SITHFAB007

Serve food and beverage

Learner Guide
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Table of Contents

Unit of Competency...............................................................................................................................4
Application..........................................................................................................................................4
Performance Criteria...........................................................................................................................5
Foundation Skills.................................................................................................................................7
Assessment Requirements..................................................................................................................8
1. Prepare for food and beverage service............................................................................................11
1.1 – Discuss and clarify table and room set-up, menu and style of service where required................12
Discussing and clarifying features of service.....................................................................................12
Activity 1A.........................................................................................................................................14
1.2 – Check furniture and fittings for cleanliness, stability and condition prior to the service period. .15
Checking furniture and fittings..........................................................................................................15
Activity 1B.........................................................................................................................................17
1.3 – Adjust furniture placement to meet service requirements and allow safe and easy access for
service personnel..................................................................................................................................18
Adjusting furniture placement to meet service requirements..........................................................18
Activity 1C.........................................................................................................................................19
1.4 – Prepare and adjust environment to ensure comfort and ambience for customers.....................20
Preparing and adjusting the environment to ensure comfort and ambience...................................20
Activity 1D.........................................................................................................................................21
1.5 – Check and prepare equipment for service according to manufacturer instructions, and clean or
replace items as required to meet service standards...........................................................................22
Checking and preparing equipment for service................................................................................22
Activity 1E.........................................................................................................................................23
1.6 – Prepare and display food and beverage items according to organisational standards................24
Preparing and displaying food...........................................................................................................24
Activity 1F..........................................................................................................................................26
2. Welcome and advise customers.......................................................................................................27
2.1 – Greet customers on arrival, according to organisational customer service standards.................28
Greeting customers on arrival...........................................................................................................28
Activity 2A.........................................................................................................................................29
2.2 – Provide information regarding food and beverage and facilities to customers, giving clear
explanations and descriptions...............................................................................................................30
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Providing information on food and beverages..................................................................................30

Activity 2B.........................................................................................................................................32
2.3 – Answer customer questions on menu items correctly and courteously.......................................33
Answering customer questions.........................................................................................................33
Activity 2C.........................................................................................................................................34
3. Take and process orders..................................................................................................................35
3.1 – Take and record orders accurately and legibly using the format required by the organisation,
and convey them promptly to the kitchen............................................................................................36
Taking and recording orders.............................................................................................................36
Activity 3A.........................................................................................................................................38
3.2 – Operate ordering system according to organisational procedures..............................................39
Operating ordering systems..............................................................................................................39
Activity 3B.........................................................................................................................................40
3.3 – Communicate special requests or dietary requirements to kitchen.............................................41
Communicating special requests or dietary requirements...............................................................41
Activity 3C.........................................................................................................................................43
3.4 – Provide glassware, service-ware and cutlery suitable for menu choice.......................................44
Providing customers with glassware, service-ware and cutlery........................................................44
Activity 3D.........................................................................................................................................46
3.5 – Process accounts and receive payment at appropriate time........................................................47
Processing accounts and bills............................................................................................................47
Taking payment.................................................................................................................................47
Activity 3E.........................................................................................................................................48
4. Serve food and drinks......................................................................................................................49
4.1 – Promptly recognise and follow-up delays or deficiencies in service.............................................50
Recognising and following-up deficiencies in service........................................................................50
Activity 4A.........................................................................................................................................51
4.2 – Collect food and beverage selections from kitchen and check for accuracy and presentation....52
Collecting food and beverages..........................................................................................................52
Activity 4B.........................................................................................................................................53
4.3 – Use appropriate techniques to carry and place plates containing meals and serve to correct
person...................................................................................................................................................54
Carrying and placing plates...............................................................................................................54
Activity 4C.........................................................................................................................................56
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4.4 – Advise and reassure customers about delays or problems..........................................................57

Advising and reassuring customers about delays or problems.........................................................57
Activity 4D.........................................................................................................................................59
4.5 – Check customer satisfaction at the appropriate time..................................................................60
Checking customer satisfaction.........................................................................................................60
Activity 4E.........................................................................................................................................62
5. Clear food and drinks.......................................................................................................................63
5.1 – Use appropriate techniques to clear and carry multiple used plates and other service-ware.....64
Clearing and carrying multiple plates................................................................................................64
Activity 5A.........................................................................................................................................65
5.2 – Remove used items in a timely manner and safely transfer them to the appropriate location for
cleaning.................................................................................................................................................66
Removing used items........................................................................................................................66
Activity 5B.........................................................................................................................................68
5.3 – Safely dispose of food waste, disposables and recyclable items to minimise negative
environmental impacts.........................................................................................................................69
Disposing of food waste, disposables and recyclable items..............................................................69
Activity 5C.........................................................................................................................................70
6. Complete end of shift duties............................................................................................................71
6.1 – Follow end of shift procedures.....................................................................................................72
Following end of shift procedures.....................................................................................................72
Cleaning and tidying work areas.......................................................................................................72
Activity 6A.........................................................................................................................................74
6.2 – Provide customer feedback to relevant colleagues, supervisors or managers.............................75
Providing customer feedback to relevant colleagues........................................................................75
Activity 6B.........................................................................................................................................77
6.3 – Provide handover to incoming colleagues and share relevant information.................................78
Conducting effective handovers........................................................................................................78
Activity 6C.........................................................................................................................................79
Summative Assessments.......................................................................................................................80
References............................................................................................................................................81
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1. Prepare for food and beverage service

1.1. Discuss and clarify table and room set-up, menu and style of service where required

1.2. Check furniture and fittings for cleanliness, stability and condition prior to the service period

1.3. Adjust furniture placement to meet service requirements and allow safe and easy access for
service personnel

1.4. Prepare and adjust environment to ensure comfort and ambience for customers

1.5. Check and prepare equipment for service according to manufacturer instructions, and clean or
replace items as required to meet service standards

1.6. Prepare and display food and beverage items according to organisational standards
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1.1 – Discuss and clarify table and room set-up, menu and style of service where
required

By the end of this chapter, the learner should be able to:

 Discuss and arrange table and room set-up, menu and style of service.

Discussing and clarifying features of service

To work in hospitality, you have to be flexible. You need to be able to cater for a variety of occasions, to
respond effectively to a huge range of demands, and to adapt your methods and place of service
according to the unique conditions of each and every shift.

