Unit 1: The Hospitality Industry - HOTEL SCHOOL RIGA - Hospitality Business … · 2016-09-30 · Edexcel BTEC Level 3 Nationals specification in Hospitality 1 ... Learners will look

1Edexcel BTEC Level 3 Nationals specification in Hospitality– Issue 1 – February 2010 © Edexcel Limited 2010

Unit 1: The Hospitality Industry

Unit code: F/601/0430

QCF Level 3: BTEC National

Credit value: 10

Guided learning hours: 60

Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of the hospitality industry, the classification systems and standards used and the organisation and structure of hospitality businesses.

Unit introduction

Knowledge that learners gain from this unit will be relevant to all units in this qualification. Learners will develop an overview of the importance of the hospitality industry within the economy in terms of its scale and diversity. They will investigate the hospitality industry, and develop an understanding of businesses that provide accommodation, catering and related services. Learners will explore the diverse types of ownership, products and services offered, as well as customer types, and will develop an understanding of trends within the industry.

Learners will also find out about the range of national and international classification systems of food and beverage and accommodation providers, and the standards required to achieve specific levels within these systems.

The unit gives learners an opportunity to explore the internal structure of hospitality businesses. They will learn about the operational areas, the staffing structures, hierarchies and job roles that exist within the various parts.

Learners will look at the range of functions that hospitality organisations use in order to support the business and provide opportunities for growth. This includes human resources, finance, marketing and customer services. The unit gives learners an overview of the roles of these support functions, and provides a firm foundation for more detailed study of these areas in other units.

Learning outcomes

On completion of this unit a learner should:

1 Understand the scale and diversity of the hospitality industry

2 Understand the classification systems and their standards

3 Know the organisation and structure of hospitality businesses

4 Know the purpose of support functions in hospitality businesses.

Edexcel BTEC Level 3 Nationals specification in Hospitality– Issue 1 – February 2010 © Edexcel Limited 20102

Unit content

1 Understand the scale and diversity of the hospitality industry

Scale: size of industry; turnover; number of businesses; number employed in industry; economic value of industry; turnover; purchasing power

Diversity: products and services eg food, drink, accommodation, conference and banqueting, leisure facilities; types of business; ownership eg owner-manager, partnership, private/public limited company, local/multinational; levels of service; customer types and requirements; current trends eg vegetarian menus, organic food, website reservations

Hospitality industry businesses: hotels eg budget, one star; restaurants eg fast food businesses, fine dining; pubs, bars and nightclubs; contract food service providers eg education, healthcare; hospitality services eg retail, education, Government and local authority provision; membership clubs eg professional or employment association clubs, sporting clubs; events eg music events, meetings and conferences

2 Understand the classification systems and their standards

Classification systems: purpose; focus; different types eg AA, Michelin, Tourist Board, Egon Ronay, Gault Millau

Classification standards: types eg food and beverage, accommodation service, facilities; national standards; international standards; recommendations for additional criteria

3 Know the organisation and structure of hospitality businesses

Organisation: operational areas eg food preparation, food and beverage services, accommodation services, front-of-house services

Structures: hierarchy; number of employees; profile of employees (age, gender); roles eg management, supervisor, craft operative; responsibilities of different staff eg operatives, supervisors, managers; career and employment opportunities

4 Know the purpose of support functions in hospitality businesses

Finance: purpose eg achieving profit levels, pricing, budgeting

Customer services: purpose eg meeting customer expectations, dealing with complaints

Marketing: purpose eg developing products and services, researching the competition, market analysis

Human resources: purpose eg planning, training, recruitment, appraisal, equal opportunities


Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.


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 addition to the pass criteria, the learner is able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

P1 explain the scale and diversity of the hospitality industry [IE 4]

M1 analyse the structure and organisation of different hospitality businesses, showing links with the scale and diversity of the industry

D1 evaluate the extent to which the scale of hospitality businesses affects the diversity of products and services offered

P2 explain classification systems and standards used in the hospitality industry [IE 4]

M2 analyse the use of classification systems, using appropriate examples

P3 describe the organisation and structure of hospitality businesses [IE 2, 4]

P4 describe how different support functions are used to support the operation of hospitality businesses. [IE 3]

M3 compare support functions in different hospitality businesses.

D2 evaluate the effectiveness of a support function within a hospitality business, making recommendations for improvement.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.

Key IE – independent enquirers

CT – creative thinkers

RL – reflective learners

TW – team workers

SM – self-managers

EP – effective participators


Essential guidance for tutors

Delivery

As an introductory unit to the qualification, this unit may be learners’ first experience of the hospitality industry and so the early stages of delivery may require extended guidance and support. Good links with industry are essential to ensure the effective delivery of this unit. Visits to businesses in the industry will add realism and vocational relevance, enabling learners to experience at first hand the scope of products and services provided by the businesses. Visits will also help learners appreciate the quality and standard of provision, which will be important to their interpretation of classification systems, and give learners the opportunity to compare the facilities, products and services provided by a range of hospitality businesses.

Visiting speakers, or talks from previous learners who are now working in the industry, could be a useful alternative if visits to particular types of business are difficult. These activities can be supported with video clips of documentaries or fictional situations to add detail for discussion purposes.

Organisation structure should reflect a wide range of businesses, from small to medium-sized enterprises (SMEs), which are often owner-managed, to large national and multi-national corporations. This is a useful stage to reinforce the international aspects of the hospitality industry. As well as exposure to international businesses, learners should develop an awareness of the career opportunities available to them. Current trends in the trade press are to highlight the extensive range of international job and career opportunities available.

Tutors should be aware of developing trends in the hospitality industry and should ensure that learners understand both the nature of the trends being explored and the impact of trends in general on hospitality operations. TV programmes and magazine and newspaper articles might support the investigation of industry trends and the scale of the hospitality industry.

Professionalism in the hospitality industry is vital, both to the success of the hospitality business and to the learner’s career. Employers will expect recruits to show a professional attitude to their work, to themselves, and to their colleagues, customers and employers. Tutors must reinforce the importance of maintaining the right professional attitude, in terms of personal, social and technical skills and in safe and hygienic working practices when working and communicating with others.

Delivery of this unit will need to be supported through direct teaching. This will involve resource support, for example publications containing key facts and figures about the size and profile of the industry and copies of published classification systems from, for example, the AA or Visit Britain. The delivery of the unit may require learners to develop research skills. This would need to focus on sources of information, collating, selecting and analysing information.


Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used 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/assessment

Introduction to the unit and the programme of learning.

Group discussion about the hospitality industry and types of businesses within it. Tutor explanation of key terms.

Visits to hospitality businesses and observation of levels of service – follow-up poster showing different types of products and services offered by the businesses.

Learners interview a member of staff from their own institution on customer types and requirements.

Visits to hospitality businesses to find out about ownership. Assignment 1 – The Scale and Diversity of the Hospitality Industry (P1, M1, D1)

Learners produce a booklet to raise awareness about the hospitality industry based on visit.

Learners interview a small scale employer to find out about their classification system and their standards.

Learners interview an SME or large national or multi-national employer to find out about their classification system and their standards.

Learners compare national and international classification standards and systems.

Pair work based on a simulated small business receiving their classification – learners research the different classification systems, produce standards and propose recommendations for additional criteria.Assignment 2 – Classification Systems and their Standards (P2, M2)

Learners produce a booklet raising awareness about the classification systems and their standards based on visit.

Learners visit small scale business and find out about its organisation and structure, plus follow-up discussion.

Learners interview an SME or large national or multi-national employer to find out about the structure and organisation of their operations.Assignment 3 – Organisation and Structure of Hospitality Businesses (P3)

Based on visit, learners report on the organisation and structure of different hospitality businesses.Assignment 4 – Support Functions in Hospitality Businesses (P4, M3, D2)

Based on chosen businesses, learners investigate support functions used to support the operation of different hospitality businesses and make recommendations for improvement.

Tutorial support and feedback.

Self-initiated learning time.


Assessment

This unit provides the opportunity for research into a range of hospitality businesses, and visits to a range of hospitality businesses are recommended.

Where work is carried out in groups, each learner needs to provide evidence for all the grading criteria claimed. This may take the form of an observation or witness statement detailing the criteria and how they were met.

The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how assessment can be grouped to allow learners to progress to the higher grades; however, they are not prescriptive.

P1 – M1 – D1

To achieve P1, learners must identify the following types of hospitality business: one hotel and whether it is budget or has a brand attached to it and the star rating if any, one restaurant, one pub, bar or nightclub, one contract food service provider, one hospitality service, one membership club and one events business. The explanation for each business within the hospitality industry should include its size and scale. Learners should provide evidence which links the type of business to its facilities, products and services. Evidence could take the form of a report and should use examples from the hospitality industry at national level.

For M1, learners need to analyse the links between the size and style of hospitality businesses and their structures and organisations. Learners should explain, through comparison of products and services, why small, independently-owned businesses are operated in a different way to large, branded operations.

To achieve D1, learners need to develop evidence provided in M1, for example by showing an understanding of how the scale of a hospitality business affects its ability to expand its products and services. Learners should provide evidence which explains why the industry is made up of many thousands of independent small businesses but dominated by a few large operators.

P2 – M2

P2 evidence should show that learners can explain the key classification systems used in the hospitality industry to classify both accommodation and food, and can understand the purpose of these systems. Learners should show an understanding of the symbols used by organisations, eg AA stars.

For M2, learners need to analyse the classification systems, standards and criteria used by awarding organisations. Learners should compare national and international standards and systems. Learners should provide evidence which shows how customers use the different classification systems, and analyse the use and value of two systems, eg AA and Michelin.

P3 – P4 – M3 – D2

For P3, learners need to describe the internal organisation of at least three different hospitality businesses, including staffing and departmental structures. Learners may produce evidence such as organisational charts for departments of large accommodation providers, or management structures for licensed retail brands. Evidence for this criterion should also include reference to internal and external factors which affect the structure of chosen businesses.

P4 evidence should show learners’ knowledge of how marketing, HR, customer services and financial control support the core activities of accommodation and food and beverage services. Learners need to identify the ways in which these functions help two businesses control their operations and improve performance. The two businesses should be similar in terms of their target markets, eg a branded restaurant and a popular pub chain.


M3 evidence needs to show more detailed understanding of the supporting functions in hospitality businesses, with learners describing how specific activities contribute to the success of a business. This should focus on the same businesses described in P4, but this time learners are required to compare the relative strengths of support functions between the two businesses. This could concentrate on just one of the support functions, eg customer services or marketing, or it could include more than one.

For D2, learners need to evaluate the effectiveness of a supporting function in a hospitality business and make realistic recommendations for improvement. Learners could focus on one support function within one of the businesses covered in M3, but the recommendations should provide a clear rationale and show an awareness of the implications of making changes. For example, additional staffing might improve customer satisfaction, but the increased costs might make this option unrealistic.

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 local needs and resources.

Criteria covered Assignment title Scenario Assessment method

P1, M1, D1 The Scale and Diversity of the Hospitality Industry

Learners take on the role of internal communications assistant and are asked to produce a booklet raising awareness of the hospitality industry.

Learners produce a booklet or other material for use with new staff.

P2, M2 Classification Systems and their Standards

Learners continue in the role of internal communications assistant and prepare more materials for use with new staff.

Learners produce material in suitable format – booklet, posters or presentation materials.

P3 Organisation and Structure of Hospitality Businesses

Learners continue in the role of internal communications assistant and prepare more materials for use with new staff.


P4, M3, D2 Support Functions in Hospitality Businesses

Learners investigate support functions used to support the operation of different hospitality businesses.


Links to National Occupational Standards, other BTEC units, other BTEC qualifi cations and other relevant units and qualifi 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

Investigate the Catering and Hospitality Industry All units within this qualification

Products, Services and Support in the Hospitality Industry


Essential resources

Learners will benefit from visits to and speakers from local hospitality businesses and national and local tourist offices. Learners should have access to the internet and in particular websites relating to careers services, such as Connexions Direct, and leading hospitality companies.

Employer engagement and vocational contexts

Visits to various local hospitality businesses are integral to the effective delivery of this unit. The visits need to be planned carefully to ensure that at least one business from each industry within the hospitality industry is visited. Learners will then be able to compare and contrast hospitality operations in different businesses. While undertaking visits, learners may benefit from ‘in house’ presentations by industry staff and such material could be used to support the development of assignment activities throughout this and other units. Visiting speakers from at least one hospitality quality standards organisations, such as the AA, would provide learners with a clear insight into the process and benefits of achieving such recognition.

Indicative reading for learners

Textbooks

Brymer R – Hospitality: An Introduction, 13th Edition (Kendall Hunt, 2009) ISBN 9780757552687

Jones P – An Introduction to Hospitality, 2nd Edition (Thomson Learning, 2002) ISBN 9780826460776

Journals

Caterer and Hotelkeeper – Reed Business Information

Green Hotelier – International Tourism Partnership

Hospitality – Institute of Hospitality

Hospitality Matters – British Hospitality Association

Hospitality Yearbook – Institute of Hospitality

Reports

Food and Service Management Survey – British Hospitality Association

Labour Market Review – People 1st

Trends and Developments – British Hospitality Association


Websites

www.bha.org.uk British Hospitality Association

www.caterersearch.com Caterersearch – Hospitality news

www.catersource.com Catersource – Education, products and news for caterers

www.connexions-direct.com Connexions Direct – Information and advice for young people

www.greenhotelier.org Greenhotelier – Practical solutions for responsible tourism

www.historic-uk.com/StayUK/ratings-explained.htm The Heritage of Britain Accommodation Guide

www.instituteofhospitality.org Institute of Hospitality – Professional body for hospitality, leisure and tourism industries

www.michelinguide.com/us/ratings.html Michelin Guide – ratings information

www.people1st.co.uk People 1st – Sector Skills Council for Hospitality, Leisure, Travel and Tourism

www.visitbritain.com VisitBritain – Official UK Travel and Accommodation Guide


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 scale and diversity of the hospitality industry [IE 4]

P2 explaining classification systems and standards used in the hospitality industry [IE 4]

P3 describing the organisation and structure of hospitality businesses [IE 2, 4]

P4 describing how different support functions are used to support the operation of two hospitality businesses [IE 3].

Although 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.


Independent enquirers identifying questions to answer on the structure and organisation of different hospitality businesses [IE 1]

supporting conclusions, using reasoned arguments and evidence [IE 6]Creative thinkers generating ideas and exploring possibilities on how a supporting function in a

hospitality business could be improved [CT 1]

asking questions when visiting hospitality businesses [CT 1]Self-managers organising time and resources, prioritising actions to manage assessment activities

[SM 3].


Functional Skills – Level 2


ICT – Use ICT systems

Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Use ICT to effectively plan work and evaluate the effectiveness of the ICT system they have used

Manage information storage to enable efficient retrieval

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

researching the hospitality industry

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

researching the hospitality industry

ICT – Develop, present and communicate information

Enter, develop and format information independently to suit its meaning and purpose including:

text and tables

images

numbers

records

●

●

●

●

explaining the scale and diversity of the hospitality industry

explaining classification systems and standards used in the hospitality industry

describing the organisation and structure of hospitality businesses

describing how different support functions are used to support the operation of two hospitality businesses

Bring together information to suit content and purpose


Present information in ways that are fit for purpose and audience


Evaluate 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



Mathematics

Understand 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

Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations

Draw conclusions and provide mathematical justifications

English

Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts


explaining classification systems and standards used in the hospitality industry

describing the organisation and structure of hospitality businesses

describing how different support functions are used to support the operation of two hospitality businesses

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

explaining the scale and diversity of the hospitality industry.

Edexcel BTEC Level 3 Nationals specification in Hospitality– Issue 1 – February 2010 © Edexcel Limited 2010 1

Unit 2: Principles of Supervising Customer Service Performance in Hospitality, Leisure, Travel and Tourism

Unit code: L/600/1066


Credit value: 2


Aim and purpose

This unit will provide in-depth knowledge of how to supervise customer service performance in the hospitality, leisure travel and tourism sector. The unit will be appropriate for supervisors and managers whose responsibilities include managing staff.

Unit introduction

Customer service is of vital importance to all organisations in the hospitality, leisure, travel and tourism sector. A reputation for excellent customer service performance will help organisations to attract and retain customers by differentiating them from their competitors. Supervisors are an important factor in ensuring the continuity of an effective and positive customer service culture within an organisation.

This unit looks at how a supervisor can help to develop customer service in their business, the relationship between customer service and selling and the impact that customer service can have on business performance.

Learners will also explore the role of the supervisor in providing customer service and their part in building teams that can deliver effective customer service. The importance of the part played by staff development, training, coaching and different methods of giving feedback in customer service are also explored. Finally, the unit allows learners to investigate the effectiveness of customer service by measuring it against customer service standards and to suggest improvements.

Through completion of this unit, learners will be able to appreciate the vital role they play, as supervisors or potential supervisors, in the hospitality, leisure, travel and tourism sector, in contributing to the quality of customer service.

Learning outcomes


1 Understand how to develop a customer service culture within their business

2 Understand how to build teams and motivate colleagues through techniques such as on-site coaching

3 Understand how to effectively monitor and communicate levels of customer service performance.


Unit content

1 Understand how to develop a customer service culture within their business

Role of the supervisor in customer service: lead a team; demonstrate good customer service skills eg personal presentation, knowledge of products and services, communication and listening skills, team goals; positive attitude

Customer service and business performance: organisation objectives eg customer loyalty, repeat business, increased sales and usage, enhanced public image, new customers

Customer service and selling: product knowledge; providing information or advice; identifying, meeting and exceeding customer needs

Monitor delivery of customer service: organisational standards; monitor customer loyalty eg repeat business, new customers; enhanced public image; customer satisfaction; techniques eg mystery shoppers, comment cards, observation

2 Understand how to build teams and motivate colleagues through techniques such as on-site coaching

Develop effective teams: recruitment; induction; motivation; training; team goals; team knowledge; retention of team members; threats to team development eg high member turnover, weak or authoritarian leadership, poor definition of goals

Importance of staff development: planning; team knowledge eg awareness of team members’ strengths, weaknesses and sensitivities; conduct of appraisal interviews

Role of the supervisor: ability to motivate and lead a team; ability to take initiative; ability to defuse and resolve conflict; fairness in decision making

Implementation of training and coaching: to improve customer service; group or individual training eg on-site or off-site; individual on-site coaching

Importance of providing feedback: to motivate; maintain team focus

Methods of providing feedback: meetings; staff appraisal; staff newsletter; email

3 Understand how to effectively monitor and communicate levels of customer service performance

Importance of customer service standards: develop customer service standards eg clear, measurable, written and accessible, appropriate to product or service; implement standards by training staff

Monitor and measure team performance: customer feedback eg surveys, informal comments, complaints; financial data eg turnover, repeat business; team objectives

Corrective action: support and development of under-performing team members; possibly revise team responsibilities; review and evaluate teamworking arrangements

Recording and communicating performance: performance set at staff appraisal; self-evaluate; standards checklists; customer feedback; communicating performance eg appraisal interview; team meeting

Improving future performance: of the operation eg efficiency, staff training, staff levels, employee of the month; of the products and services offered eg quality, range, price, loyalty schemes’ assessment criteria








P1 describe the role of the supervisor in leading by example when delivering excellent customer service

P2 explain the impact of customer service on the performance of the business

P3 explain the relationship between delivering customer service and selling services

P4 identify and apply good practice techniques to monitor the delivery of customer service against organisational standards [SM 2]

M1 explain how customer service can be enhanced and developed by making improvements to the support processes

D1 assess how and why customer expectations are changing and the effect this is having on customer service delivery in the hospitality industry.

P5 analyse how effective teams can be developed to deliver excellent customer service [IE 6]

P6 explain the importance of staff development in ensuring that excellent customer service is delivered

P7 describe the role of the supervisor in developing teams

P8 describe how training and coaching sessions can be implemented to improve the delivery of customer service

P9 describe the importance of providing feedback to staff

P10 apply appropriate methods to deliver feedback to staff

M2 analyse staff development training in different hospitality businesses






P11 analyse the importance of developing and implementing clear customer service standards

P12 describe appropriate ways in which supervisors can monitor and measure the performance of team members

P13 describe appropriate corrective actions that can be taken to resolve failures in the delivery of customer service

P14 explain how performance against customer service standards can be recorded and communicated

P15 identify ways in which measurement of the effectiveness of customer service can be used to improve future performance. [CT 1]

M3 compare the effectiveness of the customer service delivery in different hospitality businesses, explaining any differences.





TW – team workers





Delivery

Much of the delivery for the unit relies on learners sharing their experience in classroom discussions and group work.

Investigating how some organisations prioritise customer culture in their business will put the unit into context for learners who may have different experiences of customer service. Company websites are an effective way of looking at how companies portray themselves.

A visit to the training department of a large organisation could give learners relevant and up-to-date information on training and staff development issues. Copies of customer service standards developed and used by companies would be useful when discussing organisational standards and how the delivery of customer service could be monitored.

Although the unit is largely theoretical, learners could be given the opportunity to develop presentation skills, or see themselves on video when giving feedback to colleagues/team members in a role-play situation. Feedback could be given at a team meeting or on an individual basis.

Learners could look at examples of how different organisations monitor and communicate customer service performance. While the experience of learners is relevant, a guest speaker from the sector would give an inside management perspective on the subject.

This unit gives learners the opportunity to consider their own experience as a customer, or supervisor who deals with customers in this sector, such as their own role within the organisation and how their behaviour, communication and leadership can impact on customer service performance, either negatively or positively.

As a result, learners may reflect on how they could improve their behaviour, communication and leadership skills in order to improve the overall customer service experience, which is at the heart of the hospitality, leisure, travel and tourism sector.







Group discussion to determine the role of the supervisor in leading when delivering excellent customer service.

Visit to a hospitality business to monitor the delivery of customer service against organisational standards – follow-up poster. Assignment 1 – How to Develop a Customer Service Culture within a Business (P1, P2, P3, P4, M1, D1)

Learners produce a booklet about ways to develop a customer service culture within their business based on visit.

Group discussion about ways effective teams can be developed to deliver excellent customer service and the importance of staff development in ensuring that excellent customer service is delivered.

Group discussion about ways training and coaching sessions can be implemented to improve the delivery of customer service.

Group discussion about the importance of providing feedback to staff and appropriate methods to deliver feedback.Assignment 2 – How to Build Teams and Motivate Colleagues Through Techniques such as On-site Coaching (P5, P6, P7, P8, P9, P10, M2)

Learners do a presentation about ways to build teams and motivate colleagues through techniques such as on-site coaching.

Learners visit a business with excellent reputation for customer service and find how the business achieves this and how it is monitored with follow-up discussion.

Learners interview dissatisfied customers and identify what was missing – pair work.

Learners investigate methods of monitoring and evaluation used in different businesses.Assignment 3 – How to Effectively Monitor and Communicate Levels of Customer Service Performance (P11, P12, P13, P14, P15, M3)

Based on hospitality business visited, learners investigate how to effectively monitor and communicate levels of customer service performance.


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 and identify how specific criteria have been met.


P1 – P2 – P3 – P4 – M1 – D1

For P1, evidence could be in the form of a written piece of work, such as a poster or information bulletin for staff, which shows knowledge of the role of the supervisor when delivering excellent customer service.

Evidence for P2 could be in the form of a report which shows knowledge of the impact of customer service on the performance of a hospitality business.

For P3, learners must explain the relationship between delivering customer service and selling services. Evidence could be in the form of an assignment or a presentation to other learners.

P4, learners have to identify and apply at least three good practice techniques to monitor customer service against organisational standards. This could be evidenced through a written piece of work or a verbal presentation of guidelines to customer service providers.

To achieve M1, learners could make a presentation or submit a written report explaining how customer service in a hospitality business can be improved if staff are trained to understand the importance of the various support processes. Learners should recognise the significance of training in communication, presentation and teamwork techniques. This should be in general terms, supported by examples from hospitality businesses where appropriate.

To achieve D1, learners must assess how and why customer expectations are changing when using hospitality products and services. Learners must also assess how these changing expectations are impacting on customer service delivery and the types of customer service training programmes provided in the hospitality industry. For example, they could assess the number of bars that are arranging for staff to have training in cocktail making due to an increase in demand for specialist drinks.

P5 – P6 – P7 – P8 – P9 – P10 – M2

Evidence for P5 could come from a period of work experience where teamwork has been integral to learners’ work. Alternatively, evidence could come from research or from experience of excellent customer service from the point of view of being a customer in a hospitality business.

For P6, learners need to explain the importance of staff development in ensuring that excellent customer service is delivered. Evidence could be in the form of an assignment or a presentation to other learners.

P7 evidence should show learners’ knowledge of the role of the supervisor in developing teams.

To achieve P8, learners could make a presentation or submit a written report describing how training and coaching sessions can be implemented in a hospitality business to improve the delivery of customer service. Learners should recognise the significance of training and coaching in improving the delivery of customer service. This should be in general terms, supported by examples from hospitality businesses where appropriate.

Evidence for P9 could be in the form of a report describing the importance of providing feedback to staff.

To achieve P10, learners could produce appropriate witness statements from a work experience placement. Alternatively, the evidence could be provided via role-play exercises or from work undertaken in a realistic work environment. Learners should apply a minimum of four appropriate methods to deliver feedback to staff (meetings, staff appraisal, staff newsletter and email) all of which should be in a hospitality context.


For M2, learners must analyse staff development training in at least two hospitality businesses. The analysis should be clearly linked to the hospitality industry, using examples to illustrate the analysis where appropriate.

P11 – P12 – P13 – P14 – P15 – M3

For P11, learners must analyse the importance of developing and implementing clear customer service standards in a hospitality business.

For P12, when describing appropriate ways in which supervisors can monitor and measure the performance of team members, learners could focus on methods used by the two businesses that they have previously investigated, or simply focus on general strategies adopted throughout the industry.

For P13, learners need to describe appropriate corrective actions that can be taken to resolve failures in the delivery of customer service.

Evidence for P14 could be in the form of a report which explains how performance against customer service standards can be recorded and communicated.

For P15, when identifying ways in which measurement of the effectiveness of customer service can be used to improve future performance, learners could focus on practices used by the two businesses that they have previously investigated, or simply focus on general practices adopted throughout the industry.

For M3, learners need to compare the customer service provision in two different hospitality businesses. These businesses may be in different industries within the hospitality industry, and may be different in terms of size, location and the types of customers who use them. The focus of the evidence provided for this criterion should be an explanation and analysis of why there are differences in the type and level of customer service provided. An example of an appropriate level of response could be: ‘The five-star hotel has a porter service whereas the three-star one does not. This is because customers at five-star hotels expect this service and they pay more money to stay there for these types of ‘luxuries’. Customers at the three-star hotel are predominantly business travellers during the week who don’t tend to have very much luggage. At weekends, most guests are leisure travellers on a budget who aren’t usually interested in these types of additional services, and would rather pay less for their room and have basic services.’




P1, P2, P3, P4, M1, D1

How to Develop a Customer Service Culture within a Business

Learners take the role of customer service coach and are tasked with producing a booklet for new staff.

Learners produce booklet or other material for use with new staff.

P5, P6, P7, P8, P9, P10, M2

How to Build Teams and Motivate Colleagues through Techniques such as On-site Coaching

Learners continue in the role from the first assignment and prepare more materials for use with new staff.

Learners create a presentation for use with new staff.

P11, P12, P13, P14, P15, M3

How to Effectively Monitor and Communicate Levels of Customer Service Performance

Learners use a business of which they have some experience to investigate how levels of customer service performance are monitored and communicated. The results of this could be used as feedback for the business.





Level 2 Level 3

Planning and Running a Hospitality Event Providing Customer Service in Hospitality

Service of Food at Table

Service of Alcoholic and Non-Alcoholic Drinks

Hospitality Front Office Operations

Essential resources

It is essential that learners have the opportunity to become familiar with the hospitality, leisure, travel and tourism sector. This may be through work placement, employment, visits or interviews with industry spokespersons.

IT resources should be provided to allow for research and the production of written work and presentations. Video cameras would also help to record any evidence.


Links with local employers should be developed to enable tutors to put the unit into a vocational context and enable work experience placements to be developed. Where possible visits should be made to local hospitality businesses for learners to gain specific information for this unit. Speakers from the hospitality industry who have been asked to speak on particular topics can be asked into the centre.


Textbook

Ovenden F, Holmes S, Horne S and Wilson P – BTEC First Hospitality (Heinemann Educational, 2008) IBSN 978 0 435465 28

Journal


Websites

www.bbc.co.uk/learningzone BBC Learning Zone – programme times



www.catersource.com Catersource – Education, products and news for catererswww.people1st.co.uk People 1st – Sector Skills Council for Hospitality, Leisure, Travel and Tourism





Independent enquirers P5 analysing how effective teams can be developed to deliver excellent customer service [IE 6]

Creative thinkers P15 identifying ways in which measurement of the effectiveness of customer service can be used to improve future performance [CT 1]

Self-managers P4 identifying and applying good practice techniques to monitor the delivery of customer service against organisational standards [SM 2].



Independent enquirers analysing staff development training in different hospitality businesses [IE 1].









Troubleshoot



researching using websites


researching and selecting information on approaches to customer service



text and tables

images

numbers

records

●

●

●

●







Mathematics







English


discussing different types of customers and the specific needs of each

explaining the key factors involved in good customer service


researching from textbooks, articles and websites to gather information on hospitality customer service


preparing presentations, class notes, reports and written pieces of work on hospitality customer service.


Unit 3: Providing Customer Service in Hospitality

Unit code: R/601/0433


Credit value: 8


Aim and purpose

The aim of this unit is to enable learners to gain understanding of the role of communication, presentation and teamwork in customer service and develop customer service skills in hospitality.

Unit introduction

The success of a hospitality business is judged by its ability to attract and retain customers based on its reputation for quality products and services. Issues such as customer satisfaction, brand loyalty, exceeding customer expectations and ensuring repeat custom are critical for the growth, development and success of the hospitality industry. This unit introduces learners to the principles of customer service and the part employees play in retaining existing customers and attracting new ones.

Understanding and applying good customer service skills is a key requirement of this unit. Learners will come to appreciate how customer service and appropriate interpersonal skills contribute to the success of a hospitality business. They will be given the opportunity to practise and show customer service support, using appropriate communication and presentation techniques to meet customers’ needs. Using a variety of hospitality-based situations, learners will be taught how to satisfy different types of customers and their specific needs.

The ability to measure the effectiveness of customer care is a key requirement for any successful hospitality business. Learners will explore the key factors used to measure, monitor and evaluate customer service within the hospitality industry. They will be encouraged to suggest improvements and make recommendations as to how customer service provision can be improved.

Learning outcomes


1 Understand the role of communication, presentation and teamwork in customer service in hospitality

2 Be able to provide customer service to meet the needs of customers in different hospitality situations.


Unit content

1 Understand the role of communication, presentation and teamwork in customer service in hospitality

Communication: one-way eg using public address; two-way; verbal eg face-to-face, telephone; non-verbal eg written; electronic eg email, internet; listening skills; barriers to communication

Customer requirements: when making a booking eg accurate information, timely response; when making a complaint eg knowing that problem is understood, outcome will be communicated; when customer has specific needs

Presentation: of self eg first impressions, hygiene, appearance, attitude; of working environment eg tidy, well stocked, secure, health and safety; of front office; of other areas eg car parks; of official publicity and communications

Teamwork: motivation; team formation; team roles (front of house, back of house), differing characteristics of team members; delegation; lines of authority; mentoring

2 Be able to provide customer service to meet the needs of customers in different hospitality situations

Different types of customer: internal eg front of house, back of house, support staff; external eg individuals, groups, business travellers, VIPs, corporate, people with young children, suppliers; with specific needs eg mobility impaired, sensory problems, dietary requirements, different cultures, non-English speakers

Customer needs: quality of hospitality products and services; value for money; timing (urgent, non-urgent); special requirements; healthy, safe and secure environment

Situations: providing information or advice; sales; dealing with problems or complaints; dealing with praise (verbal, written); health and safety

Records: procedures eg taking payments, issuing receipts, taking bookings, keeping health and safety records








P1 explain the role of communication, presentation and teamwork in the provision of customer service in hospitality businesses[IE 1, 2, 3, 4]

M1 analyse how different communication types are used to exceed customer requirements

D1 propose realistic improvements for communication, presentation and teamwork to the provision of customer service in a selected hospitality business

P2 provide customer service to different types of customers in different hospitality situations, completing relevant documentation.[SM 1, 2, 3, 4, 5, 6, 7, EP 5, 6]

M2 demonstrate excellent customer service skills in hospitality businesses.

D2 evaluate their ability to provide effective customer service, making recommendations for their own development and improvement.





TW – team workers





Delivery

This unit develops learners’ appreciation of the importance of customer service to all areas of the hospitality industry and prepares them for supervision of customer service provision. It is important to emphasise the idea of ‘excellent’ customer service so learners realise the need to exceed customers’ expectations at all times. Guest speakers could be used to demonstrate the breadth of customer service provision.

Learners can use their own experiences of customer service, and group discussions are a useful way of exploring the subject. Learners will find it beneficial to visit or contact businesses within the hospitality industry to assess their customer service delivery. They could take on the role of mystery customers once they have identified specific requests.

Practical situations should be used as much as possible as a vehicle for the provision of customer service. It is important for learners to have a suitable range of skills and a sound understanding of customer service provision. If real workplace situations are not available, role plays can be used. These can be particularly useful for handling complaints, solving problems and dealing with customers who have specific needs.

Case studies could be used to demonstrate the varying needs of different types of customers. There are a variety of videos and television programmes highlighting customer service issues in the industry which give learners an insight into the extent of customer service provision and how it is supervised.

As learners are expected to investigate in order to meet outcomes, the delivery of the unit may require development of learners’ research skills. This would need to focus on sources of information, collating, selecting and analysing information.







Group discussion to determine types of customers for different types of hospitality businesses and their requirements.

Visit to a hospitality business and observation of different types of communication used in the provision of customer service – follow-up poster showing different types of communication.

Learners interview a member of staff from their own institution on teamwork in customer service.

Visit to customer service provider to find out about the business’s perspective on the role of presentation in customer service. Assignment 1 – The Role of Communication, Presentation and Teamwork in Customer Service in Hospitality (P1, M1, D1)

Learners do a presentation explaining the role of communication, presentation and teamwork in customer service in hospitality.

Videos or role plays of good and poor interpersonal skills – learners identify what makes the difference.

Role-play exercises – developing customer service skills.

Learners work alongside customer service staff in own institution dealing with routine customers with guidance – receive feedback.

Video on telephone skills for dealing with customers – discussion on difference between social and business use of telephone.

Customer service telephone role plays with feedback from peers – and repeat practice.Assignment 2 – Providing Customer Service (P2, M2, D2)

Based on serving customers in simulated or real situation.




Assessment



P1 – M1 – D1

Evidence for P1 could come from a period of work experience where learners have been involved in different communication processes, and where good presentation and teamwork have been integral to their work. Alternatively, evidence could come from research or from experience of customer service from the point of view of being a customer in a hospitality business.

To achieve M1, learners could make a presentation or submit a written report analysing how different communication types are used to exceed customer requirements. Learners should recognise the significance of training in communication, presentation and teamwork techniques. This should be in general terms, supported by examples from hospitality businesses where appropriate.

To achieve D1, learners must propose realistic improvements for communication, presentation and teamwork to the provision of customer service in a selected hospitality business.

P2 – M2 – D2

To achieve P2, learners could produce appropriate witness statements from a work experience placement. Alternatively, the evidence could be provided via role-play exercises or from work undertaken in a realistic work environment. Learners should provide customer service in a minimum of four situations (providing information or advice, sales, dealing with a problem or complaint, dealing with praise) to three different types of customer (internal, external and with specific needs) all of which should be in a hospitality context.

Evidence for M2 should be in the form of an observation sheet provided by the assessor stating how the learner provided exemplary customer service. At pass level the service must be competent, but at merit level it should be much better. This could be shown by ‘going the extra mile’ or anticipating customers’ needs. For this criterion, learners should demonstrate high levels of communication skills, be articulate and ensure their own personal presentation and their environment is of a high standard.

Evidence for D2 is based on learners’ ability to reflect on their effectiveness in providing customer service in the four different situations covered in P2. A key component of this grading criterion is learners’ ability to make recommendations for their future development and improvement in providing customer service.





P1, M1, D1 The Role of Communication, Presentation and Teamwork in Customer Service in Hospitality

Learners take on the role of customer service supervisor and present to new staff.

Learners create a presentation for use with new staff

P2, M2, D2 Providing Customer Service

Learners take on the role of customer service staff and deal with a range of customer service situations.

Role play or work placement



Level 2 Level 3

Principles of Customer Service in Hospitality, Leisure, Travel and Tourism

Principles of Supervising Customer Service Performance in Hospitality, Leisure, Travel and Tourism

Providing Customer Service in Hospitality Supervisory Skills in the Hospitality Industry

Food and Drinks Service

Food Service Organisation

Front Office Operations in Hospitality

Essential resources

Access to real examples of customer care policies and how they are monitored at local and national level are essential to make this unit relevant.

A realistic work environment or access to a real work situation is essential for the delivery of this unit.


Where possible employers should be involved with this unit by supplying opportunities for learners to visit their businesses, speakers with appropriate expertise to talk to learners and possible work placements.

The practical part of this unit, where learners are required to provide customer service to customers in simulated or real situation, should take place in a hospitality vocational context. If there is no suitable situation within the centre, then a link with a local employer or collaboration with a local college with hospitality realistic work environments could facilitate this.



Textbooks

Goodman G – Monitoring, Measuring and Managing Customer Service (Jossey-Bass, 2000) ISBN 9780787951399

Kandampully J, Mok C and Sparks B – Service Quality Management in Hospitality, Tourism, and Leisure (Haworth Press, 2001) ISBN 9780789007261

Martin W – Providing Quality Service: What Every Hospitality Service Provider Needs to Know (Prentice Hall, 2002) ISBN 9780130967459

Williams A – Understanding the Hospitality Consumer (Butterworth-Heinemann, 2002) ISBN 9780750652490

Journal


Websites





www.compass.com Compass – gateway to sites for business, travel, shopping

www.merlincareers.com/search-and-apply Merlin Entertainments Group – Job search

www.nmm.ac.uk/search-results/?search_word=customer+service

National Maritime Museum – Customer service


www.sodexo.com Sodexo – On-site service solutions and motivation solutions





Independent enquirers P1 explaining the role of communication, presentation and teamwork in the provision of customer service in hospitality businesses [IE 1, 2, 3, 4]

Self-managers P2 providing customer service to different types of customers in different hospitality situations, completing relevant documentation [SM 1, 2, 3, 4, 5, 6, 7]

Effective participators P2 providing customer service to different types of customers in different hospitality situations, completing relevant documentation [EP 5, 6].



Reflective learners evaluating their ability to provide effective customer service, making recommendations for their own development and improvement [RL 1]

Effective participators proposing realistic improvements for communication, presentation and teamwork to the provision of customer service in a selected hospitality business [EP 3]

evaluating their ability to provide effective customer service, making recommendations for their own development and improvement [EP 4].









Troubleshoot



researching using websites


researching and selecting information on approaches to customer service



text and tables

images

numbers

records

●

●

●

●







Mathematics







English


discussing different types of customers and the specific needs of each

explaining the key factors involved in good customer service


researching from textbooks, articles and websites to gather information on hospitality customer service


preparing presentations, class notes, reports and written pieces of work on hospitality customer service.


Unit 4: Financial Control in Hospitality

Unit code: H/601/0436


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain an understanding of the principles of goods selection, costing and pricing, and the use of financial statements to measure hospitality business performance and gain skills to apply controlling and accounting methods for resources.

Unit introduction

This unit will introduce learners to how physical resources within the hospitality industry are selected, controlled and accounted for. It will also introduce them to aspects of costing, pricing and operational finance procedures used in the day-to-day operation of hospitality businesses. Learners will examine basic concepts and procedures and learn to apply them in relevant industry scenarios. As future supervisors, learners will develop the knowledge and skills to interpret, understand and explain basic operational financial information used in the hospitality industry. This is an important part of operational requirements, encompassing key responsibilities in the hospitality industry, and this knowledge will be readily transferable across the industry.

Learners will explore fundamental principles relating to the ways that goods are selected and the criteria that need to be applied in order to make these decisions.

They will look at costing and pricing, including cost control systems, the relationship between costs, sales and selling price, and the effect of pricing on profit and loss.

Learners will have the opportunity to explore the ways that controlling and accounting methods are used in the hospitality industry. They will carry out calculations that show the path of materials from purchase, through storage and production, to sale of the finished product.

The need to measure performance is at the heart of business operations, and it is important for learners to appreciate how financial statements can be used as a tool for supervisors and management to evaluate effectiveness. Learners will gain an understanding of these issues and the ability to interpret the value of relevant financial reports in a hospitality business environment.


Learning outcomes


1 Understand the principles of goods selection in hospitality

2 Understand costing and pricing in hospitality

3 Be able to apply controlling and accounting methods for resources in hospitality

4 Understand the use of financial statements to measure hospitality business performance.


Unit content

1 Understand the principles of goods selection in hospitality

Selection: criteria eg specification, suitability for purpose, new/second-hand; price; financial constraints; availability; lead time; physical considerations (access, delivery, storage); upkeep (maintenance, replacement, service agreements); contracts, terms and conditions; quality of goods; use of appropriate communication

2 Understand costing and pricing in hospitality

Costing: cost control systems; categories of costs eg materials, labour, overheads, fixed, variable, direct, indirect, apportioned; costing of complex products eg accommodation packages, catering events; relationship between costs, sales and selling price; the effect of costing on profit and loss; comparing budgets with actual costs; cost allocation; appropriate formats; use of ICT

Pricing: cost-plus; mark-up; gross profit margin; market rate; full/marginal costing; discounts; subsidised pricing; service charges; VAT; pricing criteria/policy; effect of pricing on profit and loss

3 Be able to apply control and accounting methods for resources in hospitality

Controlling: specification; ordering methods and systems; issuing goods/resources; minimum stock levels; safety and security of storage; computerised/manual control systems; performance indicators eg sales mix, average spend, occupancy rates/levels; documentation (purchase order, delivery note, invoice, goods received note, credit note, goods returned note); efficient use of resources in order to achieve work objectives and minimise waste; organisational and legal requirements

Accounting: systems eg stock checks/valuation, bin cards, book, costed issue sheets; depreciation period; annual audit; calculating stock value eg First In First Out (FIFO), Last In First Out (LIFO); costed recipes; portion control; yields and standard costs; computerised/manual accounting system; accuracy; records and documentation

4 Understand the use of financial statements to measure hospitality business performance

Statements: operating statement; trading profit and loss account; balance sheet; cash flow statement; budget; sales statistics; sales forecast; food and beverage cost reports; wage reports

Purpose: to measure performance eg compare with forecasts, judge effectiveness of departments/management, highlight necessary changes; to provide information eg for owners, shareholders, managers, supervisors, banks; to satisfy statutory requirements eg tax reporting, company returns








P1 explain how the principles of goods selection are applied in hospitality operations [IE 1, 2, 3]

M1 analyse the ways in which the principles of goods selection can be applied differently across the hospitality industry

D1 assess the value of selection, costing and pricing procedures in the operation of hospitality businesses

P2 explain how costing and pricing procedures are applied in hospitality operations [IE 1, 2]

M2 compare different costing and pricing procedures using accurate calculations completed in industry accepted formats

P3 apply control and accounting methods for resources in hospitality businesses [IE 1, 2]

M3 explain how control and accounting methods assist hospitality businesses, giving worked examples using standard conventions.

P4 describe the purpose of financial statements

P5 explain how financial statements are used in the operation of hospitality businesses. [IE 1, 2]

D2 evaluate the importance of financial statements and their use as a business aid.





TW – team workers





Delivery

Learners will benefit from studying this unit at an early stage in the programme. The learning outcomes are not dependent on prior knowledge, but, as the unit develops, knowledge from other subject areas will help learners to appreciate the context in which this unit is applied. This unit focuses on the selection, control and accounting of resources for a range of hospitality operations. These resources include food and beverage commodities, small equipment and supplies, as well as fixtures and fittings.

Tutors will require current information and understanding of industry accepted procedures and operational finance reporting systems. Although it is useful to focus on sectors of the industry with which learners are familiar, a broad approach is important and learners should be exposed to accounting information based on large businesses. Visits to a range of hospitality businesses would help learners to develop an awareness of a wide range of resources and the criteria, sources and options used to purchase, control and account for them. Learners would also benefit from understanding the systems used in the catering department within their own learning environment.

Learners should not be expected to construct financial documents such as a profit and loss account or a balance sheet, but it is important to their future supervisory roles in the hospitality industry that they are able to interpret and understand a range of financial reports and documents. The delivery of the unit may require the development of research skills. This would need to focus on sources of information, collating, selecting and analysing information.

It is important for learners to develop practical skills in identifying and completing records for the control and accounting of resources. Work placements, if available, can give learners first-hand experience of purchasing and control processes for a range of resources. In agreement with their work experience providers, learners should be encouraged to take part in practical tasks to develop their understanding of purchasing, control and accounting for resources.

The application of evaluation techniques and criteria will also make a valuable contribution to the learner’s future role as a supervisor in the hospitality industry. Development of numeracy competence is an integral component of the unit, and learners should be encouraged to estimate and check results without the use of calculators.

The delivery of this unit could be integrated with Unit 9: Food Service Organisation or Unit 16: Hospitality Business Enterprise.







Group discussion about the principles of goods selection in hospitality. Tutor explanation of key terms.

Visit to a hospitality business to develop an awareness of a wide range of resources and the criteria, sources and options used to purchase, control and account for them.

Tutor-led discussion on legal aspects of goods selection, including contracts and related issues.Assignment 1 – Principles of Goods Selection in Hospitality (P1, M1, D1)

Learners produce a booklet raising awareness about principles of goods selection in hospitality based on visit.

Learners interview a small scale employer to find out how they apply costing and pricing procedures.

Learners interview an SME or large national or multi-national employer to find out how they apply costing and pricing procedures.

Learners compare different costing and pricing procedures using accurate calculations completed in industry accepted formats.Assignment 2 – Costing and Pricing in Hospitality (P2, M2)

Learners produce a booklet raising awareness about costing and pricing in hospitality.

Tutor-led discussion on accounting and economic concepts of income and value; current purchasing power accounting; current value accounting; and current cost accounting.

Learners do exercise in applying control and accounting methods for resources in hospitality businesses.Assignment 3 – Control and Accounting Methods for Resources in Hospitality (P3, M3)

Learners do a presentation on controlling and accounting methods for resources in hospitality.

Tutor-led discussion on funds and cash flow statements – purpose, nature and relationship to budgets; inflows and outflows; sources and use of funds; cash flow versus profit reporting; the link to budget plans. Learners undertake practical exercises involving analysis and feedback.

Tutor input; source accounting documentation, analysis of operating statements including trading, profit and loss accounts; balance analysis including ratio analysis. Learners do practical exercises.Assignment 4 – Use of Financial Statements to Measure Business Performance (P4, P5, D2)

Learners do a presentation on the use of financial statements to measure business performance.




Assessment


P1 – M1 – D1

Evidence for P1 should focus on at least three types of business, which should be from different parts of the hospitality industry, eg a fast food business, a small family restaurant, and a hotel. The evidence should focus on the goods that are bought and how the selection criteria influence decisions on issues such as quality and quantity. Evidence could be obtained from work experience, from visits, or from case studies.

The evidence requirement for M1 reinforces the need to study selection procedures in different types of business. Learners need to focus on how selection procedures are applied differently because of the differing requirements of their chosen examples.

For D1, learners need to draw together the evidence presented in M1 and focus on the benefits brought by the use of the procedures revealed in the course of research. Evidence produced for M1 will have been mainly descriptive and explanatory but at distinction level learners need to show how and why the principles and procedures are helpful to the operation and management of a business. For example, this evidence could be from the final task in a case study which traces the steps in organising an event, from enquiry and quotation, to costing the actual event and comparing actual and anticipated profit, and why sound procedures will contribute to success from both customer and management perspectives.

P2 – M2

For P2, learners should explain how costing and pricing procedures are applied. It is unlikely that actual figures will be available as a result of visits or work experience, but examples of blank forms or reports could form the basis of the evidence required. Information produced for other units, such as fully costed recipes, could be a useful source of evidence when combined with relevant explanations.

To meet the M2 criterion, learners need to produce accurately completed calculations illustrating at least four procedures that require costing or pricing. The calculations should focus on how procedures can be applied in different situations, eg when costing simple items such as a single menu item compared to a complex item such as a residential conference, or within pricing, showing how the same item can be priced using different concepts. While some worked examples could utilise evidence from other units (eg costed recipes, budgeting events), figures are likely to be based mainly on tutor supplied material and should include procedures from both catering and accommodation operations. The use of industry accepted formats, layout and terminology are integral to the evidence requirement.

P3 – M3

Evidence for P3 should build on that produced for P1 and P2 and will require learners to undertake calculations which illustrate typical control and accounting methods, tracing the path of materials from purchase, through storage and production to sale of the finished product. For P2 and P3, the use of workbooks or a case study may help learners to produce relevant evidence.

For P3, learners have to undertake calculations, whereas for M3 they also need to also explain how these control and accounting methods are important to businesses. Evidence submitted for M3 should be in industry accepted formats and learners need to explain how at least three of these control and accounting methods are important to businesses. This should reflect, where possible, methods observed during visits or work experience.


P4 – P5 – D2

For P4, learners must describe the purpose of financial statements. Their description should show their understanding of the fact that the objective of financial statements is to provide information about the financial position, performance and changes in financial position of a business that is useful to a wide range of users in making economic decisions.

For P5, learners are not expected to produce valid financial statements and reports, but rather to show that they understand who uses them and for what purpose. The evidence should refer at least to those statements appearing in the unit content relating to learning outcome 4, and should focus on how such reports are used by management and supervisors. For example, this could include how a food cost report prepared following a specific event can be used by a chef or manager to compare the actual costs with the forecast, and thus improve future performance.

Learners must provide evidence of evaluating the importance of financial statements and their use as a business aid in order to meet the D2 grading criterion. The strengths and limitations of different sorts of statements should be addressed, as should the consequences of not using or producing such information in a timely way.




P1, M1, D1 Principles of Goods Selection in Hospitality

Learners take the role of supervisors in the hospitality industry and are tasked with producing a booklet for a goods buyer of a hospitality business.

Learners produce a booklet or other material for a goods buyer of a hospitality business.

P2, M2 Costing and Pricing in Hospitality

Learners continue in the role of supervisors and are tasked with producing a booklet for a goods buyer of a hospitality business.

Learners produce a booklet or other material for a goods buyer of a hospitality business.

P3, M3 Control and Accounting Methods for Resources in Hospitality

Learners continue in the role of supervisors and are tasked with preparing more material for use with the hospitality business manager.

Learners create a presentation for use with hospitality business manager.

P4, P5, D2 Use of Financial Statements to Measure Business Performance

Learners continue in the role of supervisors and are tasked with preparing more material for use with the hospitality business manager.

Learners create a presentation for use with hospitality business manager.




Level 2 Level 3

Planning and Running a Hospitality Event The Principles of Food Safety Supervision for Catering

Hospitality Front Office Operations Food Service Organisation

Environment and Sustainability in Hospitality

Events Organisation in Hospitality

Planning and Managing a Hospitality Event

Accommodation Operations in Hospitality

Front Office Operations in Hospitality

Industry-related Project in Hospitality

Essential resources

Tutors should be aware that textbooks are frequently updated and that they should use the latest editions available. Tutors should provide learners with industry templates and pro formas.


Inputs from industry specialists and visits to appropriate operations would provide learners with an insight into the purchasing and applied accounting element of hospitality operations. Developing such links would enhance the delivery of this unit. Employers can also provide up-to-date and relevant information as well as demonstrate the use of industry templates and pro formas.



Textbooks

Art Institute – Purchasing, Cost Control and Menu Management (Wiley/Art Institute, 2008) ISBN 9780470179161

Asch A – Hospitality Cost Control (Prentice Hall, 2006) ISBN 9780131116009

Davis B, Lockwood A, Pantelidis I and Alcott P – Food and Beverage Management, 4th Edition (Butterworth-Heinemann, 2008) ISBN 9780750667302

Dopson L, Hayes D and Miller S – Food and Beverage Cost Control, 5th Edition (John Wiley and Sons, 2010) ISBN 9780471694175

Feinstein A and Stefanelli J – Purchasing: Selection and Procurement for the Hospitality Industry, 7th Edition (John Wiley & Sons, 2007) ISBN 9780471730088

Guilding C – Accounting Essentials for Hospitality Managers, 2nd Edition (Butterworth Heinemann, 2009) ISBN 9781856176675

Hayes D and Ninemeier J – Procurement of Hospitality Resources (Prentice Hall, 2009) ISBN 9780135148419

Journal


Websites

foodquality.wfp.org/FoodSpecifications/tabid/56/Default.aspx

World Food Programme – food quality control

www.cips.org/documents/PSM_model_Feb03.pdf The Chartered Institute of Purchasing and Supply

www.fdhospitality.com/case-studies Fretwell-Downing Hospitality – case studies







Independent enquirers P1 explaining how the principles of goods selection are applied in hospitality operations [IE 1, 2, 3]

P2 explaining how costing and pricing procedures are applied in hospitality operations [IE 1, 2]

P3 applying control and accounting methods for resources in hospitality businesses [IE 1, 2]

P5 explaining how financial statements are used in the operation of hospitality businesses [IE 1, 2].



Independent enquirers analysing the ways in which the principles of goods selection can be applied differently across the hospitality industry

assessing the value of selection, costing and pricing procedures in the operation of hospitality businesses

comparing different costing and pricing procedures using accurate calculations completed in industry accepted formats

explaining how control and accounting methods assist hospitality businesses, giving worked examples using standard conventions

evaluating the importance of financial statements and their use as a business aid

[IE 4, 6].






researching hospitality purchasing systems




Troubleshoot






text and tables

images

numbers

records

●

●

●

●

analysing financial statements



reformatting financial information





Mathematics


performing numerical analysis



explaining the use of different performance ratios to food and accommodation scenarios


explaining the use of different performance ratios to food and accommodation scenarios



English


contributing to group discussions

presenting results



maintaining a portfolio of evidence.

Edexcel BTEC Level 3 Nationals specification in Hospitality– Issue 2 – November 2011 © Pearson Education Limited 2011 1

Unit 5: Supervisory Skills in the Hospitality Industry

Unit code: J/600/9151


Credit value: 8


Aim and purpose

The aim of this unit is to enable the candidate to develop the necessary knowledge and understanding of how to supervise, lead, and train staff. This covers the legislative requirements including the supervisory responsibilities associated with ensuring that the organisation’s working environment and staff are fully compliant with legal requirements.

Importance is also placed on identification, monitoring and recording risk assessments and the production and application of health and safety policies and procedures.

Unit introduction

The ability to lead and supervise teams is critical to the success of a hospitality business. However, teams can be ineffective and lack direction, with members that cannot work together. This unit introduces learners to the principles of team leadership and supervision in a hospitality context. It focuses on assisting learners to put theory into practice when leading teams, ensuring that their teams achieve the required objectives.

Learners, therefore, need to be aware of the different types of teams operating within hospitality businesses. This unit considers the role of teams and how working in teams benefits both individuals and businesses. Learners will also explore the necessary pre-conditions for teams to be effective and objective focused.

Understanding and applying team supervision and development skills is a key requirement of this unit. Learners will be introduced to the principles of team building, how teams can be managed effectively, and the factors that threaten team development within hospitality businesses.

The ability to measure the effectiveness of team performance and achievement is a requirement for any successful hospitality business. Learners will explore the key factors used to monitor work performance and team achievement. They will also be encouraged to review the role of the supervisor and manager in hospitality businesses, and their impact and influence on team achievement.

Learners will have the opportunity to explain and show team leadership skills. These skills can be developed and measured in practical situations where learners have to demonstrate personal organisation, flexibility and other interpersonal skills when leading a team towards achieving the desired objectives.

Learning outcomes


1 Be able to apply and monitor good health and safety practices

2 Be able to explain how to apply staff supervisory skills within a small team.

Edexcel BTEC Level 3 Nationals specification in Hospitality– Issue 2 – November 2011 © Pearson Education Limited 20112

Unit content

1 Be able to apply and monitor good health and safety practices

Health and safety practices: sources of support in meeting health and safety legislative requirements; relevant health and safety requirements; carrying out risk assessments; the importance of carrying out risk assessments; the process of carrying out risk assessments (identifying the hazards, deciding who might be harmed and how, evaluating the risks and deciding on precautions, recording findings and implementing them, reviewing the assessment and updating if necessary); recording and storing relevant information; the purpose of recording and reporting procedures; health and safety policies and procedures; health and safety requirements legislation in relation to the professional kitchen; compliance with legislation; responsibilities of supervisors in relation to health and safety

Monitoring health and safety policies and procedures: review and evaluate work practices; possible adaptation or reallocation of tasks

2 Be able to explain how to apply staff supervisory skills within a small team

Types of team: formal and informal; temporary project/task teams versus permanent groupings

Characteristics of a good team: contribution to departmental and organisational effectiveness; ‘positive synergy’; reduction of alienation; unit of accountability; focus of human resource contribution/performance; opportunities (to foster innovation, to share expertise, to implement change, to identify and develop talent, to spread knowledge base, to reduce reliance on one individual)

Team building: recruitment; induction; motivation; training eg deputisation, coaching, mentoring; clear articulation of performance expectations; planned staff development eg of skill sets and morale; conduct of appraisal interviews; delegation; team knowledge eg awareness of team members’ strengths, weaknesses and sensitivities; capacity to support all team members; retention of team members

Leadership skills: ability to motivate and lead a team; ability to take initiative; effective self-presentation; effective communication skills; ability to envision; charisma; ability to encourage and build morale/confidence; awareness of need for consultation; ability to ask appropriate questions; willingness to be held accountable and take responsibility; ability to defuse and resolve conflict; professional management of stress and anger; flexibility to respond to the unexpected; decisiveness; willingness to seek support when necessary; ability to self-evaluate and recognise own weaknesses

Leadership styles: forming (reaching consensus about issues); storming (managing internal conflict constructively); norming and performing (determining and implementing solutions to problems); adjoining (implementing action plans, reviewing and evaluating team performance)

Monitoring team performance and achievement: identify and agree team objectives; use of performance indicators; regular review of performance against targets; support and development of team members performing below target; possible revision of team responsibilities; review and evaluation of teamworking arrangements; application of corrective measures to remedy team underachievement; maintain team focus

Supervision: by peers; carried out as required by relevant legislation, regulation, guidance, standards, inspection requirements and requirements of the provision and service

Importance of supervision: promoting effective communication and staff development; exchanging information and feedback that supports the supervision; purpose (monitoring tasks and workload, solving problems, supporting staff in dealing with complex situations and moral and ethical dilemmas)

3Edexcel BTEC Level 3 Nationals specification in Hospitality– Issue 2 – November 2011 © Pearson Education Limited 2011







P1 source support to meet health and safety legislative requirements

P2 conduct self in the workplace to meet relevant health and safety requirements [SM 2, 3, 4]

P3 carry out risk assessments

P4 record and store relevant information

P5 implement and monitor health and safety policies and procedures

P6 identify the requirements of health and safety legislation in relation to the professional kitchen

P7 explain how organisations ensure compliance with legislation [IE 2]

P8 explain the responsibilities of supervisors in relation to health and safety

P9 identify sources of support in meeting health and safety requirements

P10 explain the importance of carrying out risk assessments

P11 describe the process of carrying out a risk assessment

P12 explain the purpose of recording and reporting procedures

M1 explain how the provision of staff training and effective supervision support health and safe practices of staff






P13 carry out a staff training needs analysis to meet health and safety requirements [TW 1]

P14 produce effective training materials [CT 1, EP 3]

P15 describe the range of supervisory tasks within the hospitality industry

P16 describe the purpose of supervision

P17 describe characteristics of leadership

P18 identify leadership styles suitable for different situations

P19 describe the benefits of team development

P20 identify the characteristics of a good team

P21 explain different methods of training.

M2 explain the importance for a hospitality business of effective management and development of staff through supervision.

D1 evaluate their own ability to implement practices and procedures for supervision in the context of legislation and staff development policies.





TW – team workers





Delivery

This unit helps learners to appreciate the importance of teamworking and team leadership in the hospitality industry and focuses on the practical skills required when building and leading teams. The unit can be delivered with reference to actual examples of workplace team operations in different types of hospitality businesses. Guest speakers can be used to demonstrate the breadth of team approaches and the team leadership skills employed in different hospitality businesses.

Learners can use their own experiences of working in teams as a useful way of approaching the subject, for example from part-time employment, previous employment or work experience. Learners will also find it beneficial to visit businesses within the hospitality industry to assess team performance in different businesses. Occupationally-related television programmes such as Fawlty Towers, Gordon Ramsey’s Kitchen Nightmares and Jamie’s Kitchen (or appropriate TV programmes at the time of teaching) are useful in illustrating both effective and ineffective features of team activity and team leadership.

Role play and practical situations should be used as much as possible in developing team leadership and supervisory skills. To cover the supervisory aspects of this unit, learners should have the opportunity to demonstrate team leadership skills in a hospitality context. If real work situations are not available (the centre’s training restaurant, coffee shop, etc), then role plays can be used. These can be particularly useful for practising how to deal with difficult team members or conflicts between team members. Learners should develop criteria to evaluate performance relating to each scenario and practise evaluating their own and others’ performance. Recording role plays using video and/or audio cassettes would assist self-evaluation.

Case studies and scenario-based activities can also be used to enable learners to demonstrate their team leadership skills.

This unit could be integrated, or delivered jointly with, Unit 6: Food and Drinks Service. This would offer the opportunity to organise and supervise a team in the delivery of food and drink service. Another possibility would be to integrate delivery with Unit 21: Events Organisation in Hospitality or Unit 22: Planning and Managing a Hospitality Event, either of which could provide opportunities for learners to demonstrate their team leadership skills.







Group discussion about health and safety practices.

Visits to hospitality businesses and observation of health and safety monitoring procedures – follow-up poster showing health and safety monitoring policies within the businesses.

Exercise – learners carry out risk assessments.

Role play exercises – learners conduct themselves in the workplace to meet relevant health and safety requirements.Assignment 1 – Applying and Monitoring Good Health and Safety Practices (P1, P2, P3, P4, P5, P6, P7, P8, P9, P10, P11, P12, M1)

Learners apply and monitor good health and safety practices.

Group discussion about types of team and characteristics of a good team.

Exercise – learners carry out a staff training needs analysis to meet health and safety requirements.

Learners visit two different businesses and find out about the range of supervisory tasks within the hospitality industry, plus follow-up discussion.

Learners interview two different employers to find out about leadership styles suitable for different situations. Assignment 2 – How to Apply Staff Supervisory Skills within a Small Team (P13, P14, P15, P16, P17, P18, P19, P20, P21, M2, D1)

Based on visit, learners produce a booklet on how to apply staff supervisory skills within a small team.

Assessment



P1 – P2 – P3 – P4 – P5 – P6 – P7 – P8 – P9 – P10 – P11 – P12 – M1

To achieve P1, learners need to research support available to meet health and safety legislative requirements within the hospitality industry.

To achieve P2, learners need to demonstrate supervisory skills in a hospitality context to meet relevant health and safety requirements. Ideally this should be achieved during a period of work experience or in the centre’s training restaurant. Other units may also offer opportunities for demonstration of these skills. Observation sheets completed by the assessor are ideal evidence. If this is not possible, a series of simulated role-play exercises can be used to measure this criterion. These exercises should be recorded using video and/or audio cassettes so that learners can review their performance.

P3 requires learners to assess risks that might cause harm to people in a selected hospitality business and determine whether enough precautions were taken or more should be done to prevent harm.


For P4, learners are required to record and store relevant information using appropriate industry templates of documents.

To achieve P5, learners need to produce a checklist of criteria that they would use to monitor health and safety policies and procedures. Each criterion on the checklist then needs to be described more fully to ensure that learners appreciate the complex cyclical process from objective setting to performance evaluation.

For P6, evidence could be in the form of a report which shows knowledge of the requirements of health and safety legislation in relation to the professional kitchen.

P7 requires learners to explain how hospitality businesses ensure compliance with legislation.

For P8, evidence could be in the form of a written piece of work, such as a poster or information bulletin for staff, which shows knowledge of the responsibilities of supervisors in relation to health and safety.

For P9, evidence could be produced in the form of a report identifying sources of support in meeting health and safety requirements.

Evidence for P10 could be in a written format and should give an explanation of the importance of carrying out risk assessments.

For P11, learners must describe the steps involved in carrying out a risk assessment. This should include: identifying the hazards; deciding who might be harmed and how; evaluating the risks and deciding on precautions; recording findings and implementing them; reviewing the assessment and updating if necessary.

To achieve P12, learners must explain the purpose of recording and reporting procedures, including injuries, diseases and dangerous occurrences, as well as ‘near-miss’ incidents.

Evidence for M1 further develops and builds on the evidence provided for P5 and could be in a written format.

P13 – P14 – P15 – P16 – P17 – P18 – P19 – P20 – P21 – M2 – D1

To achieve P13, learners must carry out a staff training needs analysis to meet health and safety requirements. Learners should be critical when pointing out the strengths and weaknesses of ways of meeting health and safety requirements. This could be evidenced through a written piece of work, such as an article for the trade press or a training manual for a business. It could also be presented verbally, perhaps as a training session.

For P14, learners must produce effective training materials to support staff in a selected hospitality business. The development and design of the training materials should give learners an opportunity to be innovative and creative while producing materials that meet the needs of the staff and the business they are producing the materials for. The materials produced should inspire and engage staff and help them transfer their new-found knowledge and skills back into the workplace.

For P15, evidence could be in the form of a report describing supervisory tasks for two different jobs within the hospitality industry.

P16 requires learners to describe the different functions of supervision. The evidence could take a written format, possibly after a group discussion.

For P17, learners must describe characteristics of leadership. Evidence could be in a written format.

For P18, learners need to make a presentation or submit a report identifying leadership styles suitable for different situations. Ideally this will be based on learners’ experiences working in the hospitality industry in a part-time job or during a period of work experience. Care will have to be taken not to identify the business or the manager. Where this is not possible, a research-driven, scenario-based assignment could be used.


For P19, learners need to describe the benefits of team development. The evidence could take a written format, possibly after a group discussion.

For P20, evidence could be in the form of a report identifying the characteristics of a good team in hospitality. Learners should show that they appreciate what is required for a team to be successful.

For P21, learners could visit a hospitality business to observe different methods of training and then explain their findings. This could be within a hotel, a town centre fast-food restaurant, the centre’s refectory, or any other suitable hospitality business.

To achieve M2, learners could make a verbal presentation or submit a written report explaining the importance for a hospitality business of effective management and development of staff through supervision. This exercise could be based on an actual hospitality business, combining theory and practice, or learners could take a purely theoretical approach.

Evidence for D1 is based on learners’ ability to self-reflect and evaluate their effectiveness in providing staff supervision. Again this criterion can be based on previous employment, current part-time work, or industrial work experience in the hospitality industry.




P1, P2, P3, P4, P5, P6, P7, P8, P9, P10, P11, P12, M1

Applying and Monitoring Good Health and Safety Practices

Learners take the role of team supervisor in a hotel and are required to apply and monitor good health and safety practices.

Role play or work placement

P13, P14, P15, P16, P17, P18, P19, P20, P21, M2, D1

How to Apply Staff Supervisory Skills within a Small Team

Learners take the role of assistant HR manager and are expected to design and produce a booklet on how to apply staff supervisory skills within a small team for all team supervisors.

Learners design and prepare a booklet for team supervisors




Level 2 Level 3

Applying Workplace Skills Food and Drinks Service

Planning and Running a Hospitality Event The Principles of Food Safety Supervision for Catering



Essential resources

The use of real examples will make the unit relevant and show how different businesses have developed approaches to team leadership and supervision. Role-play exercises and case studies will support this approach.

Industry work experience and realistic work environment experience in the centre training restaurant will provide an invaluable source of information for the unit.


Links with local employers should be developed to enable tutors to put the unit into a vocational context through work placements or visits. Speakers from the local hospitality industry could also be used to provide specialist knowledge and relay examples of teamworking practices. Work placements will provide learners with first-hand experience of working in a team within a hospitality environment as long as they are well structured and have clear expected learning outcomes.



Textbooks

Brounstein M – Managing Teams for Dummies (John Wiley & Sons, 2002) SBN 9780764554087

Browning G – Grass Roots Management (Red Audio Professional, 2002) ISBN 9780273663805

Kay F, Guinness H and Stevens N – Making Management Simple, 2nd Edition (How To Books, 2005) ISBN 9781845280147

Leigh A and Maynard M – Leading Your Team: How to Involve and Inspire Teams, 2nd Edition (Nicholas Brealey Publishing, 2002) ISBN 9781857883046

Margerison C – Team Leadership: A Guide to Success with Team Management Systems (Thomson Learning, 2002) ISBN 9781861528636

Mead T, Holmes S, Wilson P, Batten S, Richer W, Dale G, Ingle S, Neild C, Neild M and Ovenden F – BTEC Level 2 First in Hospitality Student Book (Pearson Education, 2011) ISBN 9780435026592

Journal


Websites





www.hse.gov.uk Health and Safety Executive





Independent enquirers P7 explaining how organisations ensure compliance with legislation [IE 2]Creative thinkers P14 producing effective training materials [CT 1]Team workers P13 carrying out a staff training needs analysis to meet health and safety

requirements [TW 1]Self-managers P2 conducting self in the workplace to meet relevant health and safety

requirements [SW 2, 3, 4]Effective participators P14 producing effective training materials [EP 3].


Reflective learners evaluating experience and learning to inform future progress [RL 5].









Troubleshoot



researching ways of monitoring good health and safety practices


researching and selecting information on the requirements of health and safety legislation in relation to the professional kitchen



● text and tables

● images

● numbers

● records






Mathematics







English


explaining the responsibilities of supervisors in relation to health and safety

explaining the importance of carrying out risk assessments

explaining the purpose of recording and reporting procedures


identifying the requirements of health and safety legislation in relation to the professional kitchen


producing effective training materials.


Unit 6: Food and Drinks Service



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain understanding of the importance of the meal experience in food and drink service operations and skills to prepare, provide and review provision of food and drink service.

Unit introduction

This unit introduces learners to basic concepts of food service and to the skills, knowledge and responsibilities required in food service throughout the sector. The knowledge and skills acquired in this unit will prepare learners for a supervisory role in food service businesses. This unit includes only non-alcoholic drinks. Alcoholic drinks are covered in Unit 7: Alcoholic Beverage Service.

Learners will explore the factors involved in the meal experience and will have the opportunity to relate issues concerning value, quality, skill levels, satisfaction, service and environment to customer expectations in a variety of operations.

Learners will need to organise the preparation and layout of a food service operation, taking into account various factors such as equipment, staff organisation and particular customer needs. Learners will need to show a professional approach and practical customer service and food service skills. Throughout the unit learners will have the opportunity to develop the skills appropriate to a range of different businesses, such as restaurants, fast food businesses, pub food courts and coffee bars.

It is important for learners to appreciate factors essential to customer satisfaction and the result of these needs not being fully met. Learners will need to understand and apply evaluation techniques to food service operations.

Learning outcomes


1 Understand the importance of the meal experience in food and drink service operations

2 Be able to organise the preparation and layout of a food and drink service operation

3 Be able to provide food and drink service and customer service in a professional, safe and hygienic manner

4 Be able to review food and drink service provision.


Unit content

1 Understand the importance of the meal experience in food and drink service operations

Meal experience: value for money; quality of product and service; environment; ambience; suitability for purpose; level of customer service; timing

Situations: eating for pleasure or necessity eg business lunch, special occasion, meal with friends, wedding celebration, conference, function, during a shopping trip, in hospital, when travelling

2 Be able to organise the preparation and layout of a food and drink service operation

Operation: 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 planning

3 Be able to provide food and drink service and customer service in a professional, safe and hygienic manner

Requirements: product knowledge; technical skills; appropriate procedures for operation eg welcoming customer, taking order, confirming choice, serving food and beverages using 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 different operations; constraints eg cost-effectiveness, customer demand, timescale, staff skills, environment, layout

Drink service: non-alcoholic eg soft drinks, bottled waters, teas, coffees; service procedures and techniques; cleaning and maintaining equipment eg juice dispensers, coffee machines; trends eg designer waters, healthy drinking options

Customer service situations: communication method (face-to-face, on the telephone, in writing, by email); purpose eg providing information, giving advice, keeping records, providing assistance, dealing with problems, handling complaints, dealing with food allergies

Professional approach: attitude; personal appearance; dress; hygiene; attentiveness; body language; attention to detail; relationships with colleagues; communication skills eg listening, speaking, relaying messages and orders accurately and promptly; teamwork; codes of practice

4 Be able to review food and drink service provision

Techniques: collecting information; sources of information eg customers, colleagues; feedback methods (qualitative, quantitative) eg questionnaires, comments 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








P1 explain the importance of the meal experience in food and drink service situations [IE 4]

M1 analyse the suitability of different methods of service, operational procedures and levels of customer service in food service operations

P2 organise the preparation and layout of a food and drink service operation [SM 1, 2, 3, 4, 5, 7]

P3 demonstrate competent skills in providing food and drink service with appropriate tutor support

P4 show a professional attitude at all times with relevant personal, social, technical and customer service skills [SM 1, 2, 3, 4, 5, 7]

M2 show independence and confidence in providing food and drink service

D1 show high levels of confidence, product knowledge and skills when providing food and drink service

P5 review food and drink service provision. [IE 6]

M3 evaluate a food and drink service operation and make recommendations for improvement using agreed criteria and relevant data.

D2 assess a food and drink service operation, making justified recommendations for improvement, and produce an action plan for implementation.





TW – team workers





Delivery

Professionalism in the hospitality industry is vital to both the success of the hospitality 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 take great care throughout their work to reinforce the importance of maintaining the right professional attitude, in terms 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 may 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 operations.

Much of the delivery will be through practical sessions. These could be supported through work placement 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 also need to consider a variety of customer service situations that may arise through food and drink service. They could practise their skills through role plays of simulated scenarios.

Learners should develop criteria to evaluate performance relating to each scenario and practise evaluating their own and others’ performance. Recording role plays using video and/or audio cassettes would assist self-evaluation.

This unit could be delivered jointly with Unit 7: Alcoholic Beverage Service and could also be delivered alongside Unit 5: Supervisory Skills 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 contribution to learners’ future role as supervisors in the hospitality industry.







Group discussion about 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 food and drink service operations within 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 Drink Service Operations (P1, M1)

Learners produce a presentation 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.

Role-play exercises – 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 used 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 written work.




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.


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 minimum 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 evidence 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 evidenced 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 linked 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.


P5 – M3 – D2

To achieve P5, learners are required to review food and drink service provision using appropriate evaluation techniques and criteria and should 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 within 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 used 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.




P1, M1 The Importance of the Meal Experience in Food and Drink Service Operations

Learners take the role of restaurant manager and need to produce a presentation about 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 Operation

Learners continue in the role of restaurant manager and are required to organise the preparation and layout of a food and drink service operation.

Role play or work placement supported by observation sheets.

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.


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 drink service provision.

Learners produce material in suitable format – questionnaires, checklists.




Level 2 Level 3

Service of Food at Table Alcoholic Beverage Service

Service of Alcoholic and Non-Alcoholic Drinks Food 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.


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 required in different businesses providing food service. Developing hospitality industry links would enhance the delivery of this unit.


Textbooks

Ceserani V and Foskett D – The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260

Hayter R – Food and Drink Service, 2nd Edition (Thomson Learning, 1996) ISBN 9781861526878

Lillicrap D and Cousins J – Food and Beverage Service, 7th Edition (Hodder Arnold, 2006) ISBN 9780340905241

Journal


Websites




www.cookeryonline.com Cookeryonline – Food, cookery and hospitality resources

www.fdf.org.uk Food and Drink Federation






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, 7]



Reflective learners assessing their food and drink service provision [RL 1].









Troubleshoot






text and tables

images

numbers

records

●

●

●

●







Mathematics





organising a food and drink service operation



English


discussing the importance of the meal experience

presenting an evaluation of a food and drink operation and action plan.




Unit 7: Alcoholic Beverage Service

Unit code: M/601/0469


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of different types of alcoholic beverages and appropriate matches with food, its storage, equipment and presentation, the issues concerning its sale and gain skills in serving them. Learners will also gain knowledge of the main types of cocktails and ways in which they are mixed and served.

Unit introduction

This unit introduces learners to alcoholic beverages in the hospitality industry, the principles of beverage service and how to complement food with alcoholic beverages.

Learners will start by exploring different types of alcoholic beverage, their origins and ingredients, appropriate food matches, and the basics of wines. Learners will gain an understanding of correct storage procedures and dispenser equipment for beer and wine and will develop and demonstrate professional skills in the service of alcoholic beverages.

The unit deals with cocktails, which are growing in importance to the industry. It explores the concepts of bases, main flavourings and special flavourings, and goes on to look at examples of different types of cocktail, including those based on vodka, rum, whisky and tequila. There is no requirement to prepare and serve the cocktails as part of the assessment.

Learners must understand the responsibilities concerning the sale of alcohol in terms of relevant legislation, the negative and positive effects of alcohol on health, and socio-cultural issues surrounding the promotion and sale of alcohol. This will include the problems caused by excessive alcohol consumption, such as antisocial behaviour and drink-related crime.

Learners will need access to the necessary resources in order to demonstrate the service of alcoholic beverages. If this is to be done in the centre rather than in the workplace, then the centre will need to have its own bar facilities and the appropriate licence.

Learners who are under the legal minimum age for the retail purchase of alcoholic beverages in the country where the qualification is being taken will not be allowed to sample any alcoholic beverage as part of their course, but this is not a barrier to successfully completing the qualification. Similarly, learners who choose not to taste alcohol for health, religious or other reasons will not find this a barrier to successfully completing the qualification.


Learning outcomes


1 Know different types of alcoholic beverages and appropriate matches with food

2 Know the storage and equipment requirements of common types of alcoholic beverages

3 Be able to serve alcoholic beverages

4 Know main types of cocktails and ways in which they are mixed and served

5 Understand the issues concerning the sale of alcoholic beverages.


Unit content

1 Know different types of alcoholic beverages and appropriate matches with food

Categories: fermented beverages (beer, lager, cider); wine, fortified wines; distilled beverages, spirits; alcopops (ready to drink (RTDs), flavoured alcoholic beverages (FABs))

Origin and ingredients: origin eg country, region, new world, old world; ingredients eg grapes, barley, apples, potatoes

Types: traditional beers (cask, keg, ales, lagers); speciality beers (wheat beers, fruit beers); wines (red, white, rose, sparkling); spirits (whisky, gin, vodka, rum, brandy); fortified wines eg sherry, port

Alcohol content: alcohol by volume (ABV); weight by weight (w/w); proof; yeast; ethanol; fermentation; distillation

Matching alcoholic beverages with foods: taste sensations eg sweet, sour, salty, bitter; tactile sensations eg density/body, texture, spiciness; aroma and flavour; appropriate combinations eg merlot with red meats, sauvignon blanc with seafood, champagne with food in general, dessert wines with sweet dishes and blue cheeses

2 Know the storage and equipment requirements of common types of alcoholic beverages

Storage: chilled eg bottle fridges, display fridges, wine fridges; ambient eg shelves, promotion displays; hot dispense, eg mulled wine, Glühwein

Dispense equipment: beer dispense eg cask hand pulled, keg electric pump; wine dispense eg cork, screw caps; chilling equipment

3 Be able to serve alcoholic beverages

Methods: over the bar service; table service; room service; function service; wine service

Professional service standards: customer service, interpersonal skill; dispensing skills

Glassware: types eg for wine, beer, cocktail; spirits eg balloon, liqueur, shot; other eg toddy, liqueur coffee, plastic glassware

Presentation: traditional accompaniments and mixers eg ice, lemon, lime, olives, tonic, lemonade

Units of measurement: measurement eg pints, half pints, single measures


4 Know main types of cocktails and ways in which they are mixed and served

Definition and cocktail basics: base eg vodka, whisky, tequila; main flavouring eg fruit juices, cream; special flavouring eg grenadine, blue Curacao

Types of cocktail: gin cocktails eg Dry Martini, Gin Sling, Negroni; vodka cocktails eg Bloody Mary, Black Russian, Long Island ice tea; whisky cocktails eg Rusty Nail, Whisky Sour, Irish coffee; brandy cocktails eg Sidecar, Brandy Sour, Singapore Sling; rum and tequila cocktails eg Mai Tai, Margarita, Pina Colada; liqueur cocktails eg B52, Grasshopper; vermouth and sherry cocktails eg Americano, Manhattan; wine and Champagne cocktails eg Black Velvet, Bucks Fizz

Mixing cocktails: shaking; stirring; blending; building

Serving cocktails: garnish and decoration eg fruit slices, cocktail sticks, ice, frosting

5 Understand the issues concerning the sale of alcoholic beverages

Legal responsibilities: relevant legislation; permitted age; licensing; trade descriptions; weights and measures

Health responsibilities: alcohol consumption and health; negative and positive effects of alcohol; recommended maximum units of alcohol consumption per week

Socio-cultural and moral issues: religious issues; sale of alcopops; alcohol and violence; spiking drinks; changing attitudes to alcohol consumption; antisocial behaviour; drink-related crime








P1 describe different types of alcoholic beverages and appropriate matches with food [IE 1, 2, CT 2]

M1 justify the selection of alcoholic beverages for different types and styles of food

P2 describe the storage and equipment requirements of alcoholic beverages[IE 1, 2, CT 2]

P3 demonstrate how to serve alcoholic beverages [SM 1, 2, 3]

M2 show independence, confidence and appropriate interpersonal skills when serving alcoholic beverages

D1 evaluate own skills in serving alcoholic beverages and cocktails, making realistic suggestions for improvements.

P4 identify the main types of cocktails and the ways in which they are mixed and served [IE 1, 2, CT 2]

P5 explain the issues that affect the sale of alcoholic beverages. [IE 1, 2, CT 2]

M3 evaluate the socio-cultural, health and legal responsibilities that affect the sale of alcohol.





TW – team workers





Delivery

Learners need access to the necessary resources in order to demonstrate the service of alcoholic beverages. If this is done in the centre rather than in the workplace, the centre will need its own bar facilities and the appropriate licence.

Alcoholic beverages are a key product in the hospitality industry. Learners need to be made aware of the breadth and diversity of alcoholic beverages, their origins and how they are made, which should include the identification of the main ingredients. This should include the mixing of cocktails and making of mixed drinks. Learners need to develop the knowledge and skills to serve a range of alcoholic beverages in order to meet the diverse needs of the hospitality industry.

Learners need to understand the social and legal issues concerning the sale and consumption of alcoholic beverages. This will include the responsibility of hospitality operations surrounding the promotion and sale of alcohol. Tutors need to highlight the responsibilities of the hospitality industry in terms of underage drinking, binge drinking, social disruption (antisocial behaviour), violence as a result of excessive alcohol consumption and the effect on those working with alcohol in the industry. The unit also considers the financial costs to the individual, society and the national economy of excessive alcohol consumption. Learners also need to know the maximum current recommended units of alcohol for consumption per week as well as the possible benefits of alcohol. They also need to look at other legal issues such as licensing legislation, weights and measures and trade descriptions.

Learners will benefit from visits from guest speakers such as wine buyers or specialist retailers, brewery representatives, food and beverage managers or restaurateurs. Visits to breweries, vineyards or distilleries will help develop learners’ interest in the subject and give them first-hand experience of the part that alcoholic beverages play in the hospitality industry.

As the unit involves the development of knowledge, understanding and technical skills to achieve the learning outcomes, the delivery of the unit should include both theory and practical sessions. Wherever possible the required technical skills should be developed through demonstrations, simulations and real practical activities that involve customers.

This unit could be integrated with, or delivered jointly with, Unit 6: Food and Drinks Service and Unit 9: Food Service Organisation.







Group discussion about types of alcoholic beverages and the categories they fall into.

Learners visit a brewery to see the manufacturing process.

Group discussion about the origin and ingredients of alcoholic beverages.

Visit to a business selling alcoholic beverages to find out about alcohol content.

Guest speaker to give a talk about matching alcoholic beverages with foods. Assignment 1 – Different Types of Alcoholic Beverages and Appropriate Matches with Food (P1, M1)

Learners produce a booklet raising awareness about different types of alcoholic beverages and appropriate matches with food.

Visits to businesses selling alcoholic beverages to see how they are stored and dispensed at point of sale. Learners should find out how drinks are stored and be given reasons for this.Assignment 2 – Storage and Equipment Requirements of Common Types of Alcoholic Beverages (P2)

Learners produce a poster showing the storage and equipment of different alcoholic beverages.

Visits to businesses selling alcoholic beverages to see the glassware in which they are served and how they are presented.

Learner exercises – developing skills in serving alcoholic beverages.

Learners work alongside bar staff serving alcoholic beverages – receive feedback.Assignment 3 – Service of Alcoholic Beverages (P3, M2, D1)

Based on serving customers in simulated or real situation.

Group discussion about cocktail basics and types of cocktail.

Tutor-led discussion and demonstration on how to mix and serve cocktails.Assignment 4 – Main Types of Cocktails and Ways in which They Are Mixed and Served (P4)

Learners produce a leaflet identifying the main types of cocktails and the ways in which they are mixed and served.

Tutor-led discussion about the types of alcohol licence, how to apply for a licence, associated regulations, those involved with the management and policing.

Guest speaker – visit from a representative of the local police to give overview of issues from local perspective followed by group discussion.

Group discussion about health responsibilities, sensible drinking and social, cultural and moral issues surrounding the consumption and management of alcohol. Assignment 5 – Issues Concerning the Sale of Alcoholic Beverages (P5, M3)

Learners produce a presentation explaining the issues concerning the sale of alcoholic beverages.




Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills, eg the serving of alcoholic beverages, must be supported by observation sheet(s) signed by the assessor and identify how specific criteria have been met.


P1 – M1

To achieve P1, learners must describe different types of alcoholic beverages, including their origins and main ingredients. They should identify and describe the main categories of alcoholic beverages and then describe three types of alcoholic beverages within the category. The description should include the main ingredients, production methods and alcohol content. Learners should also provide examples of food matches for the alcoholic beverages.

M1 is an extension of P1 and requires learners to justify their selection of alcoholic beverages for different types and styles of food. Learners should present a written report in which they explain the food matches for at least three categories of alcoholic beverages.

P2

For P2, learners should include written notes, pictures, charts or diagrams describing different storage, equipment and presentation requirements for beer (cask, keg and lager), wine (white, red, rose and sparkling), spirits (optic and free pour), and bottled drinks (alcopops, beers, mixers, fruit drinks and waters).

P3 – M2 – D1

To achieve P3, learners need to demonstrate the service of at least three of the main categories of alcoholic beverages. The evidence could be in the form of signed witness statements, photographs or video, and should come from a real service situation or realistic working environment. Evidence should cover at least one of the service methods but should demonstrate competence in all of the professional service standards listed.

M2 is an extension of P3, with learners needing to demonstrate independence, confidence and appropriate interpersonal skills when serving alcoholic beverages. Interpersonal skills include the selling and customer service skills used when dealing with customers during the preparation and service of alcoholic beverages. This could be evidenced in a similar way to P3, with the tutor providing the commentary as to the level of independence, confidence and interpersonal skills employed against pre-determined criteria.

To achieve D1, learners must provide a detailed evaluation of their skills in serving three of the main categories of alcoholic beverages in relation to professional service standards. Customer feedback could be collected using a pre-designed checklist. Learners should use feedback from both their tutor and customers to determine the actions, skills and knowledge that are required to improve service standards.

P4

For P4, learners need to identify the key features of four different types of cocktail, eg whisky base, brandy base, liqueur base, wine base. Where possible the cocktails selected should use different methods of mixing, ie shaking, stirring, blending and building. Learners could provide this evidence in the form of a cocktail recipe card (with pictures) or notes of the ingredients, mixing methods and presentation. Learners do not have to make the cocktails for P4.


P5 – M3

For P5, learners must explain the issues regarding the sale of alcoholic beverages. Evidence could be in the form of a report or presentation that should include the relevant legislation, an overview of safe alcohol consumption and the socio-cultural and moral issues that affect the sale of alcohol. Learners should also identify the responsibility that the hospitality industry and those individuals employed in it have for ensuring safe management of alcohol and the resulting sales.

For M3, learners need to evaluate the socio-cultural, health and legal responsibilities that affect the sale of alcohol. This should include reference to current health guidelines, changes in legislation, reasons for legislation, and changes in alcohol consumption. Learners should also identify the ways in which organisations need to take into account religious and cultural sensitivities.




P1, M1 Different Types of Alcoholic Beverages and Appropriate Matches with Food

Learners take the role of manager in a local bar; they need to produce a booklet raising awareness about different types of alcoholic drinks and appropriate matches with food.

Learners produce an information pack which describes the categories, origin and ingredients and alcohol content for different types of alcoholic beverages and their matches with food. This pack is to be used to train new bar staff at a local town centre bar.

P2 Storage and Equipment Requirements of Common Types of Alcoholic Beverages

Learners take the role of food and beverage manager at a large hotel which has recently opened a cocktail bar in the cellar. They are required to produce a poster to ensure the staff remember how to store and what equipment to use for different alcoholic drinks.

The poster is to be used in a cocktail bar to help staff store and prepare different categories of alcoholic drinks. It should be quick and easy to read.

P3, M2, D1 Service of Alcoholic Beverages

Learners carry on in the role as manager in a local bar and are required to serve alcoholic beverages.


P4 Main Types of Cocktails and Ways in which They Are Mixed and Served

Learners carry on in the role as manager in a local bar and are required to produce a leaflet identifying the main types of cocktails and the ways they are mixed and served for use with new staff.

Learners produce a leaflet for use with new staff.



P5, M3 Issues Concerning the Sale of Alcoholic Beverages

Learners have applied for a job as a manager of a local nightclub. They are required to prepare a presentation showing their understanding of the issues related to the sale of alcohol.

As part of the interview learners have been asked to produce a presentation, which shows their understanding of the issues concerning the sale of alcoholic drinks.



Level 2 Level 3

Planning and Running a Hospitality Event Supervisory Skills in the Hospitality Industry

Alcoholic Drinks Food and Drinks Service

Service of Food at Table The Principles of Food Safety Supervision for Catering

Service of Alcoholic and Non-Alcoholic Drinks Environment and Sustainability in Hospitality



Essential resources

It is essential that learners have access to the necessary resources to demonstrate the service of alcoholic beverages. If this is done in the centre rather than the workplace, the centre will need its own bar facilities and the appropriate licence.


Partnerships with local catering and hospitality businesses and organisations will help support learners to ensure they have access to the range of outlets needed to complete the practical aspects of the unit and provide a variety of establishments for possible industrial visits.



Textbooks

Beckett F – How to Match Food and Wine (Mitchell Beazley, 2002) ISBN 9781840005769

Johnson H – The Story of Wine (Mitchell Beazley, 2004) ISBN 9781840009729

Johnson H and Robinson J – The World Atlas of Wine, 6th Edition (Mitchell Beazley, 2007) ISBN 9781845333010

Robinson J – The Oxford Companion to Wine, 3rd Edition (Oxford University Press, 2006) ISBN 9780198609902

Robinson J – Wines and Spirits: Looking Behind the Label (Wine and Spirit Education Trust, 2008) ISBN 9780951793688

UK Bartenders’ Guild – International Guide to Drinks (Ebury Press, 2006) ISBN 9780091912024

Other publications

Food hygiene: A guide for businesses 2006 – The Food Standards Agency

Starting up: Your first steps to running a catering business 2007 – The Food Standards Agency

Journals


Croner’s Catering Magazine – Croner Publications

Voice of the BHA – British Hospitality Association

Websites

www.bii.org British Institute of Innkeeping

www.hse.gov.uk/catering Health and Safety Executive

www.hospitalityassured.co.uk Institute of Hospitality – standard for service and business excellence

www.food.gov.uk Food Standards Agency







Independent enquirers P1 describing different types of alcoholic beverages and appropriate matches with food

P2 describing the storage and equipment requirements of alcoholic beverages

P4 identifying the main types of cocktails and the ways in which they are mixed and served

P5 explaining the issues that affect the sale of alcoholic beverages[IE 1, 2]

Creative thinkers P1 describing different types of alcoholic beverages and appropriate matches with food

P2 describing the storage and equipment requirements of alcoholic beverages

P4 identifying the main types of cocktails and the ways in which they are mixed and served

P5 explaining the issues that affect the sale of alcoholic beverages[CT 2]

Self-managers P3 demonstrating how to serve alcoholic beverages[SM 1, 2, 3].



Independent enquirers understanding the issues concerning the sale and consumption of alcoholic beverages [IE 3, 5, 6]

Creative thinkers understanding the issues concerning the sale and consumption of alcoholic beverages [CT 2, 3, 4]

Team workers providing table and bar service to customers [TM 1, 4, 5]Self-managers providing table and bar service to customers [SM 2, 3, 4, 6].








storing and retrieving their information and doing research for assignments


Troubleshoot



independently selecting appropriate websites to research the legal implications affecting the sale of alcoholic beverages


accessing and selecting appropriate information from websites to research the different types of alcoholic beverages and matches with food



text and tables

images

numbers

records

●

●

●

●





using electronic tills to take payment from customers in a variety of situations



Mathematics






taking payment from customers for drinks in a variety of practical situations


English


giving bar service, table service, lounge service and function service to customers, describing drinks, making suggestions and advising customers


understanding a range of cocktails and their makeup

selecting and extracting relevant information on the different ranges and types of alcoholic drinks


describing the different types of alcoholic beverages and matches with food

describing the storage and equipment requirements of alcoholic beverages

identifying the main types of cocktails and ways in which they are mixed and served.


Unit 8: The Principles of Food Safety Supervision for Catering

Unit code: K/502/3775


Credit value: 3


Aim and purpose

The aim of the unit is to ensure that candidates are trained in accordance with regulation (EC) no 853/2004 of the European Parliament and of the Council of 29 April 2004. These regulations require food businesses to develop and implement food safety management systems that are based on HACCP principles. The unit will ensure that supervisors or prospective supervisors receive training in food safety management and the development and implementation of food safety management procedures that is commensurate with their responsibilities.

Unit introduction

This unit introduces learners to kitchen organisation and food safety, two very important aspects of the catering industry. Appropriate kitchen organisation ensures effective workflow within a safe and hygienic environment, while the importance of correct food storage must be highlighted to ensure that learners are aware of both safety and legal compliance issues.

In this unit learners will look at the role that production systems play in kitchen organisation. This will include cook to order, cook-chill and cook-freeze, as well as centralised production and satellite systems. Staff organisation covers topics such as traditional brigades, modern-day brigades and the chef de partie system.

Learners will consider the ways in which correct food storage systems, procedures and appropriate record keeping and documentation contribute to kitchen organisation and food safety. The supervisory aspects of kitchen organisation and food safety are a significant part of the unit, and learners will explore the relevance of current food safety legislation and its importance for staff, customers and organisations.

Learners will learn to identify common workplace health, safety and security hazards in kitchen situations, relating to equipment, hazardous substances, fires, contamination and infestation. Learners will be required to determine realistic control measures to reduce or eliminate the risk of injury or illness arising from the hazards.

Learners will be taught how to identify potential safety hazards, and learn how to communicate essential information about food safety and kitchen organisation.


Learning outcomes


1 Understand the role of the supervisor in ensuring compliance with food safety legislation

2 Understand the application and monitoring of good hygiene practice

3 Understand how to implement food safety management procedures

4 Understand the role of the supervisor in staff training.


Unit content

1 Understand the role of the supervisor in ensuring compliance with food safety legislation

Importance of food safety management procedures: risk assessment; safe food handling and behaviour; legal requirements (personal, business); health and safety; customer satisfaction; duty of care

Responsibilities of employers and employees in respect of food safety legislation and procedures for compliance: current food safety legislation; other relevant legislation as current at time of delivery; food business operator eg ensuring staff have the relevant skills, knowledge and resources required to carry out their work, implementing procedures to meet control points following relevant legislation and organisational policy; staff eg allocating and supervising food safety responsibilities, protecting own and others’ work against negative impacts, being vigilant for possible hazards, agreeing what is expected of others and hold them to account, knowing relevant legislation and other industry specific regulations and codes of practice; size of business (number of staff and customers)

Procedures for compliance with food safety legislation: not rendering food injurious to health; not selling food which is not of the nature or substance or quality demanded by customers; not falsely describing or presenting food; labelling requirements

Enforcing legislation: food hygiene regulations, including temperature control; food labelling regulations; food standards legislation; hazard analysis critical control point (HACCP) procedures eg Safer Food Better Business (SFBB); risk assessment for food safety legislation; food premises registration regulations; providing the correct work equipment; personal protective equipment (PPE); food storage; actions and responsibilities of environmental health officers, local authorities and trading standards officers in enforcement of legislation

2 Understand the application and monitoring of good hygiene practice

Good practice in food hygiene: temperature control; procedures to control contamination (physical, biological, chemical, allergenic) and cross-contamination (direct, indirect); personal hygiene; cleaning and disinfection; workplace and equipment design; waste disposal; pest control

Resources: staff; materials; equipment

Analysis: hygiene monitoring; HACCP; risk assessment; workflow efficiency

Influencing factors: production systems; equipment; food safety; staff training; kitchen design; layout

Food safety risk assessment: identifying risks to food safety (what can go wrong, when and where?); identifying what controls need to be put in place to prevent these food safety risks (what can be done to prevent it going wrong?); ensuring the controls are carried out (how is it being checked they are in place? who is responsible? does everyone understand their role?); ensuring the procedures are kept up to date (how to confirm this is still working/relevant); keeping documents and records showing the procedures and how they are working

Relevant situations for risk assessments in hospitality: areas in hospitality businesses eg bar, restaurant, kitchen


3 Understand how to implement food safety management procedures

Food storage: types (dry store, refrigerator, freezer); containers; storage areas (design, layout, cleanliness); techniques and requirements for monitoring, maintaining and recording food safety and quality of food (audit, stock rotation, checklists, monitoring)

Procedures: goods and commodities (receiving, monitoring, storing, labelling, issuing); security; methods and procedures for controlling food safety to include critical control points, critical limits and corrective actions; measures for improvement

Food safety monitoring records: completing relevant form/s daily; verifying form/s weekly to confirm checks were carried effectively; part of hospitality businesses’ food safety management system legal requirement; food delivery checks; food storage temperature checks; cooking and reheating temperature checks; hot holding temperature checks; monthly thermometer/probe check (calibration); food date code checks; cleaning checks – daily, weekly; pest control; weekly management verification

4 Understand the role of the supervisor in staff training

The role of the supervisor in staff training: functions eg providing leadership and collaborative direction to staff, being a team leader, ensuring staff have the human and physical resources to undertake their work in an efficient manner, supervisors’ responsibilities

Communication methods: methods eg training sessions, training materials, staff meetings, appraisal, notice boards, staff newsletters; signs and notices; importance of effective communication

Sources of information and advice: Health and Safety Executive – catering and hospitality; local authorities; safety committees; professional bodies; government departments; published sources; education and training courses; requirements for staff induction and training

Systems: types eg temperature monitoring and recording, HACCP monitoring, risk assessment, hygiene and compliance monitoring








P1 summarise the importance of food safety management procedures

P2 explain the responsibilities of employers and employees in respect of food safety legislation and procedures for compliance

P3 outline how the legislation is enforced [IE 1, 2]

M1 explain the importance of appropriate food safety management procedures for different types of hospitality business to comply with legislation

D1 assess the strengths and weaknesses of different food safety management procedures for compliance with legislation making recommendations for improvements

P4 explain the importance of, and methods for, temperature control

P5 explain procedures to control contamination and cross-contamination

P6 justify the importance of high standards of personal hygiene [IE 4]

P7 explain procedures for cleaning, disinfection and waste disposal

P8 outline requirements relating to the design of food premises and equipment

P9 describe the importance of, and methods for, pest control

M2 compare the food safety risk assessment process in different hospitality businesses

D2 analyse the impact on a hospitality business of implementing changes recommended by food safety risk assessments






P10 describe the importance to food safety of microbial, chemical, physical and allergenic hazards

P11 describe methods and procedures for controlling food safety to include critical control points, critical limits and corrective actions

P12 explain the requirements for monitoring and recording food safety procedures

P13 describe methods for, and the importance of, evaluating food safety controls and procedures

M3 explain the importance of correct food storage procedures and documentation

P14 explain the requirements for induction and ongoing training of staff

P15 explain the importance of effective communication of food safety procedures.

M4 design documentation for communicating food safety systems.

D3 evaluate different methods for communicating kitchen organisation and food safety systems.





TW – team workers





Delivery

This unit makes an important contribution to the supervisory aspects of kitchen organisation and health and safety in the hospitality industry. While the unit will cover the theory of kitchen organisation and supervising food safety in the hospitality industry, it should, wherever possible, be related to practical industrial working environments.

Tutors must teach learners about HACCP, the internationally recognised and recommended system of food safety management. HACCP concentrates on identifying the ‘critical points’ in a process where food safety hazards could occur and getting steps in place to prevent these hazards. An important part of HACCP systems is to keep records.

A programme of guest speakers would help provide the industrial overview that learners need to gain. Organised visits to different hospitality businesses are essential in enabling learners to identify key safety and organisational issues. The visits should be sufficiently varied to ensure learners can compare specific requirements for various types of businesses. Learners can use work-based experience to evidence particular organisational systems and food safety and hygiene practices. Case studies would complement the work experience and assist learners in understanding the importance of appropriate kitchen organisation and food safety.

Learners must be supported in their research and investigations, and should be given the opportunity to discuss their findings with peers and tutors. This approach will help learners to develop their presentation and evaluation skills.

Learners should have the opportunity to observe a range of workflow situations through industrial visits to ensure they understand the implications and influences that can affect good practice.







Tutor-led discussion about the importance of food safety management procedures.

Guest speaker to give a talk about the responsibilities of employers and employees in respect of food safety legislation and measures to ensure legislation compliance and maintaining health, safety and security.

Tutor-led discussion about key laws and regulations.

Visit to see a large-scale production system to find out about the management and day-to-day running of such an operation. To see the range and scale of equipment in a real situation and to view the volume of food stuff being used and resources required in production systems. Assignment 1 – The Role of the Supervisor in Ensuring Compliance with Food Safety Legislation (P1, P2, P3, M1, D1)

Learners produce a booklet about the role of the supervisor in ensuring compliance with food safety legislation.

Group discussion about good practice in food hygiene.

Tutor-led discussion about requirements relating to the design of food premises and equipment.

Tutor-led discussion about food safety risk assessment and how to undertake one.Assignment 2 – The Application and Monitoring of Good Hygiene Practice (P4, P5, P6, P7, P8, P9, M2, D2)

Learners produce a poster showing the application and monitoring of good hygiene practice.

Group discussion about managing food safety hazards in a kitchen.

Tutor-led discussion about record keeping and documentation.Assignment 3 – How to Implement Food Safety Management Procedures (P10, P11, P12, P13, M3)

Learners do a presentation on implementing food safety management procedures.

Tutor-led discussion about the role of the supervisor in staff training, communication methods, sources of information and advice and systems employed within a food production situation to manage the safety of food.Assignment 4 – The Role of the Supervisor in Staff Training (P14, P15, M4, D3)

Learners do a presentation about the role of the supervisor in staff training.


Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills, eg communicating food safety measures and kitchen organisation systems, must be supported by observation sheet(s) signed by the assessor and identify how specific criteria have been met.


P1 – P2 – P3 – M1 – D1

Evidence for P1 should be in the form of a written report or presentation based on the importance of food safety management procedures. Learners should base their report/presentation on their own experience of working in a kitchen environment. This experience may be gained by working in the centre’s realistic working environment (RWE), or during a programme of industrial work experience, or in suitable part-time employment.

For P2, learners must explain the responsibilities of employers and employees in respect of food safety legislation and procedures for compliance. The evidence could take a written format, possibly after a group discussion.

For P3, evidence could be produced in the form of a report outlining how the legislation is enforced.

M1 requires learners to explain the importance of having the appropriate food safety management procedures in place for particular hospitality business. Three different hospitality business should be used as examples. A written report should clearly identify three contrasting types of hospitality business and the food safety management procedures that need to be implemented to ensure compliance with legislation.

To achieve D1, learners need to assess the strengths and weaknesses of three different hospitality businesses, making recommendations for possible improvements to their food safety management procedures in order to comply with legislation. As for previous criteria, the hospitality business chosen should be based on the learner’s experience in the centre’s training kitchen, work experience, and/or part-time employment.

P4 – P5 – P6 – P7 – P8 – P9 – M2 – D2

P4 requires learners to explain the importance of, and methods for, temperature control. The evidence may include a report or presentation and should be based on three different kitchen operations, one of which could be the centre’s own training kitchen.

For P5, evidence could be in a written format and should give an explanation of the procedures to control contamination and cross-contamination.

For P6, evidence could be produced in the form of a report justifying the importance of high standards of personal hygiene.

P7 requires learners to explain procedures for cleaning, disinfection and waste disposal. This could be within a hotel, a town centre fast-food restaurant, the centre’s refectory, or any other suitable hospitality business.

For P8, learners must outline requirements relating to the design of food premises and equipment. The evidence could take a written format, possibly after a group discussion.

For P9, evidence could be in a written format and should give a description of the importance of, and methods for, pest control.

M2 requires learners to compare the food safety risk assessment process in two different hospitality businesses based on the businesses’ documented food safety management procedure according to the use of a HACCP-based system, such as SFBB.


For D2, learners must analyse the impact on a hospitality business of implementing changes recommended by food safety risk assessments. The business can be one of the businesses compared for M2.

P10 – P11 – P12 – P13 – M3

For P10, learners need to describe the importance to food safety of microbial, chemical, physical and allergenic hazards caused by poor planning, organisation and inefficient workflow. The evidence could take the form of a report and should take into account all of the influencing factors listed in the unit content.

P11 requires learners to describe methods and procedures for controlling food safety to include critical control points, critical limits and corrective actions. The evidence could take a written format, possibly after a group discussion.

For P12, learners must explain the requirements for monitoring and recording food safety procedures. This should cover dry stores, chillers, refrigerators and freezers, including the procedures for monitoring and maintaining food safety and storage. Learners should also describe the correct disposal methods for food/commodities that are no longer fit for consumption. Learners should also describe the role of each of the different types of documentation used in the recording system. A case study based on a commercial operation or the centre’s own food storage system and compliance procedures would generate appropriate evidence to describe the role of each of the different types of documentation and record keeping systems used.

P13 requires learners to describe methods for, and the importance of, evaluating food safety controls and procedures. This should include compliance with current legislation and hygiene monitoring. Learners do not need to quote from the different pieces of legislation but they should understand how they collectively affect kitchen systems and procedures. Evidence for this criterion could include the compilation of a food safety checklist for a hospitality kitchen with which the learners are familiar.

For M3, learners should explain the importance of correct storage for six different commodities. This could take the form of a presentation to their peer group. The foods chosen must include frozen, chilled and ambient products. An explanation of the types of documents used for recording and monitoring the storage of any three of these products must be included in the presentation using appropriate hand-outs.

P14 – P15 – M4 – D3

For P14, evidence could be in the form of a report explaining the requirements for induction and ongoing training of staff.

For P15, learners are required to explain the importance of effective communication of food safety procedures. Learners could give examples of different methods for communicating food safety and kitchen organisations systems. They should mention the use of three of the following: temperature monitoring and recording, HACCP monitoring, risk assessment, hygiene compliance and monitoring.

M4 requires learners to design three documents that will communicate to staff appropriate information about food safety systems. These may include a hand-out to support a training session, a notice for a staff noticeboard, an article for inclusion in a staff newsletter, etc. This evidence will further develop previously generated evidence connected to working practices and hazards.

D3 requires learners to evaluate three different methods for communicating food safety and kitchen organisation information. Learners need to assess the positive and negative aspects of the various communication methods used (eg training sessions can be both active and passive, whereas staff newsletters are entirely passive).





P1, P2, P3, M1, D1 The Role of the Supervisor in Ensuring Compliance with Food Safety Legislation

Learners take the role of catering managers at a hotel and are required to produce a booklet for new staff on the role of the supervisor in ensuring compliance with food safety legislation.

Learners prepare a booklet for new staff.

P4, P5, P6, P7, P8, P9, M2, D2

The Application and Monitoring of Good Hygiene Practice

Learners continue in the same role of catering managers and are required to produce a poster for new staff.

Learners prepare a poster for new staff.

P10, P11, P12, P13, M3

How to Implement Food Safety Management Procedures

Learners continue in the same role of catering managers and are required to do a presentation on implementing food safety management procedures.

Learners do a presentation for use with new staff.

P14, P15, M4, D3 The Role of the Supervisor in Staff Training

Learners continue in the same role of catering managers and are required to do a presentation about the role of the supervisor in staff training.

Learners do a presentation for use with new staff.



Level 3

The Hospitality Industry



Hospitality Business Enterprise

Human Resources in Hospitality




Essential resources

It is essential that learners have access to well-stocked libraries and/or learning resources centres, trade journals and the internet. This unit needs to be supported by well-structured visits to a range of industry locations to enable learners to see different food production systems.


Employers can provide very useful additional and even essential resources to enable learners to achieve the unit’s aims and objectives. Learners can gain valuable insights into aspects of the industry that are difficult to teach or replicate in an educational context by visiting employers’ premises. An input by a local authority environmental health officer would add greatly to the realism of the content relating to kitchen and food safety. Learners should also have the opportunity to visit a large-scale food production centre where either cook-chill or cook-freeze is used as the production system. Learners’ work experience placements and part-time employment in the hospitality industry will help them generate evidence for this unit.


Textbooks

Ceserani V and Foskett D – The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260

Foskett D, Campbell J and Ceserani V – Advanced Practical Cookery, 4th Edition (Hodder Arnold, 2006) ISBN 9780340912355

Mead T, Holmes S, Wilson P, Batten S, Richer W, Dale G, Ingle S, Neild C, Neild M and Ovenden F – BTEC Level 2 First in Hospitality Student Book (Pearson Education, 2011) ISBN 9780435026592

Further reading



Journals




CD ROM

Practical Food Hygiene – Croner Publications

Websites

www.catersource.com Catersource – Education, products and news for caterers – Education, products news for caterers

www.corby.gov.uk/environmentandplanning/environmentalhealth/pages/foodsafetyriskassessment.aspx

Corby Borough Council – Food safety risk assessment

www.food.gov.uk The Food Standards Agency

www.food.gov.uk/foodindustry/regulation/hygleg/hygleginfo/foodhygknow

Food Standards Agency – Food Hygiene Legislation


www.food.gov.uk/foodindustry/regulation/hygleg/hygleginfo/haccpcaterers

Food Standards Agency – Information for caterers

www.food.gov.uk/multimedia/pdfs/sfbbfullpack0109.pdf

Food Standards Agency – Safer food, better business for caterers pack


www.hse.gov.uk/risk/casestudies/pdf/foodprep.pdf Health and Safety – Executive Example risk assessment for food preparation, cooking and service

www.hospitalityassured.co.uk The Institute of Hospitality – Standard for service and business excellence



www.sfbbtraining.co.uk Food Standards Agency – Safer food, better business online guide

www.tendringdc.gov.uk/TendringDC/Business/Food+Safety/Risk_Assessment_Food_Safety.htm

Tendring District Council – Risk Assessment Food Safety




Independent enquirers P3 outlining how the legislation is enforced [IE 1, 2]

P6 justifying the importance of high standards of personal hygiene [IE 4].



Independent enquirers explaining the importance of appropriate production systems and staff organisation systems for different types of kitchen operations

explaining the importance of correct food storage procedures and documentation

[IE 6]Creative thinkers designing documentation for communicating food safety systems [CT 1] Effective participators assessing the strengths and weaknesses of different food production systems,

making recommendations for improvements [EP 4].









Troubleshoot



researching food storage procedures

researching the different types of documentation used in record keeping


researching food storage procedures

researching the different types of documentation used in record keeping



● text and tables

● images

● numbers

● records


preparing a report or presentation about kitchen organisation and food safety


preparing a report or presentation about kitchen organisation and food safety





Mathematics






undertaking temperature recording and monitoring of food


English


making a verbal presentation on kitchen organisation and food safety

communicating food safety and kitchen organisation systems to other learners and peer groups


undertaking research into food storage procedures


describing the different documentation used in record keeping

compiling a food safety checklist for an industrial kitchen environment

analysing workflow in a kitchen environment and producing a report identifying the hazards.


Unit 9: Food Service Organisation



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of the organisation of staff and service methods, food service practices and procedures and liaison with other departments and the importance of legislation and regulations within food service organisation and gain skills in carrying out a workflow system analysis of food service environments.

Unit introduction

This unit gives learners an overview of the procedures associated with the organisation of food service. Learners will investigate why staff organisation and methods of operation and service vary in different hospitality businesses depending on the particular requirements of the business. The cost implications of the choice of service methods will also be covered.

Learners will look in depth at the importance to a food service business of effective supervisory and organisational practices, including following procedures and maintaining good liaison with other departments within the business. Learners will gain insight into staff management, effective preparation, use and control of resources, and the maintenance of adequate operating and sales information.

Learners will develop an understanding of the importance of relevant legislation, particularly in respect of hygiene, safety and effective trading in the food service. This is important as it underpins all aspects of food service operations, minimising potential risks of non-compliance and assisting learners in their preparation for work.

Good workflow systems are essential to ensure success in hospitality business. Learners will analyse appropriate workflow systems, and consider influencing factors in their design and how they contribute to successful food and beverage operations.

Learning outcomes


1 Know the organisation of staff and service methods within food service operations

2 Understand food service practices and procedures and liaison with other departments

3 Understand the importance of legislation and regulations within food service organisation

4 Be able to carry out a workflow system analysis of food service environments.


Unit content

1 Know the organisation of staff and service methods within food service operations

Staff organisation: staff structure and roles (traditional brigades, partie system, teams, sole worker); support staff (still room staff, casual staff, cleaning staff)

Food service operations: types eg restaurants, pubs, banquets, fast-food businesses, food halls/courts, rail/road/sea/air operations

Service methods: methods (silver service, plate service, buffet, self-service, assisted service, room service, counter service); suitability for hospitality business and cost implications eg customer demand, speed of delivery, staff skills, ambiance, appropriate equipment and furniture

2 Understand food service practices and procedures and liaison with other departments

Practices and procedures: communications; staff planning; rotas; work allocation; motivating staff; training; monitoring preparation of food service operation; use of equipment; stock control; monitoring food service provision

Liaison with other departments: departments eg front office, reservations, linen room/laundry, stores, bar, cleaning, maintenance, sales and marketing

Customer service and selling: developing repeat sales; after-sales service; ensuring customer satisfaction; greeting procedures and handling customer arrivals/departures; sales procedures (reservations, cash handling, maintaining records, sales analysis)

3 Understand the importance of legislation and regulations within food service organisation

Importance of legislation and regulations: sale of goods; misrepresentation; consumer protection; food labelling; supply of goods and services; licensing; environmental health requirements

Compliance: importance (to the business, to staff, to customers); statutory obligations; legislation and regulations; employer/employee responsibilities and voluntary measures; guidance documents; industry/organisational codes of practice; non-compliance consequences

Hygiene: codes of practice relating to personal hygiene; food hygiene (display, replenishment, rotation, storage temperature); environmental health requirements

Safety: codes of practice relating to location and use of equipment, layout and presentation; staff roles and responsibilities; storage procedures; electrical equipment; manual handling; cleaning materials; potential hazards eg spillage, breakage, handling of hot food; behaviour of self, staff and customers

4 Be able to carry out a workflow system analysis of food service environments

Systems: design and layout; presentation; staffing; stock; equipment; monitoring and control points; efficiency

Influencing factors: food service practices and procedures; types of operation; equipment; available staff and expertise








P1 describe staff organisation and service methods for different food service operations [IE 1, 2, 3]

M1 compare the organisation and staffing of food service operations

D1 evaluate the effectiveness of organisation and staffing in food service operations

P2 explain organisational practices and procedures in food service operations and their liaison with other departments [IE 1, 2, 3]

M2 assess the importance of effective organisational practices and procedures and liaison with other departments

P3 identify the principle aspects of hygiene and safety requirements

P4 explain the legislation and regulations that are relevant to food service operations

P5 explain ways in which compliance is monitored [IE 1, 2, 3]

P6 carry out a workflow system analysis in a chosen food service environment. [IE 1, 2, 3]

M3 explain how a range of factors can influence the design of workflow systems in a food service context.

D2 evaluate a workflow system in a food service context, explaining strengths and weaknesses including making recommendations for improvement.





TW – team workers





Delivery

This unit makes an important contribution to the supervisory aspects of food and beverage service organisation, particularly those relating to the organisation and supervision of people.

This unit sets out to make learners aware of the different types of food service operations in the hospitality industry and to identify the different situations and contexts in which they can take place. The unit is designed to prepare learners for supervisory roles in a wide spectrum of food service operations and the taught content should not just be centred on the more traditional restaurants. There will need to be theoretical input on the different types of food and beverage operations and their staffing structures. Learners should be encouraged to provide examples from their own experiences as a customer and employee or as a result of work based experience. Encouraging learners to draw on their personal experiences will be beneficial when discussing industrial practices, procedures and liaison with other departments.

Learners need to be taught the importance of regulation and legislation that applies to a food and beverage operation. The use of outside speakers can provide an excellent input to the practical aspects of implementing legislation as well as the penalties for non-compliance. To gain an appropriate understanding of workflow systems, learners would benefit from a series of directed visits to a variety of businesses, where they can form their own judgement on the effect of workflow design on customer service. It is important that learners are adequately briefed before visits.

In order to analyse and evaluate workflow situations, learners will need some practical experience. This could be based on the centre’s own training or commercial operations, case study materials, or real commercial operations. The content of the unit will require the teaching and development of some basic research skills. This can focus on sources of information, collating, selecting and analysing information.

This unit could be delivered in a holistic manner with Unit 5: Supervisory Skills in the Hospitality Industry, Unit 6: Food and Drinks Service and Unit 7: Alcoholic Beverage Service. This would provide learners with the opportunity to organise and manage a food and beverage team in the delivery of products to customers and contribute to the development of supervisory skills and consequently their longer-term goals.






Introduction to the unit and the programme of learning.Whole class teaching: staff structures and roles, job functions and titles.Whole class teaching: food service operations, types of businesses. Visit to a food hall/court and/or another food service business to find out about layout, design, choice of equipment and furnishings and staffing.Learners undertake a survey of the type and range of food and beverage business within a given radius of their home or centre. This can then form the basis of the formal input for service methods.Whole class teaching: service methods.Assignment 1 – Staff Organisation and Service Methods (P1, M1, D1)

Learners produce a booklet about staff organisation and service methods within food service operations. Whole class teaching: the supervision and management of food service businesses, staff duties and rotas, work allocation, training and motivation.Whole class teaching: preparing a food service operation for service/opening/the customer.Whole class teaching: sales and marketing, publicity, the customer, customer satisfaction, sales procedures and associated administration.Whole class teaching: liaison and communication with other departments, working relationships, internal customers.Assignment 2 – Organisational Practices and Procedures in Food Service Operations (P2, M2)

Learners produce a presentation about food service practices and procedures and liaison with other departments.Whole class teaching: compliance with the law and penalties, employee and employer responsibilities. Learners to get examples from the press of examples of businesses breaking the law, identifying what law, the offence, the penalty and the consequences for the customer.Outside speaker, Health and Safety Executive or local authority representative or environmental health officer to provide first-hand evidence of legislation in practice.Whole class teaching: hygiene, safety, minor accidents, security and associated issues. Assignment 3 – Legislation and Regulations within Food Service Organisation (P3, P4, P5)

Learners produce a booklet about the importance of legislation and regulations within food service organisation.Whole class teaching: systems planning and design, equipment and furniture, heating, lighting and ventilating as applied to a food service business.Visit to an equipment manufacturer, supplier or trade exhibition to understand different specifications for different businesses and to see a range of different equipment.Whole class teaching: influencing factors, food service practice and procedures.Learners undertake a risk assessment for hygiene, or safety or security in a food service business to reinforce principles of effective supervision and management.Assignment 4 – Workflow and System Analysis (P6, M3, D2)

Based on carrying out a workflow system analysis in a chosen food service environment.Tutorial support and feedback.Self-initiated learning time.


Assessment


P1 – M1 – D1

Evidence for P1 could be obtained through work experience or through visits to a variety of food service businesses. Alternatively, learners could undertake research to determine the link between staff organisation, style of operation and methods of food service in different situations. The evidence should focus on at least three distinct types of food service businesses and identify the staff organisation and service methods within each. At least two of the businesses should be of roughly similar scale in terms of numbers of staff and customers.

M1 requires learners to compare two of the food service operations identified in P1 (which should be of a similar scale to make valid comparisons), explaining why service methods and staffing are appropriate for each organisation, and amplifying evidence presented in P1.

To achieve D1, learners need to identify and analyse the interlinked components of operation type, service and operating methods, and staffing. They should evaluate the strengths and weaknesses within the businesses identified in M1, and suggest improvements that could be made. For example, a study of a particular business might lead them to suggest reasons why the cashier should not provide the service of hot drinks.

P2 – M2

For P2, evidence could be obtained at the same time as the research for P1 through work experience or visits to a variety of businesses. Learners need to undertake some primary research in different situations into the operational practices and procedures, and they need to describe how the local labour market and local environment are reflected in these practices and procedures. Learners should use their research and experience to identify the role of inter-departmental communications.

The evidence for M2 must focus on the reasons why good practices and procedures are important to the business, and the results of poor procedures and liaison (a lack of product knowledge will lead to incidents and complaints). Evidence should also focus on the need to take into account outside influences (eg knowledge of local events which may create unusual demand) and their effect on efficiency and customer service.

P3 – P4 – P5

For P3, learners must identify examples of current codes of practice relating to personal hygiene and location and use of equipment, layout and presentation. Learners should show understanding of the methods and procedures to be followed when carrying out work responsibilities in a food handling area to ensure that food safety is not compromised. This will depend on the nature of work responsibilities and food safety requirements as specified by the workplace. It includes an understanding of the types of hazards that can occur as a result of work activities.

For P4, learners are not expected to reproduce lengthy explanations of relevant legislation and regulations. Instead they should explain in their own words the practical considerations of the regulations and good practice guidelines associated with hygiene and safety.

For P5, learners need to explain systems and ways of ensuring compliance. They also need to identify penalties for non-compliance. Use of relevant terminology is critical to achieving this criterion.


P6 – M3 – D2

P6 requires learners to carry out a workflow system analysis in a chosen food service environment with which learners are familiar. The evidence should focus on one business, analysing the passage of products from the point of delivery to the point of service. Learners should relate this path to the layout, equipment and staffing and show how presentation, stock and equipment are important to ensure effective workflow and good customer service.

For M3, the evidence will build on the systems identified in P6, referring to more than one business. Learners need to identify relevant factors and show why they have to be considered to create effective workflow. For example, in the design of a self-service area, customers should not be expected to join the food queues if all they require is a drink.

For D2, learners must independently evaluate a workflow system. Evidence could be in the form of a presentation or written report expanding on M3 evidence. It should contain precise and detailed information related to more than one business, objectively reviewing relevant factors, identifying strengths and weaknesses and justifying viable and realistic recommendations for improvement. An example might be a suggestion to introduce automatic dispensing of hot beverages managed by the customer so that staff could concentrate on the service of hot food.




P1, M1, D1 Staff Organisation and Service Methods

Learners take the role of food buyers for a large chain of hotels and need to produce a booklet for use with new staff.


P2, M2 Organisational Practices and Procedures in Food Service Operations

Learners continue in the role of food buyers and create a presentation for use with new staff.


P3, P4, P5 Legislation and Regulations within Food Service Organisation

Learners continue in the role of food buyers and need to produce a booklet for use with new staff.


P6, M3, D2 Workflow and System Analysis

Learners continue in the role of food buyers and need to carry out a workflow system analysis of food service environments.

Learners produce material in suitable format.




Level 2 Level 3


Alcoholic Drinks Food and Drinks Service

Service of Food at Table Alcoholic Beverage Service

Service of Alcoholic and Non-Alcoholic Drinks The Principles of Food Safety Supervision for Catering




Essential resources

It is essential that learners have access to food service businesses to enable them to observe real operational situations. Learners would benefit from industry guest speakers to give a talk on food service organisation.


Partnerships with local catering and hospitality businesses and organisations will help support learners to ensure they have access to the range of businesses needed to analyse a food service environment.



Textbooks

Cousins J, Foskett D and Gillespie C – Food and Beverage Management, 2nd Edition (Longman, 2001) ISBN 9780582452718

Williams A – Understanding the Hospitality Consumer (Butterworth-Heinemann, 2002) ISBN 9780750652490

Other publications



Journals




Websites

www.bii.org British Institute of Innkeeping


www.food.gov.uk The Food Standards Agency

www.hospitalityassured.co.uk Institute of Hospitality – the standard for service and business excellence








Independent enquirers P1 describing staff organisation and service methods for different food service operations

P2 explaining organisational practices and procedures in food service operations and their liaison with other departments

P3 identifying the principle aspects of hygiene and safety requirements

P4 explaining the legislation and regulations that are relevant to food service operations

P5 explaining ways in which compliance is monitored

P6 carrying out a workflow system analysis in a chosen food service environment [IE 1, 2, 3].



Reflective learners evaluating workflow systems [RL 5, 6].









Troubleshoot



researching workflow principles and systems and associated information


researching workflow principles and systems and associated information



text and tables

images

numbers

records

●

●

●

●


preparing a report to analyse workflow in a food service environment


preparing and giving a report to analyse workflow in a food service environment





Mathematics







English


making a verbal presentation making recommendations for improvements to the workflow of a food to beverage environment


comparing different legislation and aspects of legislation that is applied to a food and beverage situation


describing the staff organisation and service methods for different food service operations

explaining organisational practices and procedures in food service operations and their liaison with other departments

analysing the workflow system in a chosen food service environment, identifying strengths and weaknesses and making recommendations for improvements.


Unit 10: European Food

Unit code: A/601/0474


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of the equipment, commodities and methods required to prepare and cook European food, styles of food and types of dishes that are created in Europe and develop skills in preparing, cooking and reviewing European dishes.

Unit introduction

European food encompasses a diverse range of traditions, from the Mediterranean to Scandinavia and from the Atlantic to the Balkans. Some of these foods have played a long-standing and important role in the UK hospitality industry, and their influence shows no signs of diminishing.

This unit will deal with the equipment, commodities and preparation methods needed to plan, prepare and cook a range of European dishes. Learners will develop an understanding of different types of European food and their specific influences and requirements.

Learners will have the opportunity to practise and develop their skills in the preparation and cooking of a range of European dishes, while ensuring that safe, professional and hygienic practices are followed at all times. They will be introduced to the process of reviewing and evaluating their dishes and then recommending any appropriate improvements. The application of evaluation techniques and quality criteria will make a valuable contribution to learners’ future roles as supervisors in the hospitality industry.

Learners will consider the influence that other European countries have had on UK food and explore the factors that have promoted the incorporation of European food influences.

Learning outcomes


1 Know the equipment, commodities and methods required to prepare and cook different examples of European food

2 Know the styles of food and types of dishes that are prepared and cooked in Europe

3 Be able to demonstrate food preparation and cooking skills that are safe, hygienic and professional when creating European dishes

4 Be able to evaluate the quality of European dishes.


Unit content

1 Know the equipment, commodities and methods required to prepare and cook different examples of European food

Equipment: conventional ovens; combination ovens; steamers; microwave ovens; rice cookers; bratt pans; flare grills; salamanders; bains-marie; griddles; deep fat fryers; hot smoking ovens; pasta machines; knives; chopping boards; mixers; blenders; processors; moulds

Commodities: meat; poultry; fish; vegetables; fruit; pasta; seafood; pastries; confectionery; breads

Methods: preparation methods (peeling, chopping, blending, boning, skinning, blanching, refreshing, coating and seasoning); cooking methods (roasting, braising, baking, poaching, frying, grilling, smoking, pot roasting, curing and stewing); storage methods (fresh, chilled, frozen, dried, tinned, vacuum packed)

2 Know the styles of food and types of dishes that are prepared and cooked in Europe

Influences on British food: climate; geography; history

Styles of food: countries eg UK, France, Spain, Portugal, Italy, Belgium, Greece, Germany, Russia, Poland, Switzerland, Hungary, Sweden and Norway

Types of dishes: types eg tapas, appetisers, salads, hors d’oeuvres, soups, fish, meat, vegetables, desserts, savouries and cheeses

3 Be able to demonstrate food preparation and cooking skills that are safe, hygienic and professional when creating European dishes

Safety and hygiene: food safety and correct storage and labelling; cross-contamination; temperature monitoring; critical control points

Preparation: time planning; food orders; selecting and using appropriate equipment in a safe manner, demonstration of hygienic practice

Cooking skills: methods; processes; timing; quality; selecting and using appropriate commodities and equipment

Professional skills: organisational; attitude; appearance; communication; teamwork

4 Be able to evaluate the quality of European dishes

Evaluation techniques: qualitative; quantitative; sources of information eg customers, colleagues, representatives of industry; dish analysis sheets; timing schedules; working methods; recommendations for improvement

Quality criteria: timing; appearance; taste; colour; texture; cost; presentation; feedback; recommendations








P1 describe equipment, commodities and methods used to prepare and cook different European food

P2 describe characteristics of different European food[IE 1, 2, 3, 4, 5, 6]

M1 explain the influences of a style of European food on British food with reference to the equipment and ingredients now used

D1 analyse the extent to which different European food have influenced British food trends

P3 demonstrate food preparation and cooking skills that are safe, hygienic and professional in creating European dishes[RL 2, 3, 4, 5, SM 1, 2, 3, 4, 5]

M2 demonstrate creativity in the preparation and cooking of European-style food

P4 use evaluation techniques to review European dishes. [IE 1, 3, 4]

M3 use quality criteria to review European dishes.

D2 evaluate own performance using quality criteria and make realistic recommendations for areas in which skills could be developed.





TW – team workers





Delivery

Professionalism in the hospitality industry is vital to the success of the hospitality business and to learners’ future careers. Employers will expect recruits to demonstrate a professional attitude to their work, to themselves, and to their colleagues, customers and employers. Tutors must reinforce the importance of maintaining a professional attitude, in terms of personal, social and technical skills and safe and hygienic working practices.

This unit has a practical component and focuses on the development of food preparation and cooking skills. Learners must have the opportunity to explore different types of European food, as well as to develop a wide range of knowledge and practical skills. Dishes must be prepared and cooked to a standard and quality suitable for paying customers, although learners will need extensive support during the initial stages of delivery.

The evaluation of dishes, when they have been prepared and cooked, is an important part of the unit, and learners will initially need guidance on how best to do it. Later in the unit, learners should take greater control over the evaluation of dishes, while still involving the tutor as an informed observer.

For learning outcome 1, learners must be taught how to recognise specific pieces of large equipment such as combination ovens, salamanders and brat pans. Learners should have the opportunity to use large-scale equipment in a practical situation and also, if possible, visit a large-scale hospitality business to observe specialist equipment being used. Learners should develop practical skills such as peeling and blanching, together with basic cooking skills to prepare and cook examples of European dishes.

Learning outcome 2 requires learners to know specific influences, menus and dishes from various European countries. The characteristics of European food could be researched through the internet, recipe books and discussions, with learners then identifying menu examples for each country and describing the historical influences on the dishes. Traditions and influences should be discussed, and learners could then compile a list of appropriate dishes for each European country. It is not necessary to deal with every type of food, nor with every type of dish for each country, but it would be useful to deal with as wide a range of foods as possible and to focus on classic dishes for which the countries are best known.

Learning outcome 3 will need to be delivered within a practical environment and involves evidencing good practical skills alongside safe work practices and hygiene monitoring. Learners should build up evidence for this learning outcome through witness statements, digital photographs, monitoring records and tutor feedback from practical sessions. The feedback from the learner’s peer group and customer feedback from learning outcome 4 would also be appropriate sources of evidence.

To achieve learning outcome 4, it is necessary for learners to undertake detailed reviews and evaluations of the dishes that have been produced and for this feedback to be used in a constructive manner to improve performance. This evaluation will need to involve both internal and external customer groups, and feedback will need to be analysed and presented in an appropriate format.

Although this unit develops essential practical skills in food preparation and cooking, it could be delivered jointly with Unit 5: Supervisory Skills in the Hospitality Industry, offering the opportunity to organise and supervise a team in the preparation and cooking of European food. The application of evaluation techniques and quality criteria will also make a valuable contribution to the learner’s future role as a supervisor in the hospitality industry.






Tutor introduction to the unit and the criteria for assessment.

Group discussion about European countries and their traditional dishes.

Tutor-led discussion about the equipment, commodities and methods used to prepare and cook different European dishes.

Visit to a European restaurant for learners to look at different dishes produced and the equipment, commodities and methods used to prepare and cook them.Assignment 1 – Equipment, Commodities and Methods Required to Prepare and Cook European Food (P1)

Learners produce a booklet about equipment, commodities and methods used to prepare and cook different European dishes.

Tutor-led discussion on the characteristics of different European food.

Learners research a variety of different recipes for European food and collect a minimum of three different recipes to try out.

Demonstration by guest chef, showing dishes that they would prepare and cook as European dishes. Assignment 2 – Styles of Food and Dishes that Are Prepared and Cooked in Europe (P2, M1, D1)

Learners do a presentation on styles of food and dishes that are prepared and cooked in Europe.

Visits to commercial kitchens producing European food to observe food preparation and cooking skills. Learners identify the timing needed for a variety of preparation and cooking methods and the safety and hygiene procedures.

Learners plan the dishes to be cooked – discussion on the range of dishes.

Cooking exercises – food preparation and cooking skills.

Learners prepare and cook European dishes that are well cooked, tasty, nutritious and visually pleasing – receive feedback.

Cooking practice with feedback from peers – and repeat practice.Assignment 3 – Preparing and Cooking European Dishes (P3, M2)

Learners prepare and cook dishes for real customers.

Learners evaluate the preparation and cooking of the dishes they have created.Assignment 4 – Evaluating the Quality of European Dishes (P4, M3, D2)

Learners evaluate dishes prepared and cooked for real customers.




Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills eg the ability to work independently, must be supported by observation sheet(s) signed by the assessor and identify how specific criteria have been met.


P1 – P2 – M1 – D1

For P1, learners need to identify and describe the equipment, commodities and methods used to prepare and cook different European food. As an example, a raclette or pasta machine could be described and its purpose identified. This criterion is designed to ensure learners have an appreciation of the different types of equipment and commodities available throughout Europe. For this criterion, it is not necessary to link the equipment, commodities and methods to different countries’ cooking.

For P2, learners should choose at least six different European styles of food, using at least two different dishes from each country as examples, describing specific ingredients, equipment and methods. Evidence should make clear reference to the research sources used.

For M1, learners must explain the influence of at least four European countries on British cooking over the last 25 years. It would be appropriate here for learners to show examples of how European techniques, commodities or methods have been incorporated into mainstream British food and adapted. At this level, there is some expectation that learners can use independent research skills to generate evidence.

For D1, learners are expected to show an understanding of how the influence of different countries on British cooking has changed in recent years. It could also include an analysis of some of the underlying causes of these changes such as holidays, public demand, modern farming, year-round availability of produce, political changes, eg accession of Eastern European countries into the EU.

P3 – M2

For P3, learners should apply the knowledge about different European food in order to prepare and cook one dish from each of six different countries. Ideally, the dishes chosen should be from the same countries identified in P2. For this criterion, learners must apply appropriate standards of hygiene and safety while they are producing the dishes. It is therefore important that evidence is not restricted to outcomes (eg digital photos of the finished dishes) but that there is also evidence of the processes that the learner has followed in producing the dishes. Appropriate evidence would be planning sheets, observation reports and feedback.

M2 builds on the skills shown in P3. For M2, it is not enough for learners to follow a well-known recipe; they should demonstrate creativity. For example, learners could take a traditional European dish and give it a modern style of presentation or interpretation such as a classic mushroom risotto flavoured with a sun-blushed tomato pesto and topped with a Parmesan tuille biscuit. A further example could be the dessert panna cotta but served with poppy seeds stirred through it and presented in a martini glass with a mixed berry compote topping. The evidence will be practical and will need to include an observation sheet supported by other forms of evidence, such as digital photographs or tasting notes.


P4 – M3 – D2

To achieve P4, learners need to suggest evaluation criteria and techniques that could be applied to dishes that they or other learners have prepared and cooked. Not all techniques or criteria will be equally relevant. Learners could apply different techniques and criteria to different dishes, but should use each at least once.

For M3, learners should apply the criteria that they identified for P4 to at least six dishes. These criteria could be applied to dishes prepared and cooked by themselves, by other learners, or by professional organisations, eg canteens, restaurants, pubs.

To achieve D2, learners need evaluate their own performance. This should be based on feedback and analysis of the dishes prepared and cooked during this unit, but should also, where necessary, incorporate other relevant areas, such as specific preparation or cooking skills. Areas of strength and weakness should be identified, and realistic suggestions for improvement should be made.




P1 Equipment, Commodities and Methods Required to Prepare and Cook European Food



P2, M1, D1 Styles of Food and Dishes that Are Prepared and Cooked in Europe



P3, M2 Preparing and Cooking European Dishes

Learners take on the role of chefs and have been asked to prepare and cook European dishes for a banquet.

Learners produce a leaflet of the recipes used including pictures of the dishes created.

Learners provide video evidence or photographs of dishes created.

P4, M3, D2 Evaluating the Quality of European Dishes

Learners continue in the role of chefs and are asked to review the dishes they prepared and cooked.





Level 2 Level 3

Prepare, Cook and Finish Food Supervisory Skills in the Hospitality Industry

Service of Food at Table Food and Drinks Service

The Principles of Food Safety Supervision for CateringFood Service Organisation

Asian Food

Contemporary World Food

Essential resources

Learners need appropriate food preparation and cooking facilities, equipment and food commodities. Learners would benefit from a professional cooking environment.


Employers could engage with learners by providing guest speakers to present or demonstrate European dishes. Learners would also benefit from observing the preparation of European foods within restaurants or hotels. There are many European style restaurants and it is a valid vocational exercise to prepare and cook foods in a European style.



Textbooks

Ceserani V, Campbell J and Foskett D – Advanced Practical Cookery (Hodder Arnold, 2006) ISBN 9780340912355

Ceserani V and Foskett D – Ceserani and Kinton’s The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260

Ceserani V, Foskett D and Campbell J – Practical Cookery, 11th Edition (Hodder Education, 2008) ISBN 9780340948378

Gillespie C – European Gastronomy into the 21st Century (Butterworth-Heinemann, 2001) ISBN 9780750652674

Journal


Websites

www.cookeryclub.co.uk Cookery Club – Information on recipes and nutrition

www.eatwell.gov.uk/healthydiet Food Standards Agency – Healthy diet

www.europeancuisines.com European Cuisines


www.foodnavigator.com Food Navigator – Food Ingredients and Food Science


www.recipes4us.co.uk Recipes4us – Recipes, cooking, preparing and growing food

www.uktv.co.uk/food Good Food Channel – Recipes





Independent enquirers P1 describing equipment, commodities and methods used to prepare and cook different European food

P2 describing characteristics of different European food[IE 1, 2, 3, 4, 5, 6]

P4 using evaluation techniques to review European dishes[IE 1, 3, 4]

Reflective learners P3 demonstrating food preparation and cooking skills that are safe, hygienic and professional when creating European dishes [RL 2, 3, 4, 5]

Self-managers P3 demonstrating food preparation and cooking skills that are safe, hygienic and professional when creating European dishes [SM 1, 2, 3, 4, 5].



Independent enquirers explaining the influences of a style of European food on British food with reference to the equipment and ingredients now used [IE 6]

analysing the extent to which different European food have influenced British food trends [IE 4]

Creative thinkers demonstrating creativity in the preparation and cooking of European-style food [CT 1, 5, 6]

Reflective learners evaluating own performance using quality criteria and making realistic recommendations for areas in which skills could be developed [RL 1]

Effective participators using quality criteria to review European dishes [EP 4]

evaluating own performance using quality criteria and making realistic recommendations for areas in which skills could be developed [EP 4].






researching information, collecting data and analysing food



storing assignment work, managing folders and sub-folders


gathering information and using email

Troubleshoot



researching European foods, finding recipes and necessary equipment and influences of European foods on British foods


researching European foods, evaluating the fitness for purpose of the information and identifying beneficial pieces of information



text and tables

images

numbers

records

●

●

●

●

presenting information regarding dishes, recipes and methods for production

using images of food to present work and producing recipes with text and tables identifying procedures and timings


identifying a method of presenting various pieces of information for one presentation


presenting information to fellow learners and others present





Mathematics



modifying dishes, working with ratios for recipes and adjusting them to solve problems



checking weights of ingredients in order to maintain consistency of quality in their dishes



English


presenting work to fellow learners and others within a group

allowing learners allow discussion to emerge following presentation, and learners present to contribute to the discussion


researching information from texts to discover recipes and uses of different types of food commodities, gathering information about them


reporting on findings, putting forward ideas and responses, evaluating and reviewing in a critical manner explaining their opinions and reasons for their responses.


Unit 11: Asian Food



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of the equipment, commodities, storage and cooking methods required to prepare and cook Asian food, the historical influences on Asian food, the styles of food, and the types of dishes that are prepared and cooked in Asia and gain skills in preparing, cooking and reviewing Asian dishes.

Unit introduction

Asian food plays an important role in the UK hospitality industry, and this unit introduces learners to the many types and styles of Asian food. Through structured research and investigation, learners will find out about the specific types of equipment, commodities and preparation methods needed to create the various styles of Asian food.

Learners will develop an appreciation of the historical influences and origins of a range of Asian food and the types of dishes that are prepared and cooked.

Learners will practise and develop their skills in the preparation and cooking of a range of Asian dishes from countries of their choice. An understanding of the relevant health and safety issues relating to food production, service and storage is crucial as learners are expected to follow safe, professional and hygienic working practices.

The unit introduces learners to the process of reviewing and evaluating specific dishes that they have prepared and cooked and then proposing any appropriate improvements.

Learning outcomes


1 Know the equipment, commodities, storage and cooking methods required to prepare and cook Asian food

2 Know the historical influences on Asian food, the styles of food, and the types of dishes that are prepared and cooked in Asia

3 Be able to demonstrate food preparation and cooking skills that are safe, hygienic and professional when creating Asian dishes

4 Be able to evaluate the quality of Asian dishes.


Unit content

1 Know the equipment, commodities, storage and cooking methods required to prepare and cook Asian food

Large equipment: conventional stoves; combination ovens; Chinese burner wok cookers; rice cookers; open ring stoves; griddles; salamanders; flare grills; tandoori ovens; deep fat fryers; atmospheric steamers; bratt pans; bains-marie; bamboo steamers; grinders; blenders; mixers; processors

Smaller equipment: clay pots; handis pans; tawa pans; makisu mats; mortar and pestles; chopsticks; rice bowls; thalis; woks; knives; cleavers; chopping boards

Commodities: rice; seaweed; herbs and spices; meat; fish; dried fish; vegetables; shellfish; poultry; fats and oils; breads; starches; fruit; nuts; seeds; pastries and confectionery

Preparation methods: methods eg peeling, chopping, blending, boning, skinning, blanching, refreshing, fruit and vegetable carving

Storage methods: fresh; chilled; frozen; dried; tinned; vacuum packed

Cooking methods: poaching; steaming; braising; stewing; frying; grilling; baking; roasting; pot roasting; stir fry; red cooking

2 Know the historical influences on Asian food, the styles of food, and the types of dishes that are prepared and cooked in Asia

Historical influences on Asian food: religion; geography; imports from other regions

Styles of food: countries eg India, Japan, China, Thailand, Burma, Korea, Vietnam, Malaysia, Indonesia, the Philippines

Types of dishes: dim sum; appetisers; salads; soups; sauces; snacks; fish; meat; side dishes; vegetables; vegetarian main dishes; desserts; fresh fruits; savouries

3 Be able to demonstrate food preparation and cooking skills that are safe, hygienic and professional when creating Asian dishes

Safety and hygiene: personal hygiene; food safety; correct storage and labelling; cross-contamination; temperature monitoring; critical control points

Preparation: time planning; food orders; selecting and using appropriate equipment in a safe manner; demonstration of hygienic practices; safe storage after preparation

Cooking skills: methods; processes; timing; quality; selecting and using appropriate commodities and equipment

Professional skills: organisational; attitude; appearance; communication; teamwork

4 Be able to evaluate the quality of Asian dishes

Evaluation techniques: qualitative and quantitative; sources of information eg customers, colleagues, representatives of industry; dish analysis sheets; timing schedules; working methods; recommendations for improvement

Quality criteria: timing; appearance; taste; colour; texture; cost; presentation; feedback; recommendations








P1 describe the equipment, commodities, and the storage, preparation and cooking methods used to prepare and cook different styles of Asian food [IE 1, 2, 3, 4, 5, 6]

P2 describe the historical influences on Asian food, the styles of food, and the types of dishes that are prepared and cooked in Asian countries [IE 1, 2, 3, 4, 5, 6]

M1 explain the influence of a style of Asian food on British food with reference to the equipment, commodities and cooking methods used

D1 analyse reasons for the changes in popularity of Asian food in Britain

P3 demonstrate safe, hygienic and professional food preparation and cooking skills when creating Asian dishes [RL 2, 3, 4, 5, SM 1, 2, 3, 4, 5]

M2 demonstrate creativity in the preparation and cooking of Asian dishes

P4 use evaluation techniques to review Asian dishes. [EP 1, 3, 4]

M3 use quality criteria to review Asian dishes.






TW – team workers





Delivery

Professionalism in the hospitality industry is vital to the success of the hospitality business and to learners’ future careers. Employers will expect recruits to show a professional attitude to their work, to themselves, and to their colleagues, customers and employers. Tutors must reinforce the importance of maintaining the right professional attitude, in terms of personal, social and technical skills and safe and hygienic working practices when working and communicating with others.

This unit has a practical component and focuses on the development of food preparation and cooking skills. Learners must have the opportunity to explore different styles of Asian food, as well as to develop a wide range of knowledge and practical skills. Dishes must be prepared and cooked to a standard that is acceptable to paying customers, although learners will need extensive support during the initial stages of delivery.

The evaluation of dishes, when they have been prepared and cooked, is an important element, and learners will initially need guidance on how best to do it. Later in the unit, learners should take greater control over the evaluation of dishes, while still involving the tutor as an informed observer.

For learning outcome 1, learners must recognise various pieces of large equipment including tandoori ovens, rice cookers, turbo woks and atmospheric steamers. Smaller items of cooking equipment include handis pans (large surface area saucepans) and tawa pans (griddle pans). Commodities used in Asian dishes are often very different from those used in traditional European cooking and visits to delicatessens, food halls, food wholesalers and distributors would give learners an insight into the range of produce available. Learners should have the opportunity to use appropriate large and small equipment in a practical situation and in addition, if possible, visit a large-scale catering business to observe specialist equipment being used. Partnerships with Asian restaurants would ensure learners have opportunities to see exactly how the equipment is used to prepare and cook specific menu items. This partnership could result in the restaurant putting on skills workshops and demonstrations within the learning environment for learners to experience specific styles of Asian food.

To achieve learning outcome 2, learners could research the characteristics of Asian food through the internet, recipe books and tutor-led discussions, and then identify menu examples for specific countries and styles of food. The historical influences on the dishes should be researched. The traditions and influences should be discussed and learners could then compile a list of appropriate dishes for specific Asian countries. It is not necessary to deal with every type of Asian food, or with every type of dish for each country, but it would be useful to deal with as wide a range of styles of food as possible and to highlight particular specialist dishes from specific countries.

Learning outcome 3 will need to be delivered within a practical environment and involves evidencing good practical skills alongside safe work practices and hygiene monitoring. Learners need to develop practical skills such as cutting, chopping, peeling, blanching and refreshing, together with basic cooking skills to create examples of Asian dishes.

Learners should build up evidence for this learning outcome through witness statements, digital photographs, monitoring records and tutor feedback from practical sessions. The feedback from the learner’s peer group and feedback from customers or industry representatives from learning outcome 4 would also be appropriate sources of evidence.

Learning outcome 4 deals with quality criteria. It is important that learners develop a firm understanding of the techniques that can be used before they apply them to evaluations of their own and other learners’ dishes.


Although this unit develops essential practical skills in food preparation and cooking, it could be delivered jointly with Unit 5: Supervisory Skills in the Hospitality Industry, offering the opportunity to organise and supervise a team in the preparation and cooking of Asian food. The application of evaluation techniques and quality criteria will also make a valuable contribution to the learner’s future role as a supervisor in the hospitality industry.






Group discussion about equipment, commodities, storage and cooking methods used to prepare and cook Asian food.

Tutor to bring in food commodities and equipment relevant to the unit to demonstrate methods used to prepare and cook different Asian dishes. Learners could taste food commodities and photograph equipment for reference. Assignment 1 – Equipment, Commodities, Storage and Cooking Methods Required to Prepare and Cook Asian Food (P1)

Learners produce a booklet about equipment, commodities, storage and cooking methods used to prepare and cook different Asian dishes.

Tutor-led discussion on the influences on Asian food.

Learners research a variety of different recipes for Asian food and collect a minimum of three different recipes to try out.

Demonstration by guest chef, showing preparation and cooking of Asian dishes. Assignment 2 – Historical Influences on Asian Food, the Styles of Food, and the Types of Dishes that Are Prepared and Cooked in Asia (P2, M1, D1)

Learners do a presentation on historical influences on Asian food, styles of food and dishes that are prepared and cooked in Asia.

Visits to Asian restaurants to observe food preparation and cooking skills. Learners identify the timing needed for a variety of preparation and cooking methods and the safety and hygiene procedures.



Learners prepare and cook Asian dishes that are well cooked, tasty, nutritious and visually pleasing – receive feedback.

Cooking practice with feedback from peers – and repeat practice.Assignment 3 – Preparing and Cooking Asian Dishes (P3, M2)


Learners review the preparation, cooking and presentation of the dishes they have created.Assignment 4 – Evaluating the Quality of Asian Dishes (P4, M3, D2)

Learners review dishes prepared and cooked for real customers.




Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills, eg 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 opportunities in the grading grid. They suggest how assessment can be grouped to allow learners to progress to the higher grades; however, they are not prescriptive.

P1 – P2 – M1 – D1

To achieve P1, learners need to identify and describe the types of equipment, commodities and methods used to prepare and cook various Asian styles of food. An example in Japanese cookery is a makisu mat (a bamboo mat/sushi rolling mat) and in Chinese food an example would be a Chinese burner (wok cooker). Learners could describe this equipment and identify its purpose. The criterion is designed to ensure learners have an appreciation of the different types of equipment and commodities available throughout Asia.

For P2, learners should describe the styles of food used in six Asian countries using at least two different dishes from each country. Recipes should be sourced and the specific ingredients, preparation methods and equipment identified. Evidence should make reference to the research sources. Learners should also identify any historical influences on the food for the dishes and countries chosen.

For M1, learners must explain how Asian techniques, commodities and cooking methods have been incorporated into mainstream British food and adapted. At this level, there is some expectation that learners can use independent research skills to generate evidence.

For D1, learners are expected to analyse why there has been such an upsurge in the popularity of Asian food and how and why the food has changed in recent years. They could also include an analysis of some of the underlying causes of these changes such as holidays, public demand, year-round availability of produce, takeaway restaurants, Asian food stores and increased interest in healthy eating.

P3 – M2

For P3, learners should apply the knowledge about different Asian food in order to prepare and cook six Asian dishes. The six dishes may be from the same country or from different countries. Ideally, the dishes chosen should be from the same country/ies identified in P2. They must include examples of appetisers, main courses and vegetarian options, and desserts if applicable. For this criterion, learners must apply appropriate standards of hygiene, safety and professionalism while they are producing the dishes. It is therefore important that evidence is not restricted to outcomes (eg digital photos of the finished dishes) but that there is also evidence of the processes that learners have followed in producing the dishes. Appropriate evidence would be planning sheets, observation reports and feedback. It is expected that at pass level there will be appropriate tutor guidance and input to assist learners.

M2 builds on the skills shown for P3. For M2, it is not enough for learners to follow a well-known recipe; they should demonstrate creativity. For example, learners could take a traditional Asian dish and give it a modern style of presentation or interpretation such as a Taiwanese-style chicken Caesar salad or lychee and mango trifle. A further example could be chicken breasts stuffed with Paneer, a dish that has a typical Indian ingredient (Paneer), but is not a usual traditional Indian recipe. The evidence will be practical and will need to include an observation sheet supported by other forms of evidence, such as digital photographs or tasting notes.

P4 – M3 – D2

To achieve P4, learners need to suggest evaluation criteria and techniques that could be applied to dishes that they or other learners have prepared and cooked. Not all techniques or criteria will be equally relevant. Learners could apply different techniques and criteria to different dishes, but should use each at least once.


For M3, learners should apply the techniques and criteria that they identified for P4 to at least six dishes. These criteria should be applied to dishes prepared and cooked by themselves, by other learners, or by professional catering organisations, eg Asian restaurants and takeaway businesses.

To achieve D2, learners must evaluate their own performance. This should be based upon feedback and analysis of the dishes prepared and cooked, but should also, where necessary, incorporate other relevant areas, such as specific preparation or cooking skills. Areas of strength and weakness should be identified, and realistic suggestions for improvement should be made.




P1 Equipment, Commodities and Methods Required to Prepare and Cook Asian Food



P2, M1, D1 Historical Influences on Asian Food, the Styles of Food, and the Types of Dishes that Are Prepared and Cooked in Asia



P3, M2 Preparing and Cooking Asian Dishes

Learners take on the role of chefs and have been asked to prepare and cook Asian dishes for a banquet.



P4, M3, D2 Evaluating the Quality of Asian Dishes





Level 2 Level 3

Prepare, Cook and Finish Food Food and Drinks Service

Service of Food at Table The Principles of Food Safety Supervision for CateringContemporary World Food Food Service Organisation

European Food



Essential resources

Commercial catering equipment is an essential requirement for the delivery of this unit to ensure learners have sufficient opportunity to demonstrate vocational competence. Research skills will need to be developed and supported by the tutor to ensure learners understand Asian cookery and its requirements.


Partnerships with local restaurants, caterers and food distributors will help to support learners and ensure they have an understanding of the range of equipment, commodities and methods used in specific Asian food styles.


Textbooks

Booth S – Food of Japan (Grub Street, 2002) ISBN 9781904010210

Brissenden R – South East Asian Food (Grub Street, 2003) ISBN 9781904010425

Hara R – International Cuisine: Japan (Hodder Education, 2006) ISBN 9780340905777

Hom K – Foolproof Far Eastern cookery (BBC Books, 2003) ISBN 9780563488699

Solomon C – Asian Food (New Holland, 2005) ISBN 9781741102734

Todiwala C — International Cuisine: India (Hodder Arnold, 2005) ISBN 9780340813010

Withey C – International Cuisine: South-East Asia (Hodder Education, 2004) ISBN 9780340857885

Yau C, Fu N and Hsiung D – International Cuisine: China (Hodder and Stoughton, 2004) ISBN 9780340811184

Journal


Websites

asiarecipe.com/cuisine.html The history of Asian cuisine

www.asianonlinerecipes.com Asian Online Recipes




www.eatwell.gov.uk/healthydiet Food Standards Agency – healthy diet



www.templeofthai.com/cookware Asian cookware, Tthai cooking equipment and utensils





Independent enquirers P1 describing the equipment, commodities, and the storage, preparation and cooking methods used to prepare and cook different styles of Asian food

P2 describing the historical influences on Asian food, the styles of food, and the types of dishes that are prepared and cooked in Asian countries [IE 1, 2, 3, 4, 5, 6]

Reflective learners P3 demonstrating safe, hygienic and professional food preparation and cooking skills when creating Asian dishes[RL 2, 3, 4, 5]

Self-managers P3 demonstrating safe, hygienic and professional food preparation and cooking skills when creating Asian dishes[SM 1, 2, 3, 4, 5]

Effective participators P4 using evaluation techniques to review Asian dishes [EP 1, 3, 4].



Reflective learners evaluating own performance using quality criteria and making realistic recommendations for areas in which skills could be developed [RL 1].









Troubleshoot



researching Asian equipment, commodities and dishes


researching the historical influences on a specific Asian food



● text and tables

● images

● numbers

● records







Mathematics







planning the quantities of ingredients required to prepare Asian dishes

English


discussing the historical influences on a specific Asian food

describing the style of food, the menus.




Unit 12: Contemporary World Food

Unit code: Y/601/0479


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of the commodities used in contemporary world food and gain skills to plan menus, prepare, cook, present and review contemporary world dishes.

Unit introduction

This unit introduces learners to a variety of innovative and contemporary styles of food from a broad spectrum of hospitality businesses. These may range from fashionable restaurants owned or franchised by celebrity chefs with large budgets and the ability to charge high prices, to schools and residential businesses such as care homes that have to meet strict budgetary constraints while maintaining nutritional balance and interest for the customer.

Learners will develop planning skills in the development of menus, which will then be prepared, cooked and presented to invited guests. This could involve a banquet menu suited to a special occasion in the academic timetable, or it might involve an extensive menu based on regional or nationally renowned ingredients. This is similar to chef’s taster menus, which are found in many good quality businesses today. From this, they will develop a wide knowledge of a variety of modern styles of food and the ability to safely use equipment involved in its preparation and presentation.

Learners will have opportunities to develop practical skills in preparing, cooking and presenting locally, nationally and globally available commodities, following safe, professional and hygienic practices.

Learners will investigate how and where to obtain commodities required for the production of dishes, their seasonal availability, origins and cost and how to order them. The unit also introduces learners to the processes involved in evaluating and suggesting improvements to or modifying dishes, and will give them the opportunity to reflect on their skills and identify areas for future improvement.

Learning outcomes


1 Be able to plan menus taking into account current developments in contemporary world food

2 Know the commodities used in contemporary world food

3 Be able to prepare, cook and present contemporary world dishes, using professional, safe and hygienic working practices

4 Be able to evaluate the quality of contemporary world dishes.


Unit content

1 Be able to plan menus taking into account current developments in contemporary world food

Plan menus: well-balanced; suitable for the business eg restaurant, hotel, hostel, school, residential home, prison; within financial constraints; nutritionally sound

Current developments: healthy eating (fresh ingredients, recommended daily intakes, special dietary requirements, additives, government initiatives, school menus); ethics and the environment (fair trade, local sourcing, food miles, organics); eating out (grazing, gastropubs, fusion menus, innovative menus, increased spending power)

2 Know the commodities used in contemporary world food

Commodities: meat (red, white); poultry; game (feathered, furred); fish (freshwater, salt-water); crustaceans; molluscs (bi-valve, uni-valve); vegetables; fruits; pasta; pastries; breads; regional and national specialities eg Parma ham, Rouen duck, stilton cheese, Welsh lamb, Scotch beef; seasonal availability

Preservation: frozen; chilled; dried; tinned; bottled

Influences on British food: climate; geography; history; imports from other regions

3 Be able to prepare, cook and present contemporary world dishes, using professional, safe and hygienic working practices

Prepare: researching contemporary dishes; composing balanced menus; compiling effective time plans; writing food orders; selecting and using appropriate equipment, commodities and methods

Cook: using appropriate methods, processes, timings and equipment

Present: presenting the finished product to specification (quality, quantity, appearance, correct temperature, within budget, within an appropriate timescale, ready to be served at the correct time and place)

Professional, safe and hygienic practices: professional attitude and appearance in correct uniform; effective communication; teamwork; safe and hygienic practices; compliance with relevant legislation; monitoring critical control points

4 Be able to evaluate the quality of contemporary world dishes

Evaluation techniques: collecting information; sources of information eg customer questionnaires, colleagues; feedback (qualitative, quantitative); dish analysis sheets; timing schedules; working methods; making reasoned judgements based on available information; recommendations for improvement

Quality criteria: timing; appearance; taste; colour; texture; cost








P1 plan menus for different hospitality businesses taking into account current developments in contemporary world food

P2 identify commodities that could be used in contemporary world food menus [IE 1, 2, 3, 4, 5, 6, CT 1, 5, 6]

M1 compare menus and commodities used in contemporary world food

D1 analyse the extent to which commodities have influenced contemporary world food trends

P3 demonstrate safe, hygienic and professional food preparation, cooking and presentation skills when creating contemporary world food [RL 2, 3, 4, 5, SM 1, 2, 3, 4, 5]

M2 demonstrate innovation when using technical skills to prepare, cook and present contemporary world food

P4 use evaluation techniques to review contemporary world dishes. [IE 1, 3, 4]

M3 use quality criteria to review contemporary world dishes.






TW – team workers





Delivery

Learners may need extensive support during the initial stages of delivery but they must show self-reliance as the unit progresses. A professional approach to the hospitality industry is vital, and learners need to show professionalism in their attitude to their work, to themselves, staff, colleagues, guests and their employers. Tutors should actively reinforce the importance of maintaining the correct approach in terms of personal, social and technical skills, as well as safe and hygienic working practices when working and communicating with others.

This unit is primarily practical and focuses on the development of food preparation and cooking skills, the use of commodities in contemporary world food, their availability and alternatives, and menu planning.

To find out about the commodities used in contemporary world food, learners could visit retail or wholesale businesses such as London’s Billingsgate or Smithfield markets or other regional distribution centres. Learners should also be given the opportunity to gather information from different sources such as their own part-time employment or work experience, previous courses, the internet, television programmes, books and magazines, meetings with professional chefs, eating out and any other pertinent way. This will enable learners to explore contemporary world food thinking and practice and to develop a wide range of knowledge and practical skills. These should be used when compiling and executing original and creative menus for different businesses in the trade. Learners should be encouraged to experiment with contemporary developments and trends, develop recipes, and be creative in their work, while keeping in mind traditional values, methods and ingredients.

The evaluation of dishes when they have been prepared, cooked and presented is an important part of this unit, and learners will initially need guidance on how best to do it and how changes or substitutions may be made when required. Later in the unit, learners should take greater control over the evaluation of dishes while still involving the tutor as an informed observer/mentor.

All evidence produced must be carefully assessed and validated in order to ensure compliance with the requirements of the stated outcomes. This unit could be delivered jointly with Unit 5: Supervisory Skills in the Hospitality Industry, offering learners the opportunity to organise and supervise a team in the preparation and cooking of contemporary world food.







Tutor-led discussion about current developments in contemporary world food.

Learners research a variety of different recipes for contemporary world food and collect different recipes to try out.Assignment 1 – Planning Menus, Taking into Account Current Developments in Contemporary World Food (P1)

Learners produce contemporary world food menus.

Tutor-led discussion about commodities used to prepare and cook contemporary world food dishes.

Tutor brings in food commodities relevant to the unit to demonstrate methods used to prepare and cook different contemporary world dishes. Learners could taste and photograph food commodities for reference.

Demonstration by guest chef, showing dishes that they would prepare and cook as contemporary world dishes. Assignment 2 – Commodities Used in Contemporary World Food (P2, M1, D1)

Learners do a presentation on commodities used to prepare and cook dishes from around the world.

Visits to commercial kitchens producing contemporary world food to observe food preparation, cooking and presentation skills. Learners identify the timing needed for a variety of preparation and cooking methods and the safety and hygiene procedures.



Learners produce contemporary world dishes that are well cooked, tasty, nutritious and visually pleasing – receive feedback.

Cooking practice with feedback from peers – and repeat practice.Assignment 3 – Preparing, Cooking and Presenting Contemporary World Dishes (P3, M2)


Learners evaluate the preparation, cooking and presentation of the dishes they have produced.Assignment 4 – Evaluating the Quality of Contemporary World Dishes (P4, M3, D2)

Learners review dishes prepared and cooked for real customers.




Assessment

Evidence should primarily be practical and assessed through observation of learners’ skills in preparing and cooking a range of contemporary dishes from two different and contrasting areas of hospitality. Themed hospitality would provide an appropriate opportunity for learners to express their development within a production environment from one area, and inviting local pensioners to lunch could provide another realistic outlet.

Any evidence submitted for criteria requiring the practical demonstration of skills, eg the ability to work independently, must be supported by observation sheet(s) signed by the assessor and identify how specific criteria have been met.


P1 – P2 – M1 – D1

To achieve P1, learners must research and plan menus for two contrasting hospitality businesses, taking into account current developments and trends in contemporary cuisine. The businesses should be significantly different so that they would not normally have the same items on the menu. For example, one could be fine dining and the other could be meals for pensioners, school or prison lunches. Menus should be produced to a standard that is acceptable to paying customers or, in the case of a public or private institution, to an accepted budget (set realistically after research). The menus should also be balanced and nutritionally sound.

For P2, learners must identify commodities appropriate to the menus planned for P1. Learners should identify where they could find the commodities in the quantities required.

To achieve M1, learners should compare the menus produced for P1. For instance, learners may comment on different potential markets for the menus or on how different financial constraints have affected the commodities selected. The explanations given should take into account developments and trends in contemporary world food.

For D1, learners are expected to show an understanding of how the availability of different commodities influence food trends and how and why the food has changed in recent years. It could also include an analysis of some of the underlying causes of these trends such as holidays, public demand, modern farming, year-round availability of produce, political changes, eg accession of Eastern European countries into the EU and increased interest in healthy eating.

P3 – M2

For P3, learners must demonstrate professional, safe and hygienic working practices and the skills required to prepare, cook and present three dishes from each menu in a ‘live’ situation with appropriate tutor and team support. Ideally, the menus produced should be those planned for P1. The menus must include examples of appetisers, main courses and vegetarian options, and desserts if applicable. The tutor should give learners a free hand to produce the menu of choice, but it is likely that the tutor will need to be available as a source of advice and guidance. Team support would come from other members of the same or related courses. The dishes produced must be of a standard and quality suitable to paying customers or, in the case of a public or private institution, to an accepted budget (set realistically after research). Dishes must be finished to specifications in terms of quality, quantity, appearance and temperature, within an appropriate timescale, and at the correct time and place.

M2 builds on the skills shown in P3. For M2, it is not enough for learners to follow a well-known recipe; they should demonstrate creativity. For example, learners could take a traditional dish and give it a modern style of presentation or interpretation such as a cucumber gazpacho soup served in a demitasse cup with a cucumber spear garnish. A further example could be orange panna cotta with orange segments and orange curd served with poppy seeds stirred through it and presented in a martini glass with a mixed citrus compote topping.


The evidence will be practical and will need to include an observation sheet supported by other forms of evidence, such as digital photographs or tasting notes.

P4 – M3 – D2

To achieve P4, learners need to suggest criteria and techniques that could be applied to dishes that they or other learners have produced. Not all techniques or criteria will be equally relevant. Learners could apply different techniques and criteria to different dishes, but should use each at least once.

For M3, learners should apply the criteria that they identified for P4 to at least six dishes. These criteria could be applied to dishes prepared and cooked by themselves, by other learners, or by professional organisations, eg canteens, restaurants, pubs.

To achieve D2, learners need evaluate their own performance. This should be based on feedback and analysis of the dishes prepared and cooked during this unit, but should also, where necessary, incorporate other relevant areas, such as specific preparation or cooking skills. Areas of strength and weakness should be identified, and realistic suggestions for improvement should be made.




P1 Planning Menus, Taking into Account Current Developments in Contemporary World Food

Learners take the role of chefs in a local restaurant and need to produce the weekly menu for the restaurant.

Learners produce a menu.

P2, M1, D1 Commodities Used in Contemporary World Food

Learners continue in the role of chefs and create a presentation for use with new staff.


P3, M2 Preparing, Cooking and Presenting Contemporary World Dishes

Learners take on the role of chefs and have to prepare and cook contemporary world dishes for a banquet.



P4, M3, D2 Evaluating the Quality of Contemporary World Dishes






Level 2 Level 3

Prepare, Cook and Finish Food Food and Drinks Service

Contemporary World Food Supervisory Skills in the Hospitality Industry

Service of Food at Table Food Service Organisation

European Food

Asian Food

Essential resources

Learners must be provided with appropriate food preparation and cooking facilities, equipment and food commodities. Learners would benefit from a realistic cooking environment.


Tutors could arrange for employers to have learners observing practice within their kitchens or in the production of new menus. Tutors could also arrange for chefs to visit the centre to demonstrate various dishes that are associated with the assignments. There is vocational context within the assignments and the unit directly relating to the production and creation of food dishes within the hospitality industry.



Textbooks

Ceserani V, Foskett D and Campbell J – Practical Cookery, 11th Edition (Hodder Education, 2008) ISBN 9780340948378

Ceserani V and Foskett D –The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260

Crocker P – The Vegetarian Cook’s Bible (Robert Rose, 2007) ISBN 9780778801535

Davidson A and Jaine T (Ed) – The Oxford Companion to Food, 2nd Edition (Oxford University Press, 2006) ISBN 9780192806819

Jaffrey M – Simple Indian Cookery (BBC Books, 2005) ISBN 9780563521839

Hom K – Chinese Cookery (BBC Books, 2009) ISBN 9781846076053

Ovenden F, Holmes S, Horne S and Wilson P – BTEC First Hospitality (Heinemann Educational, 2008) IBSN 9780435465285

Tyrer P – Leiths Vegetable Bible (Bloomsbury, 2008) ISBN 9780747597896

Other publication


Journal


Websites


www.cateringnet.co.uk Catering Net



www.eatwell.gov.uk/healthydiet Food Standards Agency – Healthy diet

www.exoticrecipes.com Exotic Recipes







Independent enquirers P1 planning menus for different hospitality businesses taking into account current developments in contemporary world food [IE 1, 2, 3, 4, 5, 6]

P2 identifying commodities that could be used in contemporary world food menus [IE 1, 2, 3, 4, 5, 6]

P4 using evaluation techniques to review contemporary world dishes [IE 1, 3, 4]Creative thinkers P1 planning menus for different hospitality businesses taking into account current

developments in contemporary world food

P2 identifying commodities that could be used in contemporary world food menus[CT 1, 5, 6]

Reflective learners P3 demonstrating safe, hygienic and professional food preparation, cooking and presentation skills when creating contemporary world food with appropriate tutor support [RL 2, 3, 4, 5]

Self-managers P3 demonstrating safe, hygienic and professional food preparation, cooking and presentation skills when creating contemporary world food with appropriate tutor support [SM 1, 2, 3, 4, 5].



Reflective learners assessing own skills and making realistic recommendations for improvement [RL 1]Effective participators reviewing contemporary world dishes, making recommendations for

improvement [EP 4]

assessing own skills and making realistic recommendations for improvement [EP 4].









Troubleshoot



researching contemporary world foods, finding recipes and necessary equipment


researching contemporary world dishes



● text and tables

● images

● numbers

● records

presenting information regarding dishes, recipes and methods for production


identifying a method of presenting various pieces of information for one presentation


presenting information to fellow learners and others present





Mathematics



changing ratios and quantities of food commodities when creating dishes and modifying recipes





concluding the best ratios of ingredients and justifying the balance between ingredients

English


presenting work to peers and others within a group


researching information from texts to discover recipes and uses of different types of food commodities, gathering information about them


reporting on findings, putting forward ideas and responses, evaluating and reviewing in a critical manner.


Unit 13: Advanced Skills and Techniques in Producing Desserts and Petits Fours

Unit code: J/600/9165


Credit value: 13


Aim and purpose

The aim of this unit is to enable the candidate to develop the necessary advanced skills knowledge and understanding of the principles in producing hot, cold and frozen desserts and petits fours and friandises. The emphasis in this unit is to develop precision, speed and control in existing skills and develop more refined and advanced techniques.

Unit introduction

Pastry chefs focus on preparing, baking and decorating cakes, breads, cookies and pastries. Also known as pâtissier chefs, they work in restaurants, hotels, commercial bakeries, grocery store bakery departments, catering businesses, banquet halls or any other institutional settings where dessert foods are enjoyed. Dessert and pastry chefs plan food budgets, research and experiment with new flavours and techniques and ensure the quality of ingredients and cooking utensils. They also need a solid background in mathematics and science. This is because their work involves lots of calculation for ingredient measuring, weighing, and adjusting; science education is also useful because the way ingredients combine to produce a desired result is itself a study in chemistry.

In this unit learners will look at ingredients, equipment, storage, preparation, cooking and finishing methods used to produce dessert and petits fours.

Learners will develop their practical dessert and petits fours preparation, cooking and finishing skills, and learn to work in a professional, safe and hygienic manner. They should be encouraged to use healthy eating techniques and this should be reflected in the production methods and ingredients used.

Learners will also be introduced to the processes involved in evaluating their working methods. They are required to make recommendations for future improvements in the quality of their products and in the way in which they organise their practical work.

Learning outcomes


1 Be able to produce hot, cold and frozen desserts

2 Be able to produce petits fours and friandises.


Unit content

1 Be able to produce hot, cold and frozen desserts

Dessert and petit fours products: bread and dough products (enriched dough, laminated dough) eg brioche; cakes, sponges, biscuits and scones eg gateaux, tortes; pastry products (short, sweet, suet, choux, strudel, puff/flaky, sablé, convenience, hot water paste) eg apple strudel, custard tarts; chocolate products (plain, white, milk) eg truffles; marzipan, pastillage and sugar products (sugar paste, royal icing, spun sugar, dipped fruit, Italian meringue, fudge, poured sugar, rock sugar) eg wedding cakes; hot desserts (hot soufflés, paste based, fruit based desserts, sponge based desserts); cold and frozen desserts (egg based set, mousses, meringue based, cheesecake, paste based goods, fruit bavarois, ice cream based) eg sorbet; sauces, fillings and coatings for desserts (crème anglaise, sabayon, fruit coulis, ganache, crème chantilly, preserves, fruit glazes, crème patisserie, syrups, butter cream, jams, sugar glazes); matching relevant fillings and refined sauces for desserts

Ingredients: types eg milk and milk products, eggs and egg products, fats, oils, fresh, dry goods, frozen, chilled, tinned; storage eg chilled; ingredients balance in recipe

Professional: attitude; high standard of personal appearance including proper uniform; good hygienic practices; attentiveness; body language; attention to detail; treating colleagues with respect; effective communications eg listening, speaking, relaying messages and orders accurately and promptly; teamwork; codes of practice; safe and hygienic working practices to include cross-contamination; temperature monitoring; critical control points

Equipment: large eg ovens, mixing machines, fryers, provers, refrigerators, deep freezers, salamanders, steamers; small eg baking sheets, brushes, cutters, dredgers, moulds, piping bags/tubes, sieves, sugar boilers, thermometers

2 Be able to produce petits fours and friandises

Preparation: methods and techniques eg creaming, folding, aeration, use of moulds, incorporating fat, separation/combination of colours, flavours and ingredients, combining, sieving/passing, pureeing, addition of flavours/colours, straining, weighing/measuring, sifting, rubbing in, kneading, resting, conditioning/chilling, laminating, rolling, lining/moulding, trimming, proving, knocking back, shaping, greasing, dipping, moulding, pouring, rolling, drying, pulling, manipulating, cutting, spreading, spinning, melting, tempering, modelling, mixing, whisking, reducing, liquidising, blending, emulsifying

Cooking: methods and techniques eg steaming, deep frying, shallow frying, bain-marie, baking, re-heating, microwaving, poaching, boiling, combination cooking methods; effects of preparation and cooking methods on the end product; timing; quality; selecting and using appropriate ingredients and equipment; safe storage of cooked/processed dessert and pastry products not for immediate use

Finishing: methods eg gratinating, cooling, piping, de-moulding, glazing, portioning, freezing, refrigeration, chilling, stacking, filling, cutting, rolling, trimming/smoothing, dusting/dredging/sprinkling, coating; techniques; time planning; quality; selecting and using appropriate ingredients and equipment; presentation of the desserts/petits fours to meet requirements

Evaluation techniques: qualitative; quantitative; sources of information eg self, peer and customers; product analysis and assessment sheets; feedback; recommendations for development and improvement

Quality monitoring criteria: working methods; timing; appearance; taste; colour; texture; presentation; cost








P1 demonstrate professional practices [SM 1, 2, 3]

P2 produce hot, cold and frozen desserts to recipe specifications using advanced skills and techniques [SM 1, 2, 3]

P3 finish hot, cold and frozen desserts using advanced skills and techniques

P4 present dishes to meet styles of service [CT 1]

P5 evaluate finished dishes [RL 1, 4, 5]

P6 implement correct storage procedures

P7 describe advanced preparation techniques for the production of desserts

P8 explain considerations when balancing ingredients in recipes

P9 explain the effect of preparation and/or cooking methods on the end product

P10 identify relevant fillings and refined sauces for desserts

P11 describe the quality points for a range of desserts

P12 describe how to control time, temperature and environment to achieve desired outcome when producing desserts

M1 explain the type and quantity of ingredients needed for selected desserts

M2 explain reasons for specific equipment being used when carrying out selected preparation and cooking methods






P13 demonstrate professional practices

P14 produce petits fours and friandises to recipe specifications using advanced skills and techniques

P15 finish petits fours and friandises using advanced skills and techniques

P16 present dishes to meet styles of service

P17 evaluate finished dishes

P18 implement correct storage procedures

P19 describe advanced preparation techniques for the production of petits fours and friandises

P20 state how to adjust the quantity of ingredients to give the correct portion yield from petits fours [IE 2]

P21 explain the effect of cooking methods on the end product

P22 describe the quality points for a range of petits fours and friandises

P23 describe how to control time, temperature and environment to achieve desired outcome when producing petits fours.

M3 demonstrate creativity in the preparation, cooking and finishing of desserts and petits fours

M4 use quality criteria to review desserts and petits fours.

D1 assess own performance using quality monitoring criteria and make realistic recommendations for areas in which skills could be developed.





TW – team workers





Delivery

Professionalism in the hospitality industry is vital both to the success of the hospitality business and to learners’ future careers. Employers will expect recruits to demonstrate a professional attitude to their work, to themselves, and to their colleagues, customers and employers. Tutors must reinforce the importance of maintaining a professional attitude, in terms of personal, social and technical skills and safe and hygienic working practices.

This unit has a practical component and focuses on the development of dessert and petits fours preparation, cooking and finishing skills. Learners must have the opportunity to explore different types of dessert and petits fours products, as well as to develop a wide range of knowledge and practical skills. Products must be produced to a standard and quality suitable for paying customers, although learners will need extensive support during the initial stages of delivery. The evaluation of dessert and petits fours products, when they have been prepared and cooked, is an important part of the unit and learners will initially need guidance on how best to do it. Later, however, learners should take greater control over the evaluation of dessert and petits fours products, while still involving the tutor as an informed observer.

Learners need to recognise specific types of dessert and petits fours products and the ingredients used in their production. They also need to understand how specific ingredients are handled, stored and combined to produce the required dessert and petits fours product. The characteristics of dessert and petits fours products could be researched through the internet, recipe books and discussions, with learners then identifying key examples.

Learners need to understand, and appreciate the importance of, specific preparation, cooking and finishing techniques and methods used in the production of dessert and petits fours products. Learners must be taught to recognise both large and small specialist equipment and understand their use. They should also be given the opportunity to use this equipment in a practical situation and, if possible, they should visit a large-scale commercial operation to observe equipment being used.

Most of this unit will need to be delivered within a practical environment and involves developing and evidencing good practical skills alongside professional, safe and hygienic work practices. Learners should build up evidence of this learning through the collection of recipes, digital photographs and product analysis and assessment sheets.

It will be necessary for learners to undertake detailed reviews and evaluations of the products that have been produced and for this feedback to be used in a constructive manner to achieve an improvement in performance. This evaluation must include self, peer and both internal and external customer groups and feedback must be analysed and presented in an appropriate format. The application of evaluation techniques and criteria will also make a valuable contribution to the learner’s future role as a supervisor in the hospitality industry.






Introduction to the unit, subject and the role of the dessert and pastry chef.

Group discussion to determine learners’ knowledge of dessert and petits fours products.

Visit to reputable industrial dessert and petits fours production business, such as a patisserie or bakery to find out about the types of dessert and petits fours products available and the types of ingredients used for their production and their correct handling and storage.

Video or practical demonstration of the preparation, cooking and finishing techniques and methods used in dessert and petits fours production.

Introduction to practical work with a presentation on how to maintain professional, safe and hygienic work practices in the practical area.

Group discussion about considerations when balancing ingredients in recipes.

Group discussion about the effect of preparation and cooking methods on the end product.

Learners plan their practical sessions to include food requisitions and time plans.

Exercise – learners follow demonstration and work professionally, safely and hygienically to prepare, cook and finish a range of hot, cold and frozen dessert products. Present finished products.

Cooking practice and evaluation of finished dishes with feedback from tutor and peers – and repeat practice.

Exercise – learners identify relevant fillings and refined sauces for different desserts.

Exercise – learners implement correct storage procedures.

Group discussion about the quality points for a range of desserts.

Group discussion on how to control time, temperature and environment to achieve desired outcome when producing desserts.Assignment 1 – Producing Hot, Cold and Frozen Desserts (P1, P2, P3, P4, P5, P6, P7, P8, P9, P10, P11, P12, M1, M2)

Learners produce a recipe booklet for the products they have created. This booklet should incorporate product analysis and assessment sheets for each product, which should be used to gather self, peer and customer feedback.

Introduction to practical work with a presentation on how to maintain professional, safe and hygienic work practices in the practical area and the advanced preparation techniques for the production of petits fours and friandises.

Group discussion about how to adjust the quantity of ingredients to give the correct portion yield from petits fours.

Group discussion about the effect of cooking methods on petits fours.

Learners plan their practical sessions to include food requisitions and time plans.

Exercise – learners follow demonstration and work professionally, safely and hygienically to prepare, cook and finish a range of petits fours and friandises products. Present finished products.

Cooking practice and evaluation of finished dishes with feedback from tutor and peers – and repeat practice.

Exercise – learners implement correct storage procedures.

Group discussion about the quality points for a range of petits fours and friandises.

Group discussion on how to control time, temperature and environment to achieve desired outcome when producing petits fours and friandises.



Assignment 2 – Producing Petits Fours and Friandises (P13, P14, P15, P16, P17, P18, P19, P20, P21, P22, P23, M3, M4, D1)

Learners produce a recipe booklet for the products they have created. This booklet should incorporate product analysis and assessment sheets for each product, which should be used to gather self, peer and customer feedback.



Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills, eg the ability to work independently, must be supported by observation sheet(s) signed by the assessor and identify how specific criteria have been met.


P1 – P2 – P3 – P4 – P5 – P6 – P7 – P8 – P9 – P10 – P11 – P12 – M1 – M2

P1 requires learners to demonstrate professional, safe and hygienic practices while producing hot, cold and frozen desserts.

For P2, learners must produce hot, cold and frozen desserts to recipe specifications using advanced skills and techniques with appropriate tutor and team support. The tutor should give learners a free hand to produce the selected products, but it is likely that the tutor will need to be available as a source of advice and guidance. Team support could come from other members of the same or related courses. The items produced must be of a standard and quality suitable for paying customers. This criterion should be evidenced by self, peer, tutor and customer feedback from product analysis and assessment sheets produced by the learner.

For P3, learners must finish hot, cold and frozen desserts using advanced skills and techniques with appropriate tutor and team support. The tutor should give learners a free hand to finish the selected products, which could be the same ones produced for P2, but it is likely that the tutor will need to be available as a source of advice and guidance. Team support could come from other members of the same or related courses. The products must be finished to specifications in terms of quality, quantity, appearance and temperature, within an appropriate timescale, and at the correct time and place. This criterion should be evidenced by self, peer, tutor and customer feedback from product analysis and assessment sheets produced by the learner.

P4 requires learners to present the desserts they have produced and finished to meet the styles and requirements of service appropriate to two different hospitality businesses.

For P5, learners need to evaluate finished dessert products. Using the quality monitoring criteria highlighted in the product analysis and assessment sheets, learners should evaluate which criteria could be applied to specific products that they or other learners have produced. Not all criteria will be equally relevant; learners could apply different criteria to different dishes, but should use each at least once.

P6 requires learners to implement correct storage procedures for three different finished dessert products not for immediate use.


For P7, learners must describe advanced techniques, methods and equipment used for the production and finishing of different dessert products. Evidence could be in the form of a presentation or report describing what and why specific production and finishing techniques and methods are used in the production of the products selected for P2.

For P8, learners must explain the type, quality and quantity of ingredients needed for dessert products. Evidence could be in the form of a presentation or report. Learners could research and plan to produce a range of products for a dessert buffet at a function such as a wedding reception. The selected products should be to an accepted budget (set realistically after research) and also be balanced and nutritionally sound.

For P9, learners must explain the effect of preparation and/or cooking methods on the end product. The evidence could take a written format, possibly after a group discussion.

To achieve P10, learners must identify relevant fillings and refined sauces for one hot, one cold and one frozen dessert.

P11 requires learners to describe the quality points for one hot, one cold and one frozen dessert.

For P12, learners must describe how to control time, temperature and environment to achieve the desired outcome when producing one hot, one cold and one frozen dessert.

M1 builds on P2 and P3. Learners have to explain the type and quantity of ingredients needed for selected dessert products. Learners should identify commodities appropriate to the selected products. They should research where the identified commodities could be sourced in the quantities required using the appropriate sizes and quantities for their requirements.

M2 requires learners to explain reasons for specific equipment being used when carrying out selected preparation and cooking methods. Learners could build on the work done for P2.

P13 – P14 – P15 – P16 – P17 – P18 – P19 – P20 – P21 – P22 – P23 – M3 – M4 – D1

P13 requires learners to demonstrate professional, safe and hygienic practices while producing petits fours.

For P14, learners must produce petits fours and friandises to recipe specifications using advanced skills and techniques with appropriate tutor and team support. The tutor should give learners a free hand to produce the selected products, but it is likely that the tutor will need to be available as a source of advice and guidance. Team support could come from other members of the same or related courses. The items produced must be of a standard and quality suitable for paying customers. This criterion should be evidenced by self, peer, tutor and customer feedback from product analysis and assessment sheets produced by the learner.

For P15, learners must finish petits fours and friandises using advanced skills and techniques with appropriate tutor and team support. The tutor should give learners a free hand to finish the selected products, which could be the same ones produced for P14, but it is likely that the tutor will need to be available as a source of advice and guidance. Team support could come from other members of the same or related courses. The products must be finished to specifications in terms of quality, quantity, appearance and temperature, within an appropriate timescale, and at the correct time and place. This criterion should be evidenced by self, peer, tutor and customer feedback from product analysis and assessment sheets produced by the learner.

P16 requires learners to present the petits fours and friandises they have produced and finished to meet the styles and requirements of service appropriate to two different hospitality businesses.

For P17, learners need to evaluate petits fours and friandises products. Using the quality monitoring criteria highlighted in the product analysis and assessment sheets, learners should evaluate which criteria could be applied to specific products that they or other learners have produced. Not all criteria will be equally relevant; learners could apply different criteria to different dishes, but should use each at least once.


P18 requires learners to implement correct storage procedures for three different finished petits fours and friandises products not for immediate use.

For P19, learners must describe advanced techniques, methods and equipment used for the production of petits fours and friandises products. Evidence could be in the form of a presentation or report describing what and why specific production and finishing techniques and methods are used in the production of the products selected for P14.

For P20, learners must state how to adjust the quantity of ingredients to give the correct portion yield from petits fours. Evidence could be in the form of a presentation or report. Learners could research and plan to produce a range of products for a dessert buffet at a function such as a wedding reception. The selected products should be to an accepted budget (set realistically after research) and also be balanced and nutritionally sound.

For P21, learners must explain the effect of cooking methods on the end product. The evidence could take a written format, possibly after a group discussion.

P22 requires learners to describe the quality points for three different types of petits fours and friandises.

For P23, learners must describe how to control time, temperature and environment to achieve the desired outcome when producing three different types of petits fours.

M3, builds on the skills shown in P13, P14 and P15. For M3, it is not enough for learners to follow a well-known recipe; they should demonstrate creativity. For example, learners could take a traditional dessert and petit four and give it a modern style of presentation or interpretation such as eggplant and chocolate Napoleon. A further example could be a cupcake flavoured and topped with candied/crystallized sweet potato. The evidence will be practical and will need to include an observation sheet supported by other forms of evidence, such as digital photographs or tasting notes.

M4 requires learners to apply quality criteria identified for P22 to at least six desserts and petits fours. These criteria could be applied to desserts and petits fours produced by themselves, by other learners, or by professional businesses, eg restaurants, patisseries.

For D1, learners need to assess their own performance using quality monitoring criteria and make realistic recommendations for developing skills when preparing, cooking and finishing dessert and petits fours. This should be based on analysis of the products produced and feedback from peers and customers, but should also, where necessary, incorporate other relevant areas, such as specific preparation or cooking skills. Areas of strength and weakness should be identified, and realistic suggestions for improvement made.





P1, P2, P3, P4, P5, P6, P7, P8, P9, P10, P11, P12, M1, M2

Producing Hot, Cold and Frozen Desserts

Learners take the role of a pastry chef and have been asked to produce hot, cold and frozen desserts.

Learners produce a leaflet of the recipes used including pictures of the dishes produced.

Learners provide video evidence or photographs of dishes produced.

P13, P14, P15, P16, P17, P18, P19, P20, P21, P22, P23, M3, M4, D1

Producing Petits Fours and Friandises

Learners continue with their role as pastry chefs and have been asked to produce petits fours and friandises.

Learners produce a leaflet of the recipes used including pictures of the dishes produced.

Learners provide video evidence or photographs of dishes produced.



Level 2 Level 3

Prepare, Cook and Finish Food European Food

Contemporary World Food Asian Food


Essential resources

Learners will need access to a realistic work environment or a real work situation.


Where possible, employers should be involved with this unit by supplying opportunities for learners to visit their businesses, speakers with appropriate expertise to talk to learners and work placements.

The practical part of this unit should take place in a commercial context. If this is not possible within the centre, a link with a local employer or collaboration with a college with appropriate realistic work environments could facilitate this.



Textbooks

Friberg B – The Professional Pastry Chef, 4th Edition (John Wiley & Sons, 2002) ISBN 9780471359258

Friberg B – The Advanced Professional Pastry Chef, 5th Edition (John Wiley & Sons, 2003) ISBN 9780471432838

Hamlyn – Larousse Gastronomique: Desserts, Cakes and Pastries (Hamlyn, 2006) ISBN 9780600615774

Hanneman L – Patisserie, 2nd Edition (Butterworth-Heinemann, 2005) ISBN 9780750669283

Parkinson E – The Complete Confectioner, Pastry-cook, and Baker (BiblioLife, 2009) ISBN 9781110347353

Journals


Delicious magazine – Seven Publishing

Olive – BBC worldwide

Restaurant – Reed Publishing

Stockpot – (Craft Guild of Chefs), Pensord

Yes chef! magazine – Network Group

Websites

www.bbc.co.uk/food BBC Food pages

www.bbc.co.uk/learningzone BBC Learning Zone – Programme times




www.compass.com Compass – Gateway to sites for business, travel, shopping


www.sodexo.com Sodexo – On-site service solutions and motivation solutions





Independent enquirers P20 stating how to adjust the quantity of ingredients to give the correct portion yield from petits fours [IE 2]

Creative thinkers P4 presenting dishes to meet styles of service [CT 1]Reflective learners P5 evaluating finished dishes [RL 1, 4, 5]Self-managers P1 demonstrating professional practices [SM 1, 2, 3]

P2 producing hot, cold and frozen desserts to recipe specifications using advanced skills and techniques [SM 1, 2, 3].



Effective participators identifying improvements to their working practices [EP 4].









Troubleshoot



researching websites about desserts and petits fours


researching and selecting information on approaches to dessert and petits fours preparation and cooking



● text and tables

● images

● numbers

● records







Mathematics







English


discussing different types of dessert and petits fours products and the ingredients used in their production

describing the range of equipment, preparation, cooking and finishing methods used in the production of dessert and petits fours products


researching from textbooks, articles and websites to gather information on dessert and petits fours preparation and cooking


preparing presentations, class notes, reports and written pieces of work on dessert and petits fours preparation and cooking.


Unit 14: Environment and Sustainability in Hospitality



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of the impact of the hospitality industry on the environment, the conflicting needs of different stakeholders with respect to hospitality, the measures taken by the hospitality industry to ensure a sustainable environment and gain skills to plan and undertake research into an environmental issue.

Unit introduction

The issue of maintaining a sustainable environment is vital for the prosperity of the hospitality industry.

In this unit learners will look at the importance of sustainability in hospitality. Learners will carry out research and present and justify proposals relating to infrastructure, business practices or customer choices.

Learners will develop an understanding of the environmental impacts, both positive and negative, of the hospitality industry, as well as the conflicting needs of customers, businesses and governments. Learners will also develop an understanding of the costs and benefits of environmentally friendly practices to different parties, such as waste disposal and use of energy, the interest groups driving environmentally friendly operations within the context of the hospitality industry, and the role of government.

Learning outcomes


1 Know the impact of the hospitality industry on the environment

2 Understand the conflicting needs of different stakeholders with respect to hospitality

3 Understand the measures taken by the hospitality industry to ensure a sustainable environment

4 Be able to plan and undertake research into an environmental issue in a hospitality business.


Unit content

1 Know the impact of the hospitality industry on the environment

Environment: varying definitions and different uses of the term

Hospitality industry businesses: hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs; events

Impacts of hospitality on the environment: positive impacts; negative impacts; growth of hospitality businesses; increasing customer numbers; comparison of carbon footprints of different equipment and products used in the industry; impact of customers’ choices on the environment

2 Understand the conflicting needs of different stakeholders with respect to hospitality

Stakeholders: customers/guests; businesses; voluntary sector including pressure and action groups (green tourism, ecotourism); governments and government agencies

Conflicting needs: pressures on delicate, at-risk ecosystems due to the growth of businesses; pressures of perceived economic gain against negative environmental impacts; resources needed by hospitality businesses (water, power); how and why business decisions can cause conflict with local people

Role of governments and government agencies in matters relating to the environment: conflicts that may arise between economic and environmental priorities and current UK policies

Environmental impact assessment: principles; how and why used

3 Understand the measures taken by the hospitality industry to ensure a sustainable environment

Sustainability in hospitality: definition; principles (environmental, social, economic); alternative terminology; costs and benefits (from different perspectives) of planning and implementing changes as a result of environmental impact assessments

Measures: to ensure a sustainable environment; examples of good practice; local sourcing; implications for businesses and customers; environmentally-friendly operations within the context of the hospitality industry

4 Be able to plan and undertake research into an environmental issue in a hospitality business

Environmental issue: relating to infrastructure, business practices and/or customer choices

Planning research: aims; planned outcomes; task dates; review dates; monitoring; data collection tools

Undertaking research: primary; secondary; creating and using research resources such as surveys, observation sheets and interview questions; meeting relevant legislation; data collection, presentation and analysis

Conclusions: summary of findings; relate to initial aims of research

Recommendations: in relation to infrastructure, business practices and/or customer choices; supporting sustainable environment; proposals based on conclusions from research; other considered proposals; justification of proposals to include balance between negative and positive impacts, in relation to other considered proposals, reasons for choice; appropriate communication of persuasive argument








P1 describe the impact of the hospitality industry on the environment [IE 1]

P2 explain conflicting needs of stakeholders with respect to hospitality, taking different perspectives into consideration [IE 3]

M1 analyse the impact of tourism and hospitality on the environment, drawing out key relevant issues

P3 explain measures taken to ensure a sustainable environment [IE 1]

M2 assess the approach of sustainable development initiatives in hospitality businesses

P4 plan research into an environmental issue in a hospitality business [IE 2]

P5 analyse data from own research into an environmental issue. [IE 2]

M3 analyse key data and draw relevant conclusions.

D1 propose recommendations for implementing control measures to ensure a sustainable environment based on data analysis.





TW – team workers





Delivery

This unit deals with an emerging and significant global movement called sustainable development, whose issues are impacting on all aspects of society including business. The unit makes an important contribution to the understanding of complex but critical environmental and sustainability issues that are affecting hospitality businesses. The very nature of the hospitality business is dynamic. It is proactive in that it can stimulate growth and reactive in that it is sensitive to ever-changing markets. The sustainability imperative demands that industry is sensitive to the changes it is responsible for.

The unit is a mix of focused tutor-led inputs, investigative work and some practical application. Learners will need to develop a clear understanding of the reasons behind the emergence of the movement and how it is evolving, its current and potential impact on hospitality. Because of the contemporary nature of the subject, visits to appropriate online sources will be important.

Case studies could be used to demonstrate the ways in which industry is responding to the demands of sustainability, as well as identifying the complexity and diversity of the issues faced by hospitality businesses. Group discussions are a useful way of exploring the subject, particularly the more difficult concepts. The case studies will give learners an insight into the extent sustainable development is being embraced by industry.

Learners will look at how significant a role sustainability development is now playing and the ways in which it is being utilised within hospitality environments. Tutor-led inputs would provide a structured resource for the development of learners’ understanding of the opportunities, constraints and benefits of sustainable development. Learners also need to understand the importance of regulation, including national indicators and legislation.

As learners are expected to undertake investigations to meet the learning outcomes, the delivery of the unit may require the development of research skills. This would need to focus on sources of information, collating, selecting and analysing information. Learners may enjoy designing and using a customer or staff questionnaire, to link with Unit 26: Industry-related Project in Hospitality.







Tutor-led discussion about the definition of environment.

Tutor-led discussion about the impact of the hospitality industry on the environment.

Visit to a hospitality business to develop an awareness of the actions they take to reduce their impact on the environment.Assignment 1 – The Impact of the Hospitality Industry on the Environment (P1, M1)

Learners produce a booklet to raise awareness about the impact of the hospitality industry on the environment.

Tutor-led discussion about conflicting needs of stakeholders with respect to hospitality.

Tutor-led discussion about the role of governments and government agencies in matters relating to the environment.

Tutor-led discussion about environmental impact assessment, its principles and how and why it’s used.Assignment 2 – The Conflicting Needs of Different Stakeholders with Respect to Hospitality (P2)

Learners produce a booklet about the conflicting needs of different stakeholders with respect to hospitality.

Tutor-led discussion about sustainability in hospitality.

Discussion about possible measures to ensure a sustainable environment.Assignment 3 – The Measures Taken by the Hospitality Industry to Ensure a Sustainable Environment (P3, M2)

Learners do a presentation about measures taken by the hospitality industry to ensure a sustainable environment.

Learners investigate environmental issues which will be the focus of their presentations.

Learners plan their research.

Learners undertake their research into environmental issues of their choice.

Tutor-led discussion about possible recommendation for implementing control measures to ensure a sustainable environment.Assignment 4 – Planning and Undertaking Research into an Environmental Issue in a Hospitality Business (P4, P5, M3, D1)

Learners do a presentation about an environmental issue in a hospitality business based on investigation accompanied by an executive report.


Self initiated learning time.


Assessment


P1 – P2 – M1

For P1, learners must describe the impact of the hospitality industry on the environment. Learners must also display an awareness of the general problems associated with sustainable development and identify current economic, social, cultural and political dilemmas.

P2 requires learners to explain conflicting needs of stakeholders with respect to hospitality, taking different perspectives into consideration. It is important that learners are aware of the need to balance the aims of sustainable development with those of businesses. Their explanation need only be at the general level rather than for a specific situation. Learners should, however, make a connection to the requirement of sustainable consumption, production and general efficiency. They should also make references in their work and identify sources used. Evidence for both P1 and P2 could be in the form of a report which shows understanding of the key features of sustainable development and its relevance to the needs of business in general.

To achieve M1, which is a development of P1 and P2, learners need to provide evidence of deeper understanding of the main debates facing businesses. The evidence should go beyond the ways in which sustainability issues impact on business and judge the extent to which businesses are aware and making use of the debates surrounding sustainable development.

P3 – M2

For P3, learners are required to explain measures taken to ensure a sustainable environment. Learners should discuss emerging initiatives like those led by NGO’s such as International Tourism Partnership and others. Evidence could take the form of a small group presentation with a separate individual report outlining their research effort. Alternatively a case study approach may be suitable to give the assessor more scope in terms of providing a wider and contrasting range of examples for learners to experience.

M2 requires learners to assess the approach of sustainable development initiatives in hospitality businesses. Evidence could be in the form of a presentation and report around, for example, emerging best practice in hospitality. What differentiates it from P3 is that learners should understand the differences in approach and the possible reasons for this. A case study approach, as mentioned above in P3, could be used to ensure the focus of evidence provided for this criterion should be an explanation and analysis of why there are differences in approach.

P4 – P5 – M3 – D1

For P4, learners must plan research into an environmental issue in a hospitality business. Learners need to choose a key environmental issue for a hospitality business that has published an environmental policy statement and describe how it reflects sustainability principles. They may wish to choose a hospitality business from elsewhere in the world where, for example, environmental pressures can be different from those in the UK. This should assist learners to gain a wider and more in-depth appreciation of the global nature and significance of the issues.

For P5, learners must analyse their research findings. Learners need to ensure that the physical environmental issues are fully addressed. They also need to consider the range of control measures required to ensure a sustainable environment. Information could be sourced from hospitality businesses directly or from organisations such as the Institute of Hospitality and the Energy Trust.


For M3, learners need to compare and review environmental policy statements from at least two hospitality businesses. These businesses may be in different sectors, be different in terms of size, geographical scope, and the types of customers who support them. The learners should explore in more depth the similarities and differences. An appropriate response could be for example to compare the five star city centre boutique hotel with a five star destination resort hotel from a range of chosen perspectives such as brand identity and type of customer.

For D1, learners need to analyse the success of the chosen businesses’ various initiatives in addressing relevant key sustainability issues. This should include at least three examples and learners’ own commentary on any further issues these generate. For example, the learner might wish to suggest innovative ways of seeking further improvement.




P1, M1 The Impact of the Hospitality Industry on the Environment

Learners take on the role of environmental officer and are asked to describe the impact of the hospitality industry on the environment to the staff in a hotel.

Learners produce a booklet for a hotel on its sustainable development initiatives.

P2 The Conflicting Needs of Different Stakeholders with Respect to Hospitality

Learners carry on in their role of environmental officer and create another booklet about the conflicting needs of different stakeholders with respect to hospitality.

Learners produce a booklet for a hotel.

P3, M2 The Measures Taken by the Hospitality Industry to Ensure a Sustainable Environment

Learners carry on in their role of environmental officer and give a presentation about measures taken by the hospitality industry to ensure a sustainable environment.

Learners create a presentation for use with the staff in a hotel

P4, P5, M3, D1 Planning and Undertaking Research into an Environmental Issue in a Hospitality Business

Learners carry on in their role of environmental officer and select a hospitality business and investigate how a key environment issue is monitored and evaluated and make recommendations for improvement.

Learners investigate a key environmental issue for the business of their choice, present findings and make recommendations for improvements in the form of an executive report.




Level 2 Level 3

Investigate the Catering and Hospitality Industry The Hospitality Industry



Essential resources

Learners need to access to the internet. Tutors should be aware of the need to keep abreast of the big issues to ensure learners are able to articulate them in a vocationally relevant manner.


Guest speakers, such as environmental and sustainability officers, or visits to hospitality businesses would provide learners with a realistic insight into the management and implementation of initiatives. This would help support desk-based research.



Textbooks

Chen J, Sloan P and Legrand W – Sustainability in the Hospitality Industry (Butterworth-Heinemann, 2009) ISBN 9780750679688

International Tourism Partnership – Environmental Management for Hotels: The Industry Guide to Sustainable Operation, 3rd Edition (International Tourism Partnership, 2008) ISBN 9781899159154

Jones M – Sustainable Event Management (Earthscan, 2009) ISBN 9781844077380

Sharpley R – Tourism Development and the Environment: Beyond Sustainability? (Earthscan, 2009) ISBN 9781844077335

Reports

Leading the Challenge of Climate Change – World Travel and Tourism Council

Switched On: Renewable Energy Opportunities in the Tourism Industry – United Nations Environment Programme

Websites

www.carbontrust.co.uk Carbon Trust

www.defra.gov.uk/sustainable/government/progress/national/index.htm

Defra – sustainable development

www.direct.gov.uk/en/Environmentandgreenerliving/index.htm

Directgov – Environment and greener living

www.environmentallyfriendlyhotels.com/definitions.html

Environmentally Friendly Hotels

www.foe.co.uk/resource/press_releases/energy_8876.html

Friends of the Earth

www.hospitableclimates.org.uk Hospitable Climates

www.icrtourism.org/cms/publish/87.shtml The International Centre for Responsible Tourism

www.nationalgeographic.com/guides/travel/sustainable

National Geographic Center for Sustainable Destinations






Independent enquirers P1 describing the impact of the hospitality industry on the environment [IE 1]

P2 explaining conflicting needs of stakeholders with respect to hospitality, taking different perspectives into consideration [IE 3]

P3 explaining measures taken to ensure a sustainable environment [IE 1]

P4 planning research into an environmental issue in a hospitality business [IE 2]

P5 analysing data from own research into an environmental issue [IE 2].



Independent enquirers analysing the impact of tourism and hospitality on the environment, drawing out key relevant issues

analysing key data and drawing relevant conclusions

[IE 4, 6]Effective participators proposing recommendations for implementing control measures to ensure a

sustainable environment based on data analysis [EP 4].






researching environmental and sustainability hospitality related issues



maintaining a register/folder base of information


Troubleshoot



sourcing and selecting appropriate information


researching and selecting focused information



text and tables

images

numbers

records

●

●

●

●







Mathematics






presenting findings to others


English


presenting findings to others


researching diverse range of subject material


preparing reports and presentation

maintaining a portfolio of evidence.


Unit 15: Principles of Nutrition for Healthier Food and Special Diets



Credit value: 3


Aim and purpose

The purpose of this unit is to provide learners with knowledge of the principles of nutrition, healthier foods and special diets. Learners will develop their knowledge of the principles of balanced diets, nutritional information and their understanding of special dietary needs.

Unit introduction

Nutrition is about the study of food and how our bodies use food as fuel for growth and daily activities. The macronutrients include proteins, carbohydrates, and fats. The micronutrients include the vitamins and minerals that we need to be healthy.

The principles of nutrition are becoming more important in today’s society, as scientists are finding many benefits to a balanced diet which include the supporting of a healthy and long life. There have been many initiatives, including at government level, to promote healthy eating. Many people who work in the hospitality industry need to be able to make proposals for balanced diets for their clients. Although this is especially true within certain groups of people, such as residents in retirement homes or boarding school children, many individuals are now demanding to know about the nutritional content of their foods. While supermarkets have taken this demand on board by offering nutritional information for ready meals, the hospitality industry is also expected to provide much more information to interested parties.

In this unit, learners will investigates the nutritional needs of human beings and the workings of the digestive system, in order to develop an understanding of a balanced diet. Learners will find out about the problems caused by a deficiency or excess of any of the important nutrients in the diet.

Learners will learn about the specific dietary needs of different groups of people, in order to advise which dishes are most appropriate for a balanced diet, and which may be recommended for customers who are suffering from a deficiency or excess of any nutrients.


Learning outcomes


1 Understand the importance and principles of balanced diets

2 Understand food labelling and nutritional information

3 Understand special dietary needs

4 Understand how to plan and promote healthier food choices.


Unit content

1 Understand the importance and principles of balanced diets

Government’s guidelines for a healthy diet: eating a variety of different foods; eating the right amount to be a healthy weight; eating foods rich in starch and fibre; eating a variety of fruit and vegetables; eating moderate amounts of foods that contain a lot of fat; eating moderate amounts of sugary foods and drinks; drinking alcoholic drinks sensibly

Sources of nutrients: meats; fish and shellfish; eggs; dairy produce; fats and oils; fruit and vegetables; grains and seeds; nuts; pulses

Nutrients: benefits eg building and repairing tissues, giving heat and energy, regulating body processes; macronutrients eg protein, carbohydrates, fats; micronutrients eg minerals, vitamins; effects of inappropriate amount of nutrients eg obesity, cancers, heart disease, diabetes, stroke, thromboses, scurvy, ketosis, anaemia, night blindness

Implications of using food supplements: unwanted effects eg when taken before surgery, when taken with other dietary supplements or medicines, when having certain health conditions

Implications of using food additives: advantages eg improving the look, colour and texture of food, increasing the shelf life of food, helping prevent food poisoning; disadvantages eg destroying vitamins in food, used to make bad quality food look good, people may be allergic to particular food additives

Anatomical description: mouth; oesophagus; stomach; small intestine; pancreas; large intestine; colon; liver; rectum

Processes and actions involved: chewing; saliva; gastric acid; chime; food absorption; bile; pancreatic enzymes; bacteria eg e-coli, lactobacillus acidophilus

2 Understand food labelling and nutritional information

Nutrients: proteins; fat (saturated and unsaturated); carbohydrates, of which sugar; vitamins C, D and B group; iron; calcium

Figures: government sources; standard recipes; standard menus; percentage of recommended daily requirements; National Health Service; supermarkets and food producers eg traffic lights; food groups

Definitions: high fat; low fat; high sugar; low sugar; high salt; low salt; high fibre; calorific value

3 Understand special dietary needs

Age groups: children; teenagers; young adults; adults; elderly

Situations: hospitals; schools (day, boarding); prisons; care homes; hotels; restaurants; sports clubs; spas; ships

Specific dietary needs: diabetes; food allergies; intolerances eg coeliac disease; special diets eg low fat, dairy free, vegetarian, low salt


4 Understand how to plan and promote healthier food choices

Meals and menus: for different situations; to cater for different special diets; nutritionally balanced

Factors to consider: cooking methods to be used; availability of ingredients; choice and variety; skills available; time available; costs; changes in customer demand; trends in food production eg organic, free range; body image; government initiatives and agencies; reports on supplements eg omega oils; media promotion of fresh foods over convenience; quality and range of manufactured food available to the caterer; additives; food labelling; educational policy eg breakfast clubs, vending machines, school meals

Effects of food processes on nutrient content: freezing; drying; cooking; reheating

Methods of promoting healthier food choices: regular meals; balanced diet; body mass index (BMI); Health Development Agency and guidelines








P1 describe the current government guidelines for a healthy diet

P2 identify the sources of nutrients

P3 evaluate the effects of nutrients on health [IE 3]

P4 describe the implications of using food supplements

P5 explain the implications of the use of food additives

M1 compare roles of nutrients in a balanced diet

D1 assess the relative importance of the nutrients to the digestion process.

P6 describe the meaning of nutritional information on food labels [IE 4]

P7 state the guidelines which must be followed when making nutritional claims on food labels

M2 explain how the selection of food could affect the nutritional content of a selected menu

P8 explain the specific dietary needs of different groups of people [IE 2]

P9 explain how certain diets can affect health

M3 analyse the suitability of menus for their given situations, making suggestions for improvements

P10 explain how to provide meals to meet the dietary needs of individuals

P11 state the effects of food processes on nutrient content [IE 3]

P12 describe methods of promoting healthier food choices.

M4 assess the relative importance of factors and advice that promote a healthy diet.






TW – team workers





Delivery

This unit is an ideal vehicle for learners to investigate nutrition and to develop their ideas on how to provide a healthy diet.

Learning outcome 1 gives the opportunity to investigate the nutritional content of various foods and food groups. Research could be carried out using the internet or other sources, including government figures which are readily available. This could be supported by a visit from an appropriate health service expert who gives regular nutrition advice, for example, a dietician. Nutrition is important to many people in society, not just those who are ill; for example, many participants in sports will take serious nutritional advice to improve their performance, so a visit from a local sports club coach might also support the learning.

It is important that learners understand the need for nutrients and the problems associated with deficiencies or excesses of nutrients.

Learners will also need to analyse the nutritional content of menus. This will require some calculation, and may best be achieved using a spreadsheet program. Learners may need support to take a recipe and calculate the content of the various nutrients in each food item and to conclude from this the nutritional content of the whole dish.






Tutor input, question and answer, discussion – nutrients and their uses and sources.

Tutor input, question and answer, discussion – government guidelines for a healthy diet.

Visit from nutritional expert to give talk on how the human digestive system processes food. Question and answer session (to include preparation time for question and answer session).

Tutor-led discussion on the implications of using food supplements and food additives.

Guided research using internet or library facilities to support assignment.Assignment 1 – The Importance and Principles of Balanced Diets (P1, P2, P3, P4, P5, M1, D1)

Learners produce a website to raise awareness about nutrients required for a balanced diet.

Tutor-led discussion on the meaning of nutritional information on food labels.

Tutor-led discussion on the guidelines which must be followed when making nutritional claims on food labels.

Guided research for the assignment.Assignment 2 – Food Labelling and Nutritional Information (P6, P7, M2)

Learners create a presentation about nutritional information on food labels.

Group discussion about the specific dietary needs of different groups of people.

Group discussion about how certain diets can affect health.

Exercise – learners analyse the suitability of menus for their given situations.



Assignment 3 – Special Dietary Needs (P8, P9, M3)

Learners create a presentation about the specific dietary needs of different groups of people.

Tutor-led discussion on ways to provide meals to meet the dietary needs of individuals.

Tutor-led discussion on the effects of food processes on nutrient content.

Group discussion about methods of promoting healthier food choices.Assignment 4 – How to Plan and Promote Healthier Food Choices (P10, P11, P12, M4)

Learners produce a website to raise awareness of how to plan and promote healthier food choices.



Assessment


P1 – P2 – P3 – P4 – P5 – M1 – D1

For P1, learners must show understanding of nutrition, eg what vitamins, minerals, carbohydrates are, what foods they are found in, and the government guidelines that are relevant to nutrition. Learners should be aware of such things as the recommended water intake and nutritional intake. This description need only be at a general level rather than for a specific situation or age group. Learners must make references clear in their work and identify sources used.

For P2, learners need to identify the sources of nutrients in a balanced diet. Learners must show that they know what nutrients are needed and in which foods nutrients can be found in appropriate quantities. They need to show knowledge of why it is necessary to have a variety of foods to ensure a balanced diet.

To achieve P3, learners need to develop their understanding from P2 to explain the effects of consuming excess or insufficient quantities of nutrients. It is not enough to say that eating too much fat will cause obesity; learners must explain why this is the case, building on their knowledge shown in P1.

For P4, evidence could be in the form of a written piece of work, such as a poster or information bulletin for staff, which describes the implications of using food supplements.

Evidence for P5 could be in the form of a report which explains the implications of using food additives.

For M1, learners need to compare the roles of the various nutrients in a balanced diet. This should build on P2 where learners have identified the sources of nutrients. Here learners need to compare and explain the importance of each nutrient to a balanced diet.

To achieve D1, learners need to assess the importance of each nutrient to the human digestive process. It is important that learners explain why some nutrients are needed on a daily basis, whereas others are stored by the body for future use.


P6 – P7 – M2

For P6, evidence could be in the form of a written piece of work, such as a poster or information bulletin for staff, which shows knowledge of the meaning of nutritional information on food labels.

Evidence for P7 could be in the form of a report stating the guidelines which must be followed when making nutritional claims on food labels.

For M2, learners need to explain how foods chosen in a selected three course menu, including dishes with widely differing contents of fat, sugar, salt and fibre, have an effect on the nutritional content of the final dish. It is not sufficient, for example, to explain that lean cuts of meat contribute less fat to the dish; learners also need to consider the use of fresh, pre-prepared or preserved foods.

P8 – P9 – M3

For P8, learners can use the knowledge gained for P2 to explain the nutritional requirements for at least two different age groups and situations, eg children in schools and adults in hospitals. It would be topical to discuss the changes to the school meal nutritional requirements and the decrease in fried foods and sugar. Learners also need to identify the requirements of groups with specific dietary needs, which can be achieved as part of the same task, eg describing the nutritional requirements of a child in a school who is a coeliac or diabetic.

Evidence for P9 could be in the form of a report explaining how certain diets can affect health.

For M3, learners need to use selected menus and assess the suitability of the menu to the situation and the given client. Learners need to identify areas of the menu that could be improved, and they should also take into account, and comment on, the constraints such as time, skills available and costs.

P10 – P11 – P12 – M4

To achieve P10, learners should source at least four menus or recipes for a range of customers and special dietary needs and explain how these provide meals to meet the dietary needs of individuals. These can be sourced from magazines, hospitals, schools etc.

For P11, learners need to state the effects of different food preparation and cooking methods, for example marinating, cooking in fat or cooking in water, on different nutrients.

For P12, learners have to describe methods of promoting healthier food choices. Learners should identify what changes have taken place in customer demand, such as the increased popularity of organic and free-range foods, and the ways in which the media promote these trends. Learners should identify at least one government initiative, eg ‘five a day’, and explain its impact on healthy eating and recent changes to educational policy. Learners must also discuss the quality and range of manufactured food available to the caterer and examples of their place in the industry.

To achieve M4, learners need to discuss in some detail how important the different factors and published advice are in raising public awareness and changing habits and how important this is for public health. Learners need to judge the evidence available and conclude how successful the changes and initiatives are in a broader health context. For example, they might consider how successful changes in school meals policy have been from a public health perspective and whether the current changes are having an impact on wider eating habits of children. Learners could also consider the controversy surrounding organic and free-range food: it may taste better, but is it really healthier?





P1, P2, P3, P4, P5, M1, D1

The Importance and Principles of Balanced Diets

Learners take on the role of a team manager in the head office of a large contract catering business, which has just taken over the catering for an oil rig, and they need to ensure that the team can provide a balanced diet to the staff so create a website for them.

A website for the team describing the nutrients required for a balanced diet.

P6, P7, M2 Food Labelling and Nutritional Information

Learners continue in the role of team managers. As the team also needs to be trained in nutritional information on food labels, the team manager also prepares a presentation for them.

A presentation describing nutritional information on food labels.

P8, P9, M3 Special Dietary Needs

Learners continue in the role of team managers. Some of the staff in the oil rig have special dietary needs. To ensure that the catering team can cater for special dietary requirements the team manager creates a presentation for them.

A presentation explain the specific dietary needs of different groups of people and how certain diets can affect health.

P10, P11, P12, M4 How to Plan and Promote Healthier Food Choices

Learners continue in the role of team managers and create a website on how to plan and promote healthier food choices.

A website for the team raising awareness on how to plan and promote healthier food choices.



Level 2 Level 3



European Food

Healthier Food and Special Diets Asian Food

Prepare, Cook and Finish Food Contemporary World Food


Essential resources

Learners must have access to sufficient library and other resources that provide information on nutrition. Access to the internet will enable learners to research many aspects of this unit.


It would be appropriate for learners to have the opportunity to have a discussion with an expert in the nutrition field, for example, a representative of the health service, or a specialist chef from a hospital, or even a coach from an appropriate sports team.


Textbooks

Bender A and Bender D – Food Tables and Labelling (Oxford University Press, 1999) ISBN 9780198328148

Food Standards Agency – Catering for Health: A Guide for Teaching Healthier Catering Practices (Stationery Office Books, 2002) ISBN 9780112430674

Food Standards Agency – Manual of Nutrition, 11th Edition (Stationery Office Books, 2008) ISBN 9780112431169

Smith M and Morton D – The Digestive System (Churchill Livingstone, 2001) ISBN 9780443062452

Websites

www.bbc.co.uk/health/healthy_living BBC Health

www.bpassoc.org.uk Blood Pressure Association


www.nice.org.uk National Institute for Health and Clinical Excellence

www.nutrition.org.uk British Nutrition Foundation


www.whatsinsideguide.com What’s Inside Guide – guideline daily amounts





Independent enquirers P3 evaluating the effects of nutrients on health [IE 3]

P6 describing the meaning of nutritional information on food labels [IE 4]

P8 explaining the specific dietary needs of different groups of people [IE 2]

P11 stating the effects of food processes on nutrient content [IE 3].



Effective participators analysing the suitability of menus for their given situations, making suggestions for improvements [EP 4].









Troubleshoot






text and tables

images

numbers

records

●

●

●

●







Mathematics







English




reporting on the nutritional content of the menu

reporting on excess and lack of nutrients

writing a booklet on the nutritional requirements of a balanced diet.


Unit 16: Hospitality Business Enterprise

Unit code: D/601/0483


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of legal and financial considerations affecting hospitality businesses start-up and gain skills to produce a proposal, plan, set up and evaluate a hospitality business.

Unit introduction

The hospitality industry offers a diverse range of opportunities for the entrepreneur and learners will gain an insight into the opportunities open to them. This unit will allow learners to explore the issues involved in starting a business and to put some of them into practice. The business idea could be almost anything, such as a market stall, a cleaning service, outside catering, farmhouse holidays, or diversification into a range of related activities or service provision within an existing hospitality business.

However, starting a small business enterprise can be difficult and the original business idea may not always be successful. People starting such a venture will need to consider a number of issues, such as laws, regulations, financing, the potential market, and the competition.

Learners will develop their understanding of the legal status and trading terms and conditions of their proposed business, legal aspects such as fire regulations, trading standards and taxation, and financial aspects, such as start-up and operational costs.

Learners will have the opportunity to devise a proposal for a simple business enterprise and to put their proposal into action. Their proposal is likely to include such considerations as the type of business, its target market, available resources, financial information, forward planning and goals for the business. The proposal must be realistic because learners will then have to plan and implement it. They will be required to collect feedback and apply evaluation criteria to judge the extent to which they were successful in meeting their original goals.

Learning outcomes


1 Know the legal and financial considerations that affect the start-up of small hospitality businesses

2 Be able to produce an outline hospitality business enterprise proposal

3 Be able to plan and set up a hospitality business

4 Be able to evaluate a hospitality business enterprise.


Unit content

1 Know the legal and financial considerations that affect the start-up of small hospitality businesses

Legal considerations: legal status eg sole trader, partnership, limited company, franchise, cooperative; legal liabilities; trading terms and conditions; trading standards; licences eg premises; record keeping; national/local laws; regulations and bylaws; health and safety; fire regulations; licensing; planning permission; contracts, duties and responsibilities; regulatory bodies; sources of advice; resolving problems

Financial considerations: start-up costs eg cost of premises, market research, equipment, fixtures; running costs eg rent, bills, salaries, materials and supplies, maintenance; assets and liabilities; personal survival budget; pricing policy; break even; cash flow forecasting; profit and loss budgets/accounts; sources of finance eg grants, loans, borrowing, sponsorship; record keeping

2 Be able to produce an outline hospitality business enterprise proposal

Business proposal: models; generating ideas; researching and collecting information; reviewing information and ideas; setting targets and goals; purpose of plan; components of plan (type of business, market, human/physical/financial resources, financial and profit forecasts, cash flow, growth and development, contingencies)

3 Be able to plan and set up a hospitality business

Planning objectives: key factors eg anticipated income, promotion of the event, availability of required resources, service providers, meeting key regulatory requirements, financial flow charts, role allocations, contingency planning

Participate: role eg own contribution, skills and knowledge required, carrying out working procedures; lines of authority; responsibilities; reporting procedures

Variations: necessary changes to the plan eg timings, roles, services, costs, planned/unplanned contingencies

4 Be able to evaluate a hospitality business enterprise

Feedback: types eg event statistics, financial data, oral, written, formal, informal; sources eg customers, guests, delegates, colleagues, line manager, supervisor

Evaluation: achieving objectives of the plan; use of working procedures; use of resources; meeting financial targets; customer satisfaction; quality of service and products; meeting key regulatory requirements; dealing with variations; dealing with guests/delegates; maintaining standards; own contribution








P1 describe the legal and financial aspects which will affect the start-up of a hospitality business enterprise [IE 2, 4]

M1 assess the implications of legal and financial considerations when starting up a hospitality business enterprise

P2 produce an outline proposal for starting up a small hospitality business enterprise [IE 1, CT 1, 3, EP 1]

M2 demonstrate independence and initiative in producing an outline proposal for a hospitality business enterprise

P3 plan and set up a small hospitality business enterprise [CT 1, 3, SM 2, 3, EP 2, 3]

P4 evaluate the planning and running of a small hospitality business enterprise. [RL 5, EP 4]

M3 analyse the factors that affected the planning and operation of the enterprise and justify any changes that were made to the original proposal.

D1 assess the small hospitality business enterprise, making realistic recommendations for improvements.





TW – team workers





Delivery

This unit enables learners to investigate the skills needed to run a simple business enterprise. The focus of the unit is on ‘small business’ and is related to people operating on their own as sole traders or partnerships and limited companies employing 10 or fewer staff. To begin developing thoughts and ideas, learners could have a group discussion about a wide range of small business opportunities, such as a coffee shop, a cleaning service, outside catering, opportunities for diversification into a range of related activities, or service provision within an existing hospitality business. Learners could use the restaurant in their centre, if available, to run the business.

Learners should be encouraged at this early stage to focus on a possible small business idea. They should not be deterred if their ideas change during this unit. They need to concentrate on the processes involved as well as the practicality of establishing the enterprise with their broad learning environment. The idea could be related to a single event, eg selling food at a fete, or a longer-term activity.

Learners will need some theoretical input to develop their understanding of the criteria for a business idea. Tutors could use case study materials to illustrate a range of examples and help learners to focus their thoughts during the formulation of their ideas, including how the business idea will relate to its target market.

Learners could investigate similar businesses and talk to their operators to see what factors need to be considered and whether these correspond to learners’ proposed plans. Such investigations could also usefully inform learners’ knowledge of market research.

When considering legal and financial aspects of establishing new enterprises, learners would benefit from guest speakers such as those operating a small business, business start-up advisers, accountants and representatives from banks, the HM Revenue and Customs, training and advice services, and local enterprise agencies. The Young Enterprise scheme offers learners a great deal of support, with workshops and mentors available. Membership includes public liability insurance and other legal considerations a new business faces. Visits to local small businesses or presentations by representatives from local trade associations such as the chamber of commerce would help learners to develop an awareness of what is needed to run a small business enterprise. Local tourist boards offer learners membership at a token cost, which gives them access to a number of business related workshops that may help develop their knowledge regarding running a hospitality business enterprise.

Delivery of the proposal will ensure that learners understand the full implications of setting up a small business enterprise, appraising their survival needs and how much money and other resources will be required to fund and operate the enterprise. It is important for learners to be guided to establish criteria by which they will be able to evaluate both the success of the enterprise and their own contribution to the planning and operation of the enterprise.







Tutor-led discussion about the legal considerations that will affect the start-up of a hospitality business enterprise.

Case study – group work. Each group given a case study of a new business enterprise idea, with case history, eg financial, resources, experience etc. Each group has to produce an action plan of how to finance each business and present it to peers.

Local entrepreneur or new business adviser to speak to class on the legal considerations of setting up a new business. Using same case study, each group has to produce a poster on the key legal considerations for a new business. Poster can only have four words in total. Present to whole class.Assignment 1 – Legal and Financial Considerations that Affect the Start-up of Small Hospitality Businesses (P1, M1)

Learners produce a booklet about the legal and financial considerations that affect the start-up of small hospitality businesses.

Tutor-led discussion about business proposals.

Using the internet, learners research different types of small hospitality businesses. They then produce a storyboard to present their findings.

Group discussion about possible small hospitality business enterprise ideas. Taking each idea, learners produce a SWOT analysis for each. Tutor collates learners results. In pairs, take two ideas, discuss and choose favourite and most feasible.Assignment 2 – Producing an Outline Hospitality Business Enterprise Proposal (P2, M2)

Learners create a presentation about an outline hospitality business enterprise proposal.

Visits to local small hospitality businesses offering a variety of products and services. Arrange for owner/operator to speak to group on their business.

Learners plan their objectives for their hospitality businesses. Learners keep a diary/journal of their involvement.

Tutor-led session. Give learners cards with different methods of feedback used to measure the success of a business. Learners use them and arrange them in order of importance/ease of implementation in relation to their business enterprise. They will use the most appropriate of these when planning and running their business. This will help them review their enterprise’s success.

Discussion about possible variations to the plan.Assignment 3 – Planning and Setting up a Hospitality Business (P3, M3)

Learners produce a business plan addressed to the bank manager to help fund the business enterprise.

Learners discuss types and sources of feedback used to evaluate a hospitality business enterprise.

Learners use evaluation criteria to assess the planning and running of a small hospitality business enterprise.Assignment 4 – Evaluating a Hospitality Business Enterprise (P4, D1)

Learners evaluate a hospitality business enterprise.




Assessment


P1 – M1

For P1, learners must describe the legal and financial aspects that will affect the start-up of a business enterprise. They may need to consult with specialists (this should be guided by the delivery of the unit) and should address aspects such as the legal status of the businesses, the forms of trading, together with specific relevant legal and financial issues. At this level, learners would not be expected to demonstrate detailed understanding of these, but rather to understand what they are and how they relate to business start-up.

For M1, learners also need to assess the impact of the different legal and financial considerations. For example, at P1 learners have to understand what a sole trader, partnership and limited company are, whereas for M1 they need to explain what the implications of different forms of ownership mean in terms of costs, risks and benefits.

P2 – M2

To meet P2, learners must produce an outline business enterprise proposal using relevant criteria. These criteria should be clear from the business proposal, for example the type of business, its unique selling points, any external influences (eg location) and so on. Learners should discuss the development of their ideas with their tutor and presume that these can become reality. They should also consider legal and financial aspects that are relevant to their proposal. Evidence can be in the form of a formal report or a presentation to a group. The proposed business can relate to a single event, such as a stall selling food at a summer fete, or it could be an ongoing activity, such as selling food at college. At this level, it is expected that learners will require significant guidance and support from the tutor.

The evidence for M2 must show that learners are capable of using a degree of initiative and demonstrate unaided competence in the formulation of sound business ideas and how they relate to the target market. For example, at this level it is expected that learners will require little guidance in generating ideas and carrying out background research.

P3 – P4 – M3 – D1

For P3, learners need to show they have been actively involved in the planning, setting up and operation of the enterprise. Examples of a business enterprise could be a coffee morning, inviting a group of people for a party or a leaving do. This could be recorded in a log or diary, supported by personal and witness statements. It may be useful if the diary or log was supplemented by material such as photographs and videos clips, notes of meetings and the like which relate to both the planning and participation in the enterprise. Learners can, if they wish, work in teams to run the business. This will require the groups to select a minimum of one of the business proposals from P2. If they choose to work in teams, each learner should create and present their own evidence.

For P4, learners need to assess the planning and operation of the business that they planned and ran for P3 in order to measure success against the evaluation criteria. They should collect a variety of types of feedback and use this to assess the success of their business enterprise. If learners have worked in teams, each person should produce their own evaluation.

To meet the M3 criterion, learners must demonstrate an understanding of why particular financial, legal and other aspects needed to be considered in order to operate the enterprise. This will require them to analyse a range of factors that were considered and to provide reasons for their decisions rather than just a descriptive account of how they were applied. Learners also need to justify any aspects of the original plan that were changed in the transition from the planning to the operational stages of the enterprise.


To achieve D1, learners need to evaluate the success of their business enterprise. Learners should reflect on the original business proposal, the planning and the execution of that plan. Whereas at pass level learners are expected to assess the extent to which they achieved their aims, for D1 they are expected to identify factors that contributed to, or hindered, their success. They also need to show that they can learn lessons from their experience in the form of suggestions about how they could have done things differently and what they would do differently next time. For example, this might relate to the original proposal, financial forecasting, the products or services offered, or the skills required to run the business.




P1, M1 Legal and Financial Considerations that Affect the Start-up of Small Hospitality Businesses

Learners take on the role of new entrepreneurs and produce a booklet about the legal and financial considerations that affect the start-up of small hospitality businesses.

Learners produce a booklet or other material for use with other entrepreneurs.

P2, M2 Producing an Outline Hospitality Business Enterprise Proposal

Learners carry on in their role as new entrepreneurs and produce an outline hospitality business enterprise proposal.

Learners create a presentation for use with the bank manager.

P3, M3 Planning and Setting up a Hospitality Business

Learners carry on in their role as new entrepreneurs and produce a business plan to present to the bank manager to help fund the enterprise. Learners then need to set up and run the hospitality business enterprise.

Learners create a presentation for use with the bank manager.

Role play supported by observation sheets.

P4, D1 Evaluating a Hospitality Business Enterprise

Learners carry on in their role as new entrepreneurs and evaluate the hospitality business enterprise.

A report to give to the bank manager.




Level 2 Level 3





Providing Customer Service in Hospitality

Providing Customer Service in Hospitality Financial Control in Hospitality

Supervisory Skills in the Hospitality Industry

Food and Drinks Service



Essential resources

Tutors should be aware that textbooks are frequently updated and that they should use the latest editions available. Learners will require access to business links.


Links with local entrepreneurs and business advisers should be developed to enable tutors to put the unit into a vocational context and inspire learners. Visiting speakers from the hospitality industry or relevant agencies would also benefit learners.


Textbooks

Barrow C – Practical Financial Management, 7th Edition (Kogan Page, 2008) ISBN 9780749452735

Deakins D and Freel M – Entrepreneurship and Small Firms, 5th Edition (McGraw-Hill, 2009) ISBN 9780077121624

Journal


Websites

www.businesslink.gov.uk Business Link – Business support, information and advice

www.bytestart.co.uk Small business portal






Independent enquirers P1 describing the legal and financial aspects which will affect the start-up of a hospitality business enterprise [IE 2, 4]

P2 producing an outline proposal for starting up a small hospitality business enterprise [IE 1]

Creative thinkers P2 producing an outline proposal for starting up a small hospitality business enterprise

P3 planning and setting up a small hospitality business enterprise

[CT 1, 3]Reflective learners P4 evaluating the planning and running of a small hospitality business enterprise

[RL 5]Self-managers P3 planning and setting up a small hospitality business enterprise [SM 2, 3]Effective participators P2 producing an outline proposal for starting up a small hospitality business

enterprise [EP 1]

P3 planning and setting up a small hospitality business enterprise [EP 2, 3]

P4 evaluating the planning and running of a small hospitality business enterprise [EP 4].



Reflective learners evaluating experiences and learning to inform future progress [RL 5].






producing a business plan and materials necessary when running business enterprise (menu, price list, stock sheets etc)




creating invoices, stock reports, client list etc


Troubleshoot








text and tables

images

numbers

records

●

●

●

●









creating invoices, stock reports, client list etc



Mathematics


calculating cash flow, profit margin and selling price


calculating cash flow, profit margin, selling price, profit margins etc







English


discussing different types of business enterprise ideas with peers and presenting business plan


researching from textbooks, articles and websites to gather information on setting up a business.

planning and setting up a hospitality business enterprise


preparing presentations, class notes, reports and written pieces of work on business enterprise

producing an outline proposal for starting up a small

hospitality business enterprise.


Unit 17: E-business for Hospitality

Unit code: M/601/0486


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of e-business in the hospitality industry, the benefits, impacts and barriers to the development of e-business within hospitality businesses and the relevant features of effective hospitality websites and key sales and marketing issues.

Unit introduction

The term ‘e-business’ relates to business activities that are carried out using the internet (the web and email). It encompasses e-commerce, which relates to buying and selling, but also includes servicing customers (ie business to consumer) and collaborating with business partners (business to business).

E-business is having a huge impact on the hospitality industry, an impact that looks set to continue. An increasing number of people are booking and viewing restaurants and hotel rooms online, and they are working with the smartest time-saving electronic systems. Businesses are using the internet to communicate better with suppliers, and are increasingly bypassing intermediaries in order to communicate directly with customers.

Learners will explore the benefits for consumers and businesses. However, alongside the benefits there are barriers. For businesses, these barriers include issues connected to employee resistance, planning, resources and training, while for consumers, they include website design and payment security. Learners will look at ways in which these barriers can be overcome.

Learners will have the opportunity to evaluate hospitality websites. They will identify the main criteria by which websites can be judged, both in terms of usability for consumers and the usefulness for hospitality businesses. For consumers these issues include usability, such as navigation, quality of information, ability to make bookings and user friendliness. For businesses they include search engines, advertising, and the capture of information about customers.

Learning outcomes


1 Know about e-business in the hospitality industry

2 Know the benefits of e-business and its impacts for hospitality businesses

3 Understand the barriers to the development of e-business within hospitality businesses

4 Know the relevant features of effective hospitality websites and key sales and marketing issues.


Unit content

1 Know about e-business in the hospitality industry

Applications of e-business: definition (conducting business using the internet); business to consumer eg promotions, bookings, advertising; business to business eg e-procurement, advertising

Hospitality businesses: hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs; events

2 Know the benefits of e-business and its impacts for hospitality businesses

Benefits: increased visibility; 24-hour information; up-to-date availability of information; worldwide accessibility; ease of taking bookings and payment processing; low promotional costs; opportunity to use web and email marketing; ability to obtain customer information; opportunity to protect and build brand; better access to suppliers

Impact on customers: increased choice; speed; greater independence; more information eg services, appearance, location, virtual room tours; ability to compare prices; increase in direct booking, less use of intermediaries

Impact on businesses: better communication with suppliers and customers; ability to bypass intermediaries; marketing opportunities; effect on prices (increased transparency, downward pressure); costs of meeting technological requirements for e-business

3 Understand the barriers to the development of e-business within hospitality businesses

Barriers: technological barriers for business and customers eg slow connections, inadequate hardware, slow download times, staff resistance to change, lack of staff training, requirements for web maintenance; inflexibility of business structure; lack of business planning eg cash flow forecasting, marketing strategy; poor website design; security for payments (perceived and real)

Overcoming barriers: organisational issues eg business planning, staff development, recruiting new staff; customer education and awareness campaign; support issues eg government support, support for web design, dedicated technical support

4 Know the relevant features of effective hospitality websites and key sales and marketing issues

Types: service providers eg hotels, restaurants; suppliers eg food and beverage, equipment; other industry bodies

Features of effective websites: ease of navigation eg navigation bars, links back to home page; content that is up to date and trusted by consumers; provision of information eg prices, services, availability, maps, contact details, virtual tours; ability to take bookings; user friendliness eg site map, search tools, foreign language pages; well-written content; professional appearance; fast download times for pages

Sales and marketing issues: use of website optimisation strategy; importance of search engines as source of traffic; positioning on search engines; use of pay-per-click advertising; capture of customer contact details; email marketing eg e-newsletters and promotions; analysis of traffic eg cookies








P1 describe the applications of e-business in hospitality [IE 1, 2, 3, 4]

P2 describe benefits of e-business for hospitality businesses

P3 list ways e-business can impact on the hospitality industry

M1 compare the ways in which hospitality businesses make use of the benefits of e-business

D1 assess the impact of e-business on the hospitality industry, highlighting the benefits and barriers overcome

P4 explain barriers to the development of e-business within hospitality businesses and strategies used to overcome them [IE 1, 2, 3, 4]

M2 analyse the effects of the different barriers to e-business and the strategies used to overcome them

P5 describe features of effective hospitality business websites

P6 describe sales and marketing issues of which hospitality businesses need to be aware. [IE 1, 2, 3, 4]

M3 compare different types of hospitality business websites and assess their overall effectiveness.

D2 evaluate a website from a hospitality business and make recommendations for improvement.





TW – team workers





Delivery

E-business is a major growth area for all industries and this unit should give learners an understanding of the range of e-business and its impact on the hospitality industry.

Electronic business methods enable businesses to link their internal and external data processing systems more efficiently and flexibly, to work more closely with suppliers and partners, and to better satisfy the needs and expectations of their customers.

E-business is increasingly becoming an essential part of normal business processes. As a result, the challenge is changing from getting SMEs connected to the internet to the effective and productive integration of ICT and e-business into business processes. Small companies fall behind larger enterprises especially in the use of more advanced e-business applications.

Learners need to develop a clear understanding of how e-business is likely to affect hospitality operations. This outcome can be achieved by visits to providers or commercial users within the context of hospitality. First-hand experience will clarify the potential impact of e-business on hospitality operations.

Because of the nature of e-business, visits to businesses that are involved in e-business would be useful. Learners could then see first hand the role of e-business in the hospitality industry and the ways that enquiries and bookings are handled. Visiting speakers would provide a valuable resource for the development of learners’ understanding of the opportunities, benefits and barriers. Such speakers offer direct experience of these areas, which could generate discussion groups to expand on the issues involved. Although learners should be encouraged to suggest imaginative solutions to potential barriers to the development of e-business, these suggestions should be workable solutions. Also learners should have a clear understanding of the constraints that may prevent smaller hospitality operations pursuing e-business opportunities.

Selecting industries with businesses that have a significant internet presence and those that do not offers opportunities to contrast the relative degrees of flexibility available to suppliers and consumers alike. Learners can contrast the web presence of different businesses and reach conclusions as to which business is most responsive to shifting consumer preferences.

The evaluation of websites will involve practical work, through investigating a range of websites online with particular regard to aspects such as user-friendliness, ease of navigation and the quality of information provided. Visiting speakers can also make a positive contribution by sharing their evaluations of commercial websites and discussing how they could be developed and improved.

Learners are expected to investigate key sales and marketing issues. The delivery of the unit may require the development of research skills and link to other units, eg Unit 18: Marketing for Hospitality. The skills would need to focus on information gathering, collating, analysing and presenting information for a given audience.

Learners need to be encouraged to use relevant e-business terminology. It should be noted that website design is not part of this unit and therefore would be unsuitable as a way of presenting evidence for assessment.







Group discussion to describe e-business and identify its use and potential within the hospitality industry.

Visits from employers to talk about the ways in which items are promoted, sourced and purchased.

Learners investigate e-business for businesses and customers through online services and desk-based research. Assignment 1 – E-business in the Hospitality Industry (P1)

Learners produce a presentation about e-business in the hospitality industry.

Visits to businesses which use e-systems to support their activities.

Group discussion to determine and compare the benefits of and barriers to e-business for the hospitality industry.Assignment 2 – Benefits of E-business and Its Impacts for Hospitality Businesses (P2, P3, M1, D1)

Learners produce a portfolio of evidence which shows the benefits and impacts of e-business for hospitality businesses.

Group activity to identify the barriers to the development of e-business for the hospitality industry and a discussion on how the barriers could be overcome.Assignment 3 – The Barriers to the Development of E-business within Hospitality Businesses (P4, M2)

Learners make a presentation on the barriers to the development of e-business and the strategies used to overcome them.

Visiting speakers describe the features of effective hospitality business websites.

Learners investigate and compare hospitality business websites.

Learners investigate sales and marketing issues of which hospitality businesses need to be aware.

Assignment 4 – The Relevant Features of Effective Hospitality Websites and Key Sales and Marketing Issues (P5, P6, M3, D2)

Learners produce a handbook describing effective hospitality websites and key sales and marketing issues for hospitality businesses.




Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills, eg oral presentations or the ability to work independently, must be supported by an observation sheet(s) signed by the assessor which identifies how specific criteria have been met.

The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how the assessment can be grouped to allow learners to progress to the higher grades, however they are not prescriptive.

P1

The evidence produced for P1 must firstly describe different types of e-business, eg business to consumer, business to business. Then learners need to describe its applications in the hospitality industry. For instance, learners could identify how hospitality industries use the internet to promote sales and gain more business, such as using websites to advertise their business and sell rooms.

P2 – P3 – M1 – D1

For P2, learners must describe the benefits of e-business for hospitality businesses. One method of researching this would be to use questionnaires or interviews with one or more employers from industry. At least three examples of hospitality businesses should be included in the research. Information could be collected on the employers’ perceptions regarding the benefits of e-business.

For P3, learners need to list how this promotion impacts on the business itself in the form of increased sales and online payment. Evidence could be in written format, eg a poster and a leaflet, or by means of a PowerPoint presentation.

M1 is a development of P1 and P2. Whereas at pass level learners are expected to describe e-business and list its hospitality industry impact, at merit level they have to compare the different ways e-business is used across hospitality businesses. A learner may consider if a business is making the best use of web and email marketing for its customers and which business is most aware of e-business and its impact on prices and access to suppliers. It should be noted that this grading criterion does not relate to the effectiveness of these businesses’ websites, as this aspect is covered in M3.

For D1, learners need to take a more critical perspective of e-business. Learners need to assess the impact of e-business on the hospitality industry as a whole, not just on a few businesses or organisations. The way that e-business has been embraced by some businesses could form the basis for highlighting the extent to which the benefits have been recognised. The potential barriers may have been overcome in innovative ways. It is likely that learners will find that certain parts of the hospitality industry have recognised the benefits and addressed the barriers more effectively than others. Learners need to be given general information on a range of e-business resources. They should be encouraged to access the internet to research the topic area and could identify how e-business in hospitality has evolved in recent years.


P4 – M2

For P4, learners must explain the potential barriers for hospitality businesses and strategies for overcoming them. One method of researching this would be to use questionnaires or interviews with one or more employers from industry. At least three examples of hospitality businesses should be included in the research. A discussion on how the barriers, which have been experienced, have been overcome would be appropriate. Learners could present their work for P4 in a written format, eg a leaflet, or by means of an oral presentation.

M2 builds on P4. At pass level learners are describing the barriers to e-business; at merit level learners need to make a judgement and analyse the effect of the strategies used to overcome the barriers. They may offer their own suggestions and solutions. These strategies could differ from one business to the next. For example, in one business a barrier could be online payment systems. The barrier may be the perceived threat to the security of the payment and the customers’ personal information. Strategies to overcome this barrier could include finding software to help to prevent fraud. Another example could be a barrier to the implementation of new technology, eg in a kitchen, managers may want to update an ordering system so that all orders are placed electronically. Chefs’ training could be used to overcome this barrier. The new system could save time and money, which would benefit customers, employees and shareholders. Learners will be required to analyse the effectiveness of the different strategies that have been used. Learners could use the same businesses as those used for P3 and P4.

P5 – P6 – M3 – D2

For P5, learners should select three or four websites from hospitality businesses anywhere in the world. Learners would benefit from the tutor or a speaker demonstrating the features of several websites. The learner could evaluate the sites against set, agreed criteria. As part of the descriptions, learners need to identify the extent to which each website fulfils the requirements of being an effective website. Depending on the type of business, not all the features will necessarily be relevant to all websites.

For P6, learners need to describe key sales and marketing issues. For example, they should outline in general terms what a website optimisation strategy is and why search engines are so important in directing traffic to websites. However, learners do not need to understand the technical issues in carrying out optimisation strategies or to know how websites can improve their ranking on search engines. Learners could present their work by a PowerPoint presentation, with hyperlinks to named sites or through an illustrated booklet.

To meet M3, learners could select several hospitality businesses to use as the basis for their work. One possible way of generating evidence for M3 would be for learners to interview business representatives. Where learners are asked to assess the effectiveness of websites, the learners could offer their own suggestions, either in writing or by conducting a presentation, to the representatives they interviewed. Business representatives would receive something in return for the time that they have spent with the learners.

The evidence for D2 builds on P5, P6 and M3. The evaluation of one website forms the basis for this work. What sets D2 apart from M3 is that learners make recommendations for improvement. The recommendations could be prioritised and justified in terms of the costs and benefits to customers and the business as a whole. Learners would be able to demonstrate their knowledge of the unit as a whole and put this learning into practice when making their recommendations. If the learner makes suggestions about a website linked to the business explored for M1 and M2, then the employer may be interested in reading, or hearing, the recommendations.





P1 E-business in the Hospitality Industry

Learners take the role of marketing executive and are required to create a presentation for use with new staff.


P2, P3, M1, D1 Benefits of E-business and Its Impacts for Hospitality Businesses

Learners continue in the role of marketing executive advising new businesses about how to go online using examples from companies that have made the transition.

Learners produce a portfolio of evidence eg slideshow presentation showing how established businesses have moved from offline marketing to using internet.

P4, M2 The Barriers to the Development of E-business within Hospitality Businesses

Learners continue in the role of marketing executive and create a presentation for new businesses going online.

Learners create a presentation for use with new businesses going online.

P5, P6, M3, D2 The Relevant Features of Effective Hospitality Websites and Key Sales and Marketing Issues

Learners take the role of business analyst and produce a handbook about the practicalities of going online.

Learners produce a handbook about effective hospitality websites and key sales and marketing issues for hospitality businesses.



Level 2 Level 3

Investigate the Catering and Hospitality Industry Financial Control in Hospitality


Marketing for Hospitality

Accommodation Services in Hospitality

Essential resources

Learners must be provided with access to the internet and demonstrations of online transactions. They must also have access to specialist journals and textbooks relating to e-business in the hospitality industry. Learners also need access to specialist personnel who can discuss examples of websites in order to explore effective and ineffective design. They also need access to recently published material and presentation tools, eg Word and PowerPoint software.



The context for this unit is e-business and its influence within the hospitality industry. Employers or their representatives should be invited to support the unit especially by giving talks about the use and benefits of e-business. The speakers may explore their own use of e-business methods or the planned use within their business. Learners could be guided to look at e-business opportunities within a sector of the industry, eg food, beverages, equipment or rooms. Some employers will wish to be involved in the assessment process when the barriers to adoption are determined and strategies are recommended. Speakers may want to review any written material, eg the assessment of a particular website and provide specific feedback to learners.


Textbooks

Buckley P and Clark D – The Rough Guide to the internet, 14th Edition (Rough Guides, 2009) ISBN 9781848361065

Chaffey D – E-Business and E-Commerce Management, 4th Edition (FT Prentice Hall, 2009) ISBN 9780273719601

Journals

Caterer and Housekeeper – Reed Business Information


Websites

www.berr.gov.uk Department for Business, Innovation and Skills


www.bii.org British Institute of Innkeeping – Professional Body for the licensed retail trade

www.businesslink.gov.uk Business Link – Businesses support, information and advice



www.davechaffey.com DaveChaffey – Guide to digital business

www.electronic-payments.co.uk Electronic Payments – Online and Electronic Payment Solutions


www.isoc.org Internet Society (ISOC)


www.statistics.gov.uk UK Statistics Authority – useful for tourist and traveller figures

www.w3.org The World Wide Web Consortium (W3C)





Independent enquirers P1 describing the applications of e-business in hospitality

P4 explaining barriers to the development of e-business within hospitality businesses and strategies used to overcome them

P5 describing features of effective hospitality business websites

P6 describing sales and marketing issues of which hospitality businesses need to be aware.

[IE 1, 2, 3, 4]



Independent enquirers analyse the effects of the different barriers to e-business and the strategies used to overcome them [IE 5]

assessing the impact of e-business on the hospitality industry, highlighting the benefits and barriers overcome [IE 6]

Creative thinkers comparing the ways in which hospitality businesses make use of the benefits of e-business [CT 2]

Effective participators evaluating a website from a hospitality business and making recommendations for improvement [EP 4].






using and evaluating websites


planning the use of websites and evaluating their effectiveness



Troubleshoot



identifying the benefits of e-business




text and tables

images

numbers

records

●

●

●

●

explaining the barriers to the development of e-business


describing the features of effective websites


outlining key sales and marketing issues and making visual presentations





Mathematics







English


identifying the benefits of e-business

identifying the barriers to the development of e-business

describing the features of effective websites



explaining the effectiveness of websites and key sales and marketing issues.


Unit 18: Marketing for Hospitality

Unit code: T/601/0487


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of marketing strategies and principles and how marketing research is used in hospitality businesses, how market environment analysis is used to identify opportunities and potential strategies, and how the marketing mix is used to develop products and services in hospitality businesses.

Unit introduction

This unit introduces learners to the concept of marketing, the marketing process and the importance of marketing to hospitality businesses.

Learners will explore the marketing principles of understanding the customer, ensuring that products and services meet with customer needs and how marketing can influence customer behaviour. They will have the chance to research the marketing strategies of a variety of hospitality businesses. They will investigate the basic principles of marketing through an understanding of marketing objectives, marketing mix, market segmentation and marketing communications. Learners will identify the constraints that affect marketing for hospitality businesses.

Different methods of market research used by businesses will be covered in this unit, including the range of data-collection techniques and how the data may be used to support decisions made by hospitality businesses.

Learners will look at the principles of marketing environment analysis through an understanding of the elements of political, economic, social, and technological (PEST) and strengths, weaknesses, opportunities, and threats (SWOT) analysis. They will identify how these elements may be influenced and how they affect hospitality businesses.

Learners will explore marketing strategies used by hospitality businesses including the principles of market segmentation and use of the marketing mix as a method of developing products and services.

Learning outcomes


1 Know marketing strategies and principles as used in the hospitality industry

2 Know how marketing research is used in hospitality businesses

3 Know how market environment analysis is used to identify opportunities and potential strategies

4 Understand how the marketing mix is used to develop products and services in hospitality businesses.


Unit content

1 Know marketing strategies and principles as used in the hospitality industry

Principles and strategies: definitions; concept of marketing; objectives, functions; market segmentation; marketing communication methods eg advertising, sales promotions; public relations; personal selling and direct selling; marketing planning; AIDA model (attention, interest, desire, action)

Constraints: financial (budgets, spending linked to sales targets); social (environmental issues, ethical concerns, consumer issues); legal (contract law, consumer law, data protection, labelling regulations); standards of practice (advertising standards, codes of practice)

2 Know how marketing research is used in hospitality businesses

Research: types (primary, secondary); purposes of marketing research (understanding customers, competitors and the market environment, evaluating, planning)

Focus: customer types; customer behaviour, preferences, lifestyles and values; sales trends; products and services; market share; market segmentation; competitor activities

Methods: primary eg questionnaires, surveys, interviews, sampling; secondary eg published information, internal records and statistics; sources of information; types of questions and suitability for different purposes; advantages and disadvantages of different methods

Data: types of data, qualitative and quantitative information; use of data; development of strategies from collected data

3 Know how market environment analysis is used to identify opportunities and potential strategies

Techniques: analysis (the market, macro environment, micro environment, customers and competitors); PEST factors (political, economic, socio/cultural, technological); SWOT analysis (strengths, weaknesses, opportunities, threats); product life cycle

Opportunities and strategies: new markets; new product/service development; diversification; extending product life; brand building; loyalty schemes; in-house selling and promotion; market penetration; implications of change and effects of change on existing business

4 Understand how the marketing mix is used to develop products and services in hospitality businesses

Marketing mix: definition; elements of marketing mix (the 5 Ps: products and services, price, place, promotion, people); combining elements of the mix

Product development: use of market research data; differentiation of products and services; identifying appropriate target markets; market segmentation; niche marketing; mass marketing

Objectives of marketing mix strategies: increased volume of sales, new/repeat business, customer and brand loyalty, increased market share and customer awareness; analysing results and feedback; identifying weaknesses and problems, proposing improvements








P1 describe principles and strategies of marketing used in hospitality businesses

P2 describe constraints which affect marketing strategies in hospitality businesses

[IE 1, 2, CT 2]

M1 explain how constraints affect marketing strategies in hospitality businesses

D1 analyse the importance of constraints on the marketing principles and strategies used in hospitality businesses

P3 describe the use of primary and secondary market research in hospitality businesses

[IE 1, 2]

M2 explain how data from market research are used in product and service development in hospitality businesses

P4 describe market environment analysis techniques used in the hospitality industry

[IE 1, 2]

P5 explain how the marketing mix is used in relation to hospitality products and services.

[IE 1, 2]

M3 explain the use of marketing environment analysis when developing new products and services in hospitality businesses.

D2 analyse the use of information from all sources in the development of the marketing mix for hospitality products and services.





TW – team workers





Delivery

It is important to address the assumption many learners may have that marketing is merely advertising. In fact, it is a more complex activity and this unit gives a deeper understanding of the whole marketing process.

This unit introduces learners to the basic principles and strategies of marketing in the hospitality industry. Delivery of the unit should use a variety of approaches, and learners should research the principles of marketing under tutor guidance, using a range of resources. Textbooks, internet research and visits to industry, talks by visiting speakers or case studies are some of the resources that could be used in the delivery of the unit content.

Learners should be encouraged to design questionnaires and carry out a limited amount of market research themselves to develop understanding of research types and implementation. This activity should be applied to a real product or service, possibly within the college environment in order to promote understanding of the analysis of data and the application of market research results. Visiting speakers and visits to industry will also ensure currency and vocational relevance to the delivery of the unit.

Branding and relationship marketing provide opportunities for linking with learners’ existing knowledge as consumers. The principles of the legislation that constrains marketers should be covered and then applied to situations which may be familiar to learners as customers.

Links to real hospitality businesses may provide learners with an opportunity to investigate actual marketing strategies or develop new materials for use in real businesses.

Learners may be able to devise marketing strategies for specific hospitality products or design marketing materials for events. The unit provides an ideal opportunity for learners to carry out investigations and presentations related to existing hospitality products, services and businesses.

Use of case studies can support the understanding of marketing environment analysis and development of hospitality products and services. This may be particularly useful when investigating the elements of PEST and SWOT analysis and marketing mix, and it may be supported by visiting speakers.

Learners will look at segmenting markets and targeting groups of potential customers. Learners may find it interesting to examine the geo-demographic descriptors for different local postcodes. A practical exercise where pairs of learners define target markets for different products could be used.

Learners need to understand the principles of a coherent marketing mix and there are many examples of products where the marketing mix is targeted at the younger consumer. Learners could analyse all aspects of the marketing mix and suggest how it has been designed to appeal to the target group. This may be clearer if learners also examine products targeted at a different group.







Group discussion about the concept of marketing within the hospitality industry. Tutor explanation of key terms.

Visits to hospitality businesses and observation of principles and strategies of marketing they use – follow-up poster showing different marketing principles and strategies used within the businesses.

Learners interview a member of staff from their own institution on marketing constraints.

Visits to hospitality businesses to find out about their standards of practice.Assignment 1 – Marketing Strategies and Principles in Hospitality (P1, P2, M1, D1)

Learners produce a presentation about marketing strategies and principles used in the hospitality industry.

Learners interview a small scale employer to find out how they use marketing research.

Learners interview an SME or large national or multi-national employer to find out about the marketing research methods they use.

Learners compare the focus of marketing research within different hospitality businesses.

Pair work based on researching how data from market research is used within hospitality businesses. Assignment 2 – Marketing Research in Hospitality (P3, M2)

Learners produce a presentation about how marketing research is used in hospitality businesses.

Learners visit two different businesses and find out about market environment analysis techniques they use, plus follow-up discussion.

Learners interview two different employers to find out about the different opportunities and potential strategies available to them. Assignment 3 – Market Environment Analysis (P4, M3)

Based on visit, learners produce a presentation about how market environment analysis is used to identify opportunities and potential strategies.

Learners investigate how the marketing mix is used in relation to products and services in different hospitality businesses.Assignment 4 – Marketing Mix (P5, D2)

Based on chosen hospitality businesses, learners produce a presentation about how the marketing mix is used when developing products and services.




Assessment



P1 – P2 – M1 – D1

For P1, learners need to describe the basic principles of marketing and the strategies that may be used by hospitality businesses. Learners need to define and explain the objectives of marketing for hospitality businesses. Learners could describe the marketing objectives for two different businesses, eg a fast-food business and small private hotel. They should provide evidence related to marketing communications used by different hospitality businesses and identify target market segments for specific products and services, eg the marketing communications used by coffee shops to attract their target market.

For P2, learners need to describe constraints that have an impact on marketing. One way of doing this would be for learners to identify budgets, skilled personnel, timing of marketing campaigns and competition for at least two contrasting hospitality businesses, eg a large fast-food operator and a small independent hotel.

For M1, learners need to clearly explain the relationship between the constraints that apply to different hospitality businesses and their marketing decisions. For example, using the information from P2, learners could describe how the identified constraints affect the marketing of products and services for their chosen businesses.

For D1, learners should need to make judgements about how constraints affect the marketing process by analysing the relative importance of different constraints on the strategies adopted. For example, learners could consider how changes to identified constraints may affect the marketing decisions by businesses identified in P2 and M1.

P3 – M2

For P3, learners should describe what is meant by primary and secondary research and identify the type of data that each can generate for hospitality businesses. This should include reference to quantitative and qualitative data. Evidence for this criterion should demonstrate knowledge of the methods of research for each type, such as questionnaires and websites, and the advantages and disadvantages of different methods. One way of doing this would be for learners to design and implement questionnaires for a specific product in a college environment or for a real hospitality business.

Evidence for M2 should show detailed understanding of the types of data generated through market research and how these data are used. Learners could analyse the questionnaires used to generate evidence for P3 and explain how the data influence decisions related to product development. For example, a questionnaire for a college cafeteria may investigate the need for a new range of sandwiches/wrap fillings. This could lead to a premium range being offered at a higher price.

P4 – P5 – M3 – D2

For P4, learners need to describe PEST analysis in relation to a hospitality business, for example identifying the political, economic, social and technological developments that may affect a large four-star hotel. Learners could conduct a SWOT analysis on a different hospitality business, eg their own part-time employer. They could also explain the relevance of each type of analysis to hospitality businesses, in terms of how they are linked to the opportunities and strategies listed in the unit content.


To achieve P5, learners should identify the elements of the marketing mix, explaining at least the five Ps. They should explain the objectives of the marketing mix and show how each element is used to develop new and existing products and services in hospitality businesses, eg how price, promotion strategy and design of product combine to produce a hospitality product aimed at a specific customer group.

For M3, learners need to explain how elements of PEST and SWOT analysis can affect hospitality operations and show how analysis of each factor may contribute to the development of products and services, eg how a large hotel operator may develop products if business is affected by new legislation or how a contract caterer is affected by changes in food production technology.

D2 requires learners to analyse how marketing research data and market analysis information influence the marketing mix for new and existing hospitality products and services. Using a specific hospitality business, learners could show how information about product satisfaction, PEST and SWOT factors and changes to the elements of the marketing mix impact on product and service development. Learners could provide analysis of a new, real product to show how these factors may have influenced its final design and delivery, eg changes in menus for fast food operators.




P1, P2, M1, D1 Marketing Strategies and Principles in Hospitality

Learners take the role of marketing executive and are asked to produce a presentation for new hospitality businesses.

Learners create a presentation for use with new hospitality businesses.

P3, M2 Marketing Research in Hospitality

Learners continue in the role of marketing executive and are now asked to investigate the use of marketing research in a selected hospitality business.

Learners produce presentation materials describing how marketing research is used in product and service development in a selected hospitality business.

P4, M3 Market Environment Analysis

Learners continue in the role of marketing executive and investigate how market environment analysis is used to identify opportunities and potential strategies in a selected hospitality business.

Learners produce presentation materials describing how market environment analysis is used to identify opportunities and potential strategies in a selected hospitality business

P5, D2 Marketing Mix Learners continue in the role of marketing executive and investigate how the marketing mix is used to develop products and services in hospitality businesses in a selected hospitality business.

Learners produce presentation materials explaining how the marketing mix is used to develop products and services in hospitality businesses in a selected hospitality business.




Level 2 Level 3

Hospitality Front Office Operations Food and Drinks Service

E-business for Hospitality


Personal Selling and Promotional Skills for Hospitality

Essential resources

The use of real examples will make the unit relevant and show how different businesses use market research to inform their strategies and how the marketing mix is used to develop suitable products and services.

Industry work experience will provide an invaluable source of information for the unit. Learners also need access to the internet.


Links with local employers should be developed to enable tutors to put the unit into a vocational context thorough work placements or visits. Speakers from the local hospitality industry could also be used to provide specialist knowledge and relay examples of current marketing activities. Work placements will provide learners with first-hand experience of how a hospitality business uses the marketing process to promote and develop its products and services. The work experience needs to be well structured and have clear expected learning outcomes.



Textbooks

Bowie D and Buttle F – Hospitality Marketing: An Introduction (Butterworth-Heinemann, 2004) ISBN 9780750652452

Kotler P, Bowen J and Makens J – Marketing for Hospitality and Tourism, 5th Edition (Pearson Education, 2009) ISBN 9780132453134

Mawson S – The Fundamentals of Hospitality Marketing (Thomson Learning, 2000) ISBN 9780826448323

Nykiel R – Handbook of Marketing Research Methodologies for Hospitality and Tourism (Routledge, 2007) ISBN 9780789034267

Reid R and Bojanic D – Hospitality Marketing Management, 5th Edition (John Wiley & Sons, 2009) ISBN 9780470088586

Journal

Journal of Hospitality Marketing and Management – Routledge

Websites

www.cim.co.uk The Chartered Institute of Marketing

www.fourseasons.com Four Seasons Hotels and Resorts

www.hilton.co.uk Hilton Hotels

www.intute.ac.uk Intute – web resources for education and research

www.mandarinoriental.com Mandarin Oriental Hotel Group

www.marketingteacher.com Free marketing resources for learners, teachers and professionals


www.statistics.gov.uk UK Statistics Authority – useful for tourist and traveller figures

www.swatch.com Swatch





Independent enquirers P1 describing principles and strategies of marketing used in hospitality businesses

P2 describing constraints which affect marketing strategies in hospitality businesses

P3 describing the use of primary and secondary market research in hospitality businesses

P4 describing market environment analysis techniques used in the hospitality industry

P5 explaining how the marketing mix is used in relation to hospitality products and services

[IE 1, 2]Creative thinkers P1 describing principles and strategies of marketing used in hospitality businesses

P2 describing constraints which affect marketing strategies in hospitality businesses

[CT 2].



Independent enquirers analysing the use of information from all sources in the development of the marketing mix for hospitality products and services. [IE 4]


Functional skills – Level 2







Troubleshoot



researching market environment tools




text and tables

images

numbers

records

●

●

●

●







Mathematics






collecting and analysing market research data


English


describing market analysis techniques

describing the constraints that affect marketing strategies in hospitality businesses.




Unit 19: Personal Selling and Promotional Skills for Hospitality

Unit code: F/601/0489


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of how personal selling and promotional activities benefit hospitality businesses and the various types of customers and the factors that influence their decisions to purchase, and gain skills to design promotions and use personal selling skills to promote and sell hospitality products and services.

Unit introduction

Personal selling is the marketing function that deals with the customer on a direct or face-to-face basis. Personal selling attempts to inform and educate prospective customers and to persuade them to purchase products and services. Promotional activities are essential within marketing to create awareness and to stimulate interest in the product or service offered.

This unit introduces learners to the various types of personal selling and promotional activities to be found within the hospitality industry. The promotional activities include the promotional mix, public relations and direct selling.

Learners will investigate the types of customers relevant to hospitality businesses, including individuals, groups, business and private customers, as well as customer profiles based on income, class, age and gender. Learners will also look at factors that influence the decision to purchase and the decision-making process itself.

Learners will take part in practical activities. They will design promotions for use in hospitