tables ? images ? numbers ? records Bring together information to suit content and purpose Present information in ways that are fit for purpose and audience prize the selection and use of ICT tools and facilities used to present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists 10 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Skill When learners are MathematicsUnderstand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations Identify the situation or problem and the mathematical methods needed to tackle it Select and apply a range of skills to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage organising a food and drink service operation Interpret and communicate solutions to practical problems in familiar and unfamiliar r outine contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening make a range of ontributions to discussions and make effective presentations in a wide range of contexts discussing the importance of the meal experience presenting an evaluation of a food and drink operation and action plan. Reading compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Writing write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 11