It is, therefore, vital to be proactive; to gather – and discuss – the relevant details for each shift well
before guests arrive. Such details include table and room set-up, menu items and style of service.

Specifically, you should discuss:

 The requirements for each shift

o how many customers have made reservations

o how many ‘walk-in’ customers you can expect

o what kind of occasions you are catering for (e.g. birthdays, anniversaries,
Valentine’s Day)

o issues such as setting up a buffet table or organising a free bar

 The table arrangement and room set-up that most suits these requirements

o number, shape and size of tables

o size of tables

o shape of tables

 Entertainment

o do customers require music?

o do you need to clear space for

musicians?

 Menu items

o additions and amendments

o special requests

o dietary requirements
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 The style of service necessary to suit requirements

o bar service

o bistro service

o café service

o counter service

o espresso coffee bar service

o plate service

o table service

o will the style be formal or informal?

o will there be table service or buffet service?

When discussing issues such as these, make sure you listen carefully to your supervisors and managers
and, if necessary, make notes on all relevant details so that you do not forget anything important.
Remember, also, to play an active part in discussions. Do not be afraid to voice your opinion, make
suggestions or raise concerns.
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Activity 1A
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1.2 – Check furniture and fittings for cleanliness, stability and condition prior to
the service period

By the end of this chapter, the learner should be able to:

 Check furniture and fittings for cleanliness, stability and condition.

Checking furniture and fittings

Prior to every service period, you should check all the furniture and fittings in your establishment for
cleanliness, stability and condition. This is important not just for safety and hygiene reasons but also for
your image and reputation. If word gets around that your café, restaurant or bar is dirty, unsafe and/or
in a state of disrepair, as a business you will feel the consequences very quickly. The number of
customers you serve, your takings and your profits will fall. With fast and effective action, you may be
able to turn things around and salvage your reputation but you will have still lost a certain amount of
business to your competitors.

So make sure you assess furniture and fittings at least at the beginning and end of every day and –
ideally – before and after every shift.

Specifically, you should check:

 Tables

 Tablecloths

 Chairs

 Chair covers

 Bar

o bar taps

o bar pumps

o bar mats

o bar mirrors

o brass fittings

 Carpet

 Cutlery

 Crockery

 Glassware

 Napkins
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 Lights

 Radiators

 Tea and coffee machines.

Specifically, you should check for:

 Marks

 Stains

 Burns

 Breaks

 Rips

 Tears

 Frays

 Dust

 Smudges

 Smears.

If you notice any issues with the cleanliness, stability and condition of furniture and/or fittings, be sure
to report them at once to your supervisor or manager. Better yet, if you know how to deal with the
problem alone – and you’re confident that you’re allowed to – then do so. It is always advisable to use
your initiative and deal with problems without help if possible.
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Activity 1B
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1.3 – Adjust furniture placement to meet service requirements and allow safe
and easy access for service personnel

By the end of this chapter, the learner should be able to:

 Adjust furniture to meet service requirements

 Adjust furniture to allow safe and easy access for service personnel.

Adjusting furniture placement to meet service requirements

As described in 1.1, to work in hospitality, you have to be flexible. You need to be able to cater for a
variety of occasions, to respond effectively to a huge range of demands, and to adapt your methods and
place of service according to the unique conditions of each and every shift.

Partly, this involves moving:

 Tables

 Chairs

 Sofas

 Armchairs

 Stools

 Coffee tables.

Remember that, as well as meeting service

requirements, it is crucial to allow safe and easy access for everyone; for customers and for service
personnel. Do not try to ‘cram in’ tables or arrange seating that might endanger the individuals on your
premises simply because you have a certain number of bookings. This is a serious risk to everyone’s

In the case of an emergency (e.g. a fire or a customer or staff member falling ill) there needs to be quick
and easy access to all exits. This means ensuring there are aisles between tables with ample room.
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Activity 1C
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1.4 – Prepare and adjust environment to ensure comfort and ambience for
customers

By the end of this chapter, the learner should be able to:

 Prepare and adjust the environment to ensure comfort and ambience for customers.

Preparing and adjusting the environment to ensure comfort and ambience

In hospitality, different occasions require different environmental conditions. You would, for instance,
turn restaurant lights down low on Valentine’s Day, just as you would not play rock ‘n’ roll music on the
stereo during a formal dinner for the Country Women’s Association of Australia (unless, of course, they
specifically requested it).

Preparing and adjusting the environment may involve:

 Adjusting temperature
o using thermostats, central heating systems, air conditioning systems

 Adjusting sound and noise

o playing (appropriate) music

o using in-house musicians

o minimising road noise, kitchen noise, or any other type of noise external to the
service room, as this can prove distracting and off-putting to customers
o you may also choose not to play music

 Adjusting ventilation
o opening and closing doors and/windows as appropriate

o using industrial ventilation services

 Adjusting lighting
o ensuring all lights are fitted with working
bulbs
o brightening or dimming lights as appropriate

o opening and drawing curtains as appropriate

 Maintaining cleanliness of furniture and fittings

 Eliminating or masking unwanted odours
o removing the source of unwanted odours

o using sprays.

However you prepare and adjust the environment, make sure to do it following discussions with other
team members, your supervisors and managers.
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Activity 1D
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1.5 – Check and prepare equipment for service according to manufacturer

instructions, and clean or replace items as required to meet service standards

By the end of this chapter, the learner should be able to:

 Check and prepare equipment for service

 Clean or replace items to meet service standards.

Checking and preparing equipment for service

Like with furniture and fittings, it is vital to check and prepare all equipment for service prior to each
shift. Otherwise, you may find yourself in a situation where equipment fails to work, leading to multiple
other problems including extra – unnecessary – stress, delays in service and very angry customers.

Equipment includes (but is not limited to):

 Tea and coffee machines

 Glasswashers

 Dishwashers

 Refrigeration

 Ovens

 Grillers

 Bar taps and pumps

 Central heating systems

 Air conditioning systems

 Display refrigeration

 Lights

 Ventilation systems.

Whenever you spot an issue with equipment, make a

note of the problem and report it to your supervisor and/or manager. If it is a problem you can – and
are authorised to – fix alone, you should do so wherever possible. Just ensure you record the problem
itself and how you dealt with so that, if necessary, you can explain to others exactly what you did and
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Activity 1E
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1.6 – Prepare and display food and beverage items according to organisational
standards

By the end of this chapter, the learner should be able to:

 Prepare and display food and beverages according to organisational standards.

Preparing and displaying food

Appearance plays a significant factor in the overall appeal of food. In fact, how the food looks is one of
the first things we notice when presented with a dish. In a split second, we assess the colours and
arrangement of the ingredients in our food and, based on that assessment, make an assumption about
how it will all taste. This is important because if a customer expects their food to taste as good or as bad
as it looks, then this will make them more or less likely to enjoy it – regardless of how it actually tastes.

The manner in which food is displayed – in refrigerated cabinets and shelves – also contributes to its
overall appeal. When snacks and dishes like pastries, cakes, and salads are displayed in a neat and
tasteful way, in the right light with the right garnishes, customers are far more likely to buy them.

It is, therefore, very important to prepare and display food and beverage items in an attractive way,
according to organisational standards.

Food and beverages you may have to display include:

 Sandwiches

 Salads

 Pastries

 Cakes

 Biscuits

 Packaged snacks such as crisps and nuts

 Packaged drinks such as cans, bottles and cartons.

Whenever you prepare or evaluate food and beverages, you should consider:
 Accompaniments and garnishes that maximise visual appeal:

o for balance

o for colour

o for contrast

 Their practicality for:

o customer consumption
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o service

 Their cleanliness and colour.

Whenever you display food and beverages, you should:

 Ensure they are clean

 Arrange them artfully

 Use an appropriate light

 Face them forward.

When it comes to preparing and checking food and beverages, half of the battle involves leaving
yourself enough time. If you are rushing, you are likely to miss things and make mistakes. You may even
knock the food or beverage over and set yourself back 5 or 10 minutes.

Check food preparation lists and double check with supervisors to ensure you know which food and
beverages you have to display.
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Activity 1F
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2. Welcome and advise customers

2.1. Greet customers on arrival, according to organisational customer service standards

2.2. Provide information regarding food and beverage and facilities to customers, giving clear
explanations and descriptions

2.3. Answer customer questions on menu items correctly and courteously

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2.1 – Greet customers on arrival, according to organisational customer service

standards

By the end of this chapter, the learner should be able to:

 Greet customers on arrival in a warm, friendly and professional manner.

Greeting customers on arrival

In hospitality and catering, as with any other client-facing industry, it is essential to greet customers in a
way that instantly puts them at ease. First impressions count and you need to make sure that in the first
ten seconds or so, you signal to the customer/s that you are friendly, helpful and – above all –
professional. Customers want to feel like they’re in good hands. This way, they are more likely to relax
and enjoy the experience that they are paying for.

When you greet customers:

 Be polite

 Be courteous

 Be professional

 Be friendly

 Smile

 Make chit chat, if appropriate – ask them

what they’ve been up to or what the cause
for celebration is

 Talk them through the ordering procedure

 Maintain eye contact

 Try to use the guests’ names if possible – but be careful not to overdo this

 Listen

 Follow your organisation’s procedure.

At first, you may feel a little awkward when greeting customers, as if you are acting or trying to be
someone else. This is normal. Indeed, in many ways, service in the hospitality industry requires you to
put on a bit of an act. You would not, for instance, talk to customers or behave in front of them in the
same way you would talk or behave with your friends and family. In a professional hospitality
environment, you have to be your best self at all times. It is part of the job.

Just remember that greeting customers is a skill in itself and is something you will get better at with
practice. Try to practice this skill as often as possible, try to learn from your mistakes and try to pick up
hints and tips from your colleagues and managers. In time, greeting customers will become second
nature.
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Activity 2A
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2.2 – Provide information regarding food and beverage and facilities to

customers, giving clear explanations and descriptions

By the end of this chapter, the learner should be able to:

 Provide customers with information regarding food and beverages

 Provide customers with information regarding facilities.

Providing information on food and beverages

As a member of the service team, one of your primary responsibilities is to provide customers with
information regarding food and beverages. This means knowing what’s in each dish, how food and
beverages are served, and even – if it’s important – the origins of certain ingredients. You should be
able to answer queries relating to special offers, as well as questions on the medical and religious
suitability of different meals and drinks.

Specifically, you should be able to provide information on:

 Menu items

 Specials

 Extras

o sandwiches

o salads

o pastries

o any other snacks you have

for sale

 Drinks

o hot drinks

o cold drinks

o fizzy drinks

o alcoholic beverages

o smoothies

 Dietary requirements that you can cater to

o gluten-free food

o lactose-free food
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o low sugar alternatives

o low salt alternatives

o vegetarian options

o vegan options

o options for religious people (for example, pork-free sausages or halal meat).

You should also be able to explain where customers can order from (usually at the counter), you should
show customers where the vending machines or instant hot drink machines are located, and direct
them to the washrooms, showers or nappy-changing facilities as necessary.
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Activity 2B
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2.3 – Answer customer questions on menu items correctly and courteously

By the end of this chapter, the learner should be able to:

 Answer customer questions regarding menu items.

Answering customer questions

As described in chapter 2.2, when working in hospitality or catering, you have to be able to provide
customers with the information they want regarding menu items. This means knowing what’s in each
dish, how food and beverages are served, and even – if it’s important – the origins of certain
ingredients. You should be able to answer queries relating to special offers, as well as questions on the
medical and religious suitability of different meals and drinks.

When answering customer questions:

 Give straight answers

 Be succinct

 Remain calm

 Be as accommodating as possible

 Be supportive

 Remain professional

 Tailor your tone and style of interaction

Again, as you need to be ready to answer questions at all times, you have to fully understand the food
and beverages you sell. Otherwise, if you have to ask your colleagues, you will run the risk of looking
unprofessional.

That said, if you do not know the answer to a question, do not pretend you do and lie; be honest and
seek out the necessary information immediately.


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Activity 2C
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3. Take and process orders 

3.1. Take and record orders accurately and legibly using the format required by the organisation,
and convey them promptly to the kitchen

3.2. Operate ordering system according to organisational procedures

3.3. Communicate special requests or dietary requirements to kitchen

3.4. Provide glassware, service-ware and cutlery suitable for menu choice

3.5. Process accounts and receive payment at appropriate time

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3.1 – Take and record orders accurately and legibly using the format required by
the organisation, and convey them promptly to the kitchen

By the end of this chapter, the learner should be able to:

 Take and record orders accurately and legibly

 Convey orders to the kitchen.

Taking and recording orders

As with greeting customers, taking and recording food and beverage orders is a skill in itself. It is a skill
that requires confidence, knowledge of menu items and subtlety. You need a strong understanding of
etiquette and, perhaps most importantly, the ability to record orders accurately and legibly.

Ultimately, your goal should be to take and record orders accurately and legibly, while maintaining an
air of professionalism and warmth with the customers.

When taking and recording orders, you should:

 Give customers enough time to make menu choices

 Approach customers from their right-

hand side

 Speak with a clear and confident tone

 Ask if customers are ready to order or

if they’d like a little more time to
decide

 Do not rush

 Take drinks orders first, then starters,

then mains

 Remember to ask further questions if

customers order food that can be
cooked multiple ways

o for example, if the customer orders a steak, ask them how they would like the
steak to be cooked (blue, rare, medium rare, medium, medium-well done, well
done, overcooked)

 Take dessert and coffee orders after the mains have been cleared

 Ask if the customers would like any side dishes

 ‘Up-sell’

o recommend menu items

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 Write orders down accurately and legibly

 Check back with the customers to ensure you have understood their order correctly

 Make sure, before you put through the order, that you have included every necessary
detail for the chefs to get to work.

Crucially, you should avoid taking any risks and guessing what you thought customers said or what you
think they might want. If you fail to catch what a customer has said, politely ask them to repeat their
order. Otherwise, you may send the wrong order through to the kitchen and create problems for
yourself and your colleagues further down the line.
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Activity 3A
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3.2 – Operate ordering system according to organisational procedures

By the end of this chapter, the learner should be able to:

 Operate ordering systems according to organisational procedures.

Operating ordering systems

An ordering system is a process every staff member has to follow to ensure that orders are taken and
processed accurately and efficiently. The exact steps in this process will depend on your organisation.
You may, for instance, have to take orders at the bar/counter, input them directly into a monitor or
tablet and then send that order through to the kitchen. Or you may have to walk over to customers
where they are seated, take their order with pen and paper, pass one copy to the kitchen and keep one
copy behind the bar/counter.

Whichever system your organisation uses, it is vital that you follow every step in the procedure. Do not
deviate and try to do it your own way. Ordering systems are in place to foster order, clarity and
efficiency. If you go ‘off-piste’ and start doing things differently, you will create problems for yourself,
your colleagues, your customers and your organisation.

Remember:
 Wait your turn before using monitors or tablets to send orders through to the kitchen

 If using a monitor or a tablet, you will often have to input a unique passcode or use a
personal ‘fob’

 If using electronic devices to allocate orders to pre-installed table numbers and plans,
make sure you allocate orders to the correct table

 If using paper, ensure you place tickets in the correct order – i.e. not in front of
earlier orders

 Produce and keep two copies of each order ticket – one for the service staff
and one for the kitchen

 Input orders following the correct procedure (usually

appetisers, then main dish, then sweet/dessert after main
dishes are served)

 Use established shorthand and codes

o e.g. ‘FW’ = flat white, ‘SC’ = skinny cappuccino, ‘Sm’ = skinny mocha
etc.

 Ensure you have input all necessary information before sending through to the kitchen.

To minimise the risk of making a mistake, make sure you familiarise yourself with your organisation’s
ordering system before you try taking an order for the first time. Furthermore, if at any stage you are
unsure of how to proceed, ask a colleague for assistance.
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Activity 3B
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3.3 – Communicate special requests or dietary requirements to kitchen

By the end of this chapter, the learner should be able to:

 Inform kitchen staff of customers’ special requests and dietary requirements.

Communicating special requests or dietary requirements

In hospitality, it is rare for a shift to pass without at least one customer making special requests or
dietary requirements when ordering food and beverages. Indeed, Australian society is so multi-cultural,
so health-conscious and so varied that such requests are highly common. As a result, establishments
have to be ready and willing to accommodate all kinds of requests. Otherwise, they may lose business
and their reputation may suffer.

Special requests or dietary requirements may arise due to medical or religious reasons, or they may just
come down to lifestyle choices or personal tastes.

Medical specifications include (but are not limited to):

 Diabetic meals

 Gluten-free meals

 Nut-free meals

 Dairy-free meals

 Pureed meals.

Religions that dictate specific dietary requirements include (but are not limited to):
 Judaism

 Islam

 Buddhism

 Eastern Orthodox Christianity

 Protestantism

 Hinduism

 Mormonism

 Seventh-day Adventism

 Jainism.
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Lifestyle choices include (but are not limited to):

 Pescetarianism

 Vegetarianism

 Veganism

 Fruitarianism

 Caffeine-free diets.

Because of personal tastes, a customer may ask for:

 Low-fat meals

 Low salt meals

 Child portions

 Baby portions.

Of course, you should pay close attention to all orders from all customers, but you should be extra sure
to record all special requests and dietary requirements accurately and legibly and then check with the
kitchen to ensure the message has been received. This last step is particularly important because, given
the pressure and intensity of work in kitchens, chefs can often miss (or misread) orders.

The key to ensuring kitchen staff have noticed a special request is simply to speak to them directly. After
processing the order (or while you are taking orders to the kitchen), alert relevant kitchen staff to the
request or requirement.
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Activity 3C
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3.4 – Provide glassware, service-ware and cutlery suitable for menu choice

By the end of this chapter, the learner should be able to:

 Provide customers with appropriate glassware, service-ware and cutlery.

Providing customers with glassware, service-ware and cutlery

Once you have taken, recorded and processed customers’ orders, you need to ensure they have the
appropriate glassware, service-ware and cutlery necessary to enjoy their food and drinks.

This means providing or removing (depending on customers’ orders):

 Knives, forks and spoons for starters

 Knives, forks and spoons for main meals

 Knives, forks and spoons for sweet/desserts

 Specialist items of cutlery

o fruit forks

o soup spoons

o steak knives

o bread knives

o cheese knives

 Large plates

 Side-plates

 Wine glasses

 Champagne glasses

 Sherry glasses

 Whiskey glasses

 Water glasses

 Jugs and carafes

 Tumblers.

When providing or removing an item of glassware, service-ware or cutlery, remember to approach

customers from their right-hand side. This is polite and accepted etiquette. You should also try to
remain as inconspicuous as possible; there is no need to interrupt customers’ conversations.
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Simply approach the table and lay down or remove the glassware, service-ware or cutlery as necessary.
As a matter of efficiency and professionalism, you should carry items over (or take them away) using a
smart, non-slip tray. If you need to set more than four or five seats, you should ask a colleague for
assistance. This way, you can complete the task quickly and with minimal interruption to the customers.
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Activity 3D
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3.5 – Process accounts and receive payment at appropriate time

By the end of this chapter, the learner should be able to:

 Process accounts and receive payments at the appropriate time.

Processing accounts and bills

Depending on your organisation’s policies and procedures, you may take payment for food and
beverages immediately after the customer has ordered – this is common for when customers order at
the counter – or you may present customers with a bill for their food and beverages when they are
ready to leave.

In any case, be sure to process accounts and bills carefully and check they are correct before asking
handing them to customers.

If the bill is for a table you have not served yourself, check with your colleagues to ensure nothing has
been missed off or added to the bill.

Taking payment
For obvious reasons, it is vital – when taking payment – that you check the customer has paid the
correct amount. This means knowing, before payment takes place, what the exact price of the bill is.

It is your responsibility to:

 Know when the bill value has changed, due to special offers or reductions

 Check that the customer is paying the required amount.

Be sure to:
 Count up the customer’s cash carefully

 Check that the customer has inputted the

correct amount for payment on the card
machine, if they are paying by card

 Make sure the customer has written the

correct amount for payment, if they are
paying by cheque.

If a customer fails to pay the correct amount, whether

they underpay or overpay, do not be afraid to alert them to this matter. You yourself may have asked
them for the wrong amount of money.
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Activity 3E
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4. Serve food and drinks

4.1. Promptly recognise and follow-up delays or deficiencies in service

4.2. Collect food and beverage selections from kitchen and check for accuracy and presentation

4.3. Use appropriate techniques to carry and place plates containing meals and serve to correct
person

4.4. Advise and reassure customers about delays or problems

4.5. Check customer satisfaction at the appropriate time

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4.1 – Promptly recognise and follow-up delays or deficiencies in service

By the end of this chapter, the learner should be able to:

 Recognise and follow-up delays or deficiencies in service.

Recognising and following-up deficiencies in service

Only on very rare occasions do shifts pass without a hiccup. However great or small, you are bound to
encounter at least one problem during each shift; it’s the nature of hospitality work. What’s important is
that you recognise and deal with these problems as soon – and as effectively – as possible.

Deficiencies in service may include (but are not limited to):

 Delayed service

 Service of incorrect food/beverages

 Service of poor quality food/beverages

 Missed sides and garnishes

 Missed orders

 Problems with temperature of food/beverages

 Missed glassware, crockery or cutlery

 Neglect of customers

 Poor attitude, manners or etiquette of service staff

 Problems with fixtures and fittings

o e.g. broken lights, broken air conditioning

system

 Problems with atmosphere

o e.g. too noisy, tables arranged too closely

together

 Problem customers ruining the ambience for everyone else.

The key to mitigating such problems is to stay vigilant; to maintain a state of relaxed awareness and
survey the service room for any potential issues. Keep an eye on the tables you are serving, be sure to
check with customers that everything is okay with their food and drinks and respond swiftly to any
deficiencies in service, apologising for mistakes when necessary.

Communication is also vital. Make sure you and your colleagues remain in tune with each other. Inform
each other about any issues you encounter and keep everyone in the loop at all times.
 P a g e | 44

Activity 4A
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4.2 – Collect food and beverage selections from kitchen and check for accuracy
and presentation

By the end of this chapter, the learner should be able to:

 Collect food and beverage selections from the kitchen

 Check food and beverage selections for accuracy and presentation.

Collecting food and beverages

Once you have taken customers’ orders, the next part of the process is to let the kitchen and bar staff
get on with their jobs and then collect food and beverage selections when they are ready.

Of course, as described in chapter 3.4, you should already have supplied customers with the
appropriate glassware, service-ware and cutlery for their orders. So when the kitchen and bar staff tell
you that orders are ready, all you have to do is walk over and pick up the correct dishes and drinks.

Before serving customers, however, it is necessary to check the food and beverage for accuracy and
presentation.

Specifically, you should check that:

 The correct food and beverages have been prepared

 Food is the correct temperature

 Appropriate garnishes have been added

 Crockery is clean.

Whenever you are evaluating a dish you should also consider:

 Accompaniments and garnishes that maximise visual appeal:

o for balance

o for colour

o for contrast

 The practicality of food for:

o customer consumption

o service.

If there is anything wrong with the food or beverages, do not hesitate to tell the kitchen staff. It is far
better, in the long run, for them to endure a few extra moments of stress than for you to serve a
deficient meal or drink to demanding customers.
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Activity 4B
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4.3 – Use appropriate techniques to carry and place plates containing meals and
serve to correct person

By the end of this chapter, the learner should be able to:

 Carry multiple plates and serve them to customers.

Carrying and placing plates

Plate carrying is one of the most useful skills you can develop in the hospitality and catering industry.
Being able to carry multiple plates of food in a timely and safe manner will not only help to speed up
service, it will also make you and your organisation appear more professional, which in turn will boost
your reputation and, ultimately, profits.

There are a number of plate carrying techniques you can learn, all of which require the use of different
fingers and the placement of dishes on different parts of the wrist and arm. You should try and practice
these in your spare time so that you become comfortable carrying multiple plates at work.

Carrying two plates in one hand

This is perhaps the easiest – and most common method – of serving food and beverages. It involves
flattening the ring finger, middle finger and forefinger of both hands and then placing these fingers
(facing up) beneath the plate. You should then use your little finger to balance the plate by placing it
beneath the rim of the plate. The last step is to hold your thumb
against the top side of the plate rim for extra security, being careful
not to touch the food.

Hold the plates high (usually just below shoulder level) and away
from your face. This will help you to avoid bumping your plates
against other customers or staff members as you make your way
over to the relevant table.

When you reach the table, simply state the dish you wish to place
first and when the customer says it is theirs, place it down in the
correct place (remembering to approach customers from their
right-hand side).

Carrying three plates

For safety reasons, you will carry the majority of plates in twos using the method described above, but
occasionally you will have to take three or more plates at the same time.

To do this, take the first plate and rest it in the hand with which you’re most comfortable. Your ring
finger, middle finger and forefinger should rest beneath the plate while your thumb and little finger
should poke upwards.

Next, place the second plate and rest it on the thumb muscle of the hand carrying the first plate. You
may have to wriggle the second plate around in order to find a position that feels comfortable and
 P a g e | 49

secure. Rather than your thumb muscle, you might find it easier to balance the plate on your wrist. Use
your thumb and little finger for extra balance.

With the first two plates secure, simply the pick up the third plate with your other hand.

Make sure that the second plate doesn’t ‘tip’ too far downwards as you walk because otherwise the
food may slip off the plate or the plate itself may touch the food on the first plate, spoiling its
appearance and creating a mess.

When you reach the table, simply state the dish you are holding with your wrong hand and when the
customer says it is theirs, place it down in the correct place (remembering to approach customers from
their right-hand side). Then serve the second plate and, finally, the first plate.

It’s vital that you do not attempt this method for the first time during service. Make sure you practice at
home first, as it can be tricky at first. If you really aren’t comfortable using the three plate method, tell
your supervisor or manager and just carry two plates at once. They would rather you play it safe than
potentially drop dishes on the floor (or over a customer).

Carrying plates on trays

Depending on conditions, you may also have to carry plates out on
trays. Performed correctly, this technique looks professional and can
be very impressive to customers. However, like the three plate
method, carrying plates on trays can be tricky, so you should practice
in your own time before attempting it during one of your shifts.

To begin, place your palm on the underside of the tray holding the
plates and hold it up around shoulder height. Your forearm and
upper-arm should make an angle a little shorter than 90 degrees.

While carrying the tray, make sure you look up and face forward. If
someone tries to get your attention or if you need to speak to a
customer or colleague, turn your whole body, rather than just your
head. This will help you to control the balance of the tray and ensure
you do not speak over the food you are carrying.

Approach the relevant table and say the name of the dish you want to serve first. When the customer
says this is theirs, approach them from their right-hand side, and – keeping your back straight and
bending your knees slightly – gently take the plate from the tray and place it in front of the customer.

To make things easier, you may be able to place the tray on a small collapsible stand (known as a tray
jack) before serving customers.

Remember, with each of these methods, practice makes perfect. Do not expect to be able to perform
each technique right away. Practice at home, or during quiet hours at work, and ask colleagues for help
if you are struggling.
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Activity 4C
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4.4 – Advise and reassure customers about delays or problems

By the end of this chapter, the learner should be able to:

 Advise and reassure customers about delays or problems

 Pacify angry customers.

Advising and reassuring customers about delays or problems

If ever there are delays or problems with service, it is important to maintain a calm and professional
manner and to try and advise and reassure customers as much as possible. Of course, very few
customers – if any – are likely to become violent or aggressive due to a service complaint, though many
of them will be angry and emotional and this emotion can easily infect the atmosphere around them. It
could alter the mood, intimidate other customers and ultimately damage your reputation – especially if
an individual hears a customer making a particularly serious complaint.

To reassure customers:
 Listen to them

o pay attention not just to their words, but also their tone and manner of speech

 Acknowledge the seriousness of their complaint

 Acknowledge the problems you may have

caused the customer

 Avoid taking complaints personally

o most customers – however angry – will

understand that if issues have arisen,
they have arisen due to a mistake, and
one that is not necessarily your personal
fault

o so taking a complaint personally could

annoy them even more, as they will not
like to be accused of singling out
someone unfairly

 Avoid becoming defensive or arguing back

o even if a customer insults you personally, simply let them know that you can
understand why they are frustrated and that being rude will not help matters

 Be patient

o allow the customer the time and space to fully vent their frustration
 P a g e | 52

o avoid interrupting them, finishing their sentences or rushing them to finish their
complaint

 Apologise

o generally, it is best to reserve your apologies until you know that you are
absolutely in the wrong, but you should always apologise for any inconvenience
or trouble you or your colleagues might have caused the customer

 Be respectful, courteous and professional at all times

 Explain what you are doing – or what you are going to do – to address their issue.
P a g e | 53

Activity 4D
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4.5 – Check customer satisfaction at the appropriate time

By the end of this chapter, the learner should be able to:

 Check customer satisfaction during and after meals.

Checking customer satisfaction

Having served customers with their food and beverages, you should return to their table a few minutes
later to check that they are satisfied with what they have received. This is a normal aspect of service in
the hospitality and catering industry. In fact, it is encouraged. ‘Checking back’ with customers soon after
they have started eating and drinking gives them a chance to raise any issues they may have. These
issues may relate to the taste, temperature, appearance and aroma of their food or drink, or any other
factor they may think is relevant. It also gives you, the server, peace of mind for the foreseeable future
because if the customers tell you everything is great, you can focus on other customers and help the
rest of your team out with other aspects of service.

To effectively check customer satisfaction, be sure to:

 Wait a few minutes before checking back at tables

o this gives customers the chance to find any issues with their food and beverages

 Smile and be friendly

 Retain your professionalism

o remember to approach customers from their right-hand side

 Check again at the end of the meal

 Leave comment cards for customers to fill in if they wish

 Invite customers to post reviews online.

For more detailed customer feedback, you could also
use:
 Surveys and questionnaires

 Social media.
Surveys and questionnaires
Surveys and questionnaires are easy to set up, easy to send out and
easy to analyse. They produce quantifiable data which can be presented and viewed easily in the form
of graphs and charts.

There are two types of survey: long surveys, which are sent out to customers, and short surveys, posted
on the organisation’s website.
 P a g e | 55

Long surveys aim to yield more information and therefore usually take around 15 or 20 minutes to
complete. They are sent out to customers in the hope that each one is returned in a few days.

However, long surveys are often tedious, their length can cause the client to rush through their answers
and they are sometimes set aside and forgotten about. Very rarely do they return the kind of in-depth
feedback they are designed to capture.

To tackle these problems, organisations have started to limit the size of their long surveys to 5 or 10
essential questions. It is also a good idea, with your first survey, to include open-ended questions as
scales and multiple choice questions will produce only a limited range of answers.

Short surveys, meanwhile, can be very useful when posted on the company website.

Websites such as Qualaroo.com and Kwiksurveys.com can help you to build these short surveys.

Social media
The ‘like’ buttons and comment boxes on social media give
you the chance to engage with customers, organisations and
other relevant sources instantly. Nowadays, there is no excuse
for not having a presence on social media. It is a cheap and
easy way to reach out to clients and gain honest, succinct
feedback.

After serving customers, invite them to ‘like’ and ‘follow’ your

organisation’s social media pages and to ‘share’ your content.
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Activity 4E
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5. Clear food and drinks

5.1. Use appropriate techniques to clear and carry multiple used plates and other service-ware

5.2. Remove used items in a timely manner and safely transfer them to the appropriate location for
cleaning

5.3. Safely dispose of food waste, disposables and recyclable items to minimise negative
environmental impacts
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5.1 – Use appropriate techniques to clear and carry multiple used plates and
other service-ware
By the end of this chapter, the learner should be able to:
 Clear and carry multiple plates and other service-ware.

Clearing and carrying multiple plates

As described in chapter 4.3, plate carrying is one of the most useful skills you can develop in the
hospitality and catering industry. Being able to carry and clear multiple plates of food in a timely and
safe manner will not only help to speed up service, it will also make you and your organisation appear
more professional, which in turn will boost your reputation and profits.

Clearing plates is easier than serving them as the plates are lighter and you do not have to worry so
much about food being spoiled through contact with the dishes above.

Clearing multiple plates

To clear multiple plates, you may use the two plates method
outlined in chapter 4.3 but it will be more efficient to use a variation
of the three plate method to clear around 4-9 plates at once.

This involves taking the first plate and resting it in the hand with
which you’re most comfortable. Your ring finger, middle finger and
forefinger should rest beneath the plate while your thumb and little
finger should poke upwards.

Next, place the second plate and rest it on the thumb muscle of the
hand carrying the first plate. You may have to wriggle the second
plate around in order to find a position that feels comfortable and
secure. Rather than your thumb muscle, you might find it easier to
balance the plate on your wrist. Use your thumb and little finger for
extra balance.

With your free hand, take the used cutlery off the second plate and place it on the first plate. You
should also scrape any scraps of food from the second plate onto the first plate.

Making sure the first two plates are secure, simply pick up and stack as many of the remaining plates as
you can manage, placing cutlery and food scraps on the first plate.

After a while, your arm will begin to ache and the stack will begin to tilt downwards. Do not attempt to
stack the plates beyond this point as you will risk dropping them or causing yourself an injury.

While carrying the plates back to the cleaning area, make sure you look up and face forward. If someone
tries to get your attention or if you need to speak to a customer or colleague, turn your whole body,
rather than just your head. This will help you to balance the stack.
 P a g e | 59

Again, it’s important to make sure you practice this method, as it can be tricky at first. If you really
aren’t comfortable stacking plates, tell your supervisor or manager and just carry two plates at once.
They would rather you play it safe than potentially drop plates on the floor.

Activity 5A
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5.2 – Remove used items in a timely manner and safely transfer them to the
appropriate location for cleaning

By the end of this chapter, the learner should be able to:

 Remove used items efficiently

 Safely transfer used items to the appropriate location for cleaning.

Removing used items

After clearing each table, the next step is to transfer all used items to the appropriate location for
cleaning – usually the kitchen.

The process for cleaning used items (e.g. plates, bowls cutlery, ceramic cups, etc.) will depend on your
organisation; its policies and procedures, its kitchen layout and its storage system. But it is likely that
you will follow one of three general methods.

Service staff will have to either:

 Place used items on a work counter, ready for another member of staff to sort and
wash

 Separate used items into categories and stack them accordingly on a work counter (or
in plastic boxes and buckets)

 Separate and rinse used items before placing them

directly in an industrial pot washer/glass washer
machine.

Whichever method you have to follow, make sure you follow it to the
letter. Do not cut corners and neglect certain aspects of the procedure.
It is not fair to expect your colleagues to pick up the slack you leave.

It is also important to work safely and in a timely manner.

Specifically, you should:

 Stack items appropriately

o make sure you stack similar items together

o do not stack items too high

o make sure you remove anything that inhibits

the safe stacking of items (e.g. knives and forks between plates)

 Separate sharp knives from other cutlery items

o make sure you group sharp knives together

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o do not leave sharp knives ‘hidden’ in soapy water as another member of staff
may unknowingly grab them and cut their fingers

 Clean up all spills

o make sure all surfaces are clean and dry

o mop up any spills (whether it’s liquid or food) on both the counter and the floor.

 Communicate with other staff members

o make sure you tell colleagues when they are working with their backs to cutlery
items

o make sure you tell colleagues when surfaces are wet and slippery

o clarify what is and what is not to go in each stack, box or bucket

o alert colleagues to their mistakes and correct them if necessary.

Above all, make sure you familiarise yourself with and fully understand your organisation’s processes for
removing used items and transferring them to appropriate cleaning locations. Try to work efficiently,
avoid rushing if possible, and be safe.
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Activity 5B
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5.3 – Safely dispose of food waste, disposables and recyclable items to minimise
negative environmental impacts

By the end of this chapter, the learner should be able to:

 Safely dispose of food waste, disposables and recyclable items.

Disposing of food waste, disposables and recyclable items

It is your responsibility – indeed, it is everyone’s responsibility – to dispose of food waste and
disposables and to recycle as much as possible to minimise negative environmental impacts.

This means:
 Separating food waste, disposables and recyclable items

 Disposing of waste in the correct bins and bags

o e.g. using separate bins for food waste

 Disposing of perishable foods as soon as possible

o e.g. disposing of meat before it begins to rot

 Using containers to collect oil and fat

o e.g. not tipping oil and fat from plates into sinks
and drains

o oil and fat congeal in pipes, causing blockages

 Using the correct bins and containers for recyclable

items

o e.g. separating old fruits and vegetables, plastics

and cardboard/paper

 Storing food waste, disposables and recyclable items

away from the kitchen, ready for specialist collection

 Making sure that bin lids are properly in place

o otherwise, odours may escape and attract pests

 Not overfilling bins, containers and bags.

Unless you have been instructed to use your own initiative, the important thing to remember when
disposing of waste and recycling is to listen to instructions and follow organisational procedures, taking
account of environmental considerations and cost reduction policies.
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Activity 5C
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6. Complete end of shift duties

6.1. Follow end of shift procedures

6.2. Provide customer feedback to relevant colleagues, supervisors or managers

6.3. Provide handover to incoming colleagues and share relevant information

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6.1 – Follow end of shift procedures

By the end of this chapter, the learner should be able to:

 Complete their end of shift tasks.

Following end of shift procedures

End of shift procedures are in place to ensure that staff members return the organisation to its default
state, ready for the next shift. By following end of shift procedures, service staff will make sure their
organisation is clean and tidy, they will tie up any loose ends with finances (such as outstanding
payments), switch off certain items of equipment, and ensure the organisation is safe.

End of shift procedures may relate to:

 Cleanliness

o cleaning and tidying work areas

o cleaning and tidying work tools and equipment

 The environment

o making sure all non-essential items of equipment are off

o making sure all food waste and

disposables are disposed of and recycled

 Security

o locking all doors, windows, cupboards,

safes

o setting alarms

 Finances

o counting and securing cash takings

o balancing accounts

o balancing customer payments

o reconciling discrepancies in receipts

o separating cash floats.

Cleaning and tidying work areas

At the end of your shift, you need to clean and tidy your work area, as well as any equipment you have
used, ready for the next shift. This is vital not just for reasons of cleanliness and hygiene (and, therefore,
safety) but also for work efficiency. If you were to turn up to work only to find that the café, restaurant
 P a g e | 67

or bar had not been tidied or cleaned by your colleagues on the previous shift, it would hamper your
productivity; you would have to spend a significant amount of time cleaning and tidying before you
could get to work on your duties. Ultimately, this would eat into your organisation’s profits.

The exact end of shift cleaning procedures you follow will vary according to your organisation and the
conditions of the following shift. But there are a number of basic tasks you should perform in order.

Be sure to:
 Clean and tidy all work surfaces

 Clean and tidy all tools and equipment

 Store all tools, equipment and food items in the

appropriate place

 Switch off inactive tools and equipment

 Check the work area is well-ventilated

 Wash all cloths, towels and items of work

clothing (such as aprons, hats, gloves, hairnets
etc.).

Of course, to complete your cleaning duties effectively, you will need access to a wide variety of
cleaning materials and equipment.

Cleaning materials and equipment include (but are not limited to):
 Cleaning cloths

 Commercial cleaning and sanitising agents and chemicals for cleaning commercial
kitchens, equipment and food storage areas

 Dustpans and brooms

 Garbage bins and bags

 Hand towel dispenser and hand towels

 Mops and buckets

 Separate hand basin and antiseptic liquid soap dispenser for hand washing

 Sponges, brushes and scourers

 Tea towels.

Activity 6A
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6.2 – Provide customer feedback to relevant colleagues, supervisors or

managers

By the end of this chapter, the learner should be able to:

 Pass customer feedback on to relevant colleagues, supervisors or managers.

Providing customer feedback to relevant colleagues

Once you have ‘checked back’ with customers and collected their feedback, the next step is to pass on
this information to relevant colleagues, supervisors or managers. This is an essential practice for any
business that wants to improve its level of performance but it is especially important in the hospitality
and catering industry because, with even the slightest change in conditions, standards can plummet
imperceptibly. And when this happens, staff members need to know about it as soon as possible so that
they can arrest the decline and restore levels of performance to the expected standard.

But, alongside the advantage of being able to spot drops in performance, there are many other benefits
of passing on feedback.

Passing on feedback:
 Helps managers and supervisors to identify the
strengths and weaknesses of the organisation

 Helps staff members to identify their strengths

and weaknesses

 Helps each and every staff member to address

weaknesses

 Signals to customers that their input is valued

 Helps managers and supervisors to make

decisions

 Helps managers and supervisors to come up with

new ideas for the future.

Providing customer feedback to relevant colleagues involves:

 Verbally relaying feedback

 Writing down or typing up customer feedback for use at a later date

 Collecting and passing on comment cards

 Collecting and passing on social media comments

 Collecting and passing on reviews

 Voicing your own opinion on the legitimacy of criticisms.

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Above all, when providing customer feedback, it is important to be honest. Make sure you report and
pass on exactly what customers have said, even if it is extremely negative and – in your opinion – unfair.

Do not omit information, doctor comment cards or delete online posts. Simply pass it all on. If it is
legitimate, it will prove advantageous in the long run. If it is unfair, your managers and supervisors will
be able to tell. The important thing is that you resist the temptation to act as the judge of feedback; just
relay what you have been told and read.
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Activity 6B
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6.3 – Provide handover to incoming colleagues and share relevant information

By the end of this chapter, the learner should be able to:

 Conduct effective handovers.

Conducting effective handovers

A ‘handover’ is when staff members who have finished their shift inform staff members who are starting
their shift of everything they need to know in order to perform their job effectively. It involves
colleagues taking the time to discuss, in detail, what’s happened, what’s going on and what’s set to
happen in the coming hours.

Shift handovers are hugely important to the smooth running of operations so it is vital that you take the
process seriously.

When handing over to incoming staff members, be sure to:

 Give yourself enough time to conduct an effective handover

 Give a succinct overview of what’s happened, what’s happening and what is going to
happen

 Use relevant sources of information (such as reservation lists)

 Identify specific issues to be

aware of

o e.g. demanding customers,

problems with equipment,
a birthday cake in the
kitchen fridge that needs to
be presented to a customer

 Provide specific information

o e.g. if you have taken a booking for a table of 12 at 3PM, don’t just say ‘I took a
big booking for this afternoon – it’s in the reservation book’; say ‘I took a
reservation for a table of 12 at 3PM – there will be 8 adults and 4 children and
one of the adults is vegetarian’.

When taking over from outgoing staff members, be sure to:

 Arrive early and give yourself enough time to conduct an effective handover

 Ask specific questions

 Check relevant sources of information (such as reservation lists)

 If possible, consult more than one staff member.

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It is important to note that handovers are also necessary for when staff members return from long
breaks or move sections (e.g. when a waiter goes to work on the bar).

Activity 6C
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

 Skills assessment

 Knowledge assessment

 Performance assessment.

This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!
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References

These suggested references are for further reading and do not necessarily represent the contents of
this unit.

Websites
http://blog.sfceurope.com/the-best-ways-to-carry-serving-plates-like-a-pro, 11/10, 2016

http://goodtogosafety.blogspot.co.uk/2009/07/importance-of-shift-handovers.html, 12/10/2016

http://www.hbirbals.com/takingorder.htm, 13/10/2016

http://www.foodwoolf.com/2012/12/how-to-bus-a-table.html, 13/10/2016

http://www.hospitality-school.com/how-serve-food-hotel-restaurant, 14/10/2016

http://www.wikihow.com/Dispose-of-Food, 24/10/2016

All references accessed on and correct as of 24/10/16, unless other otherwise stated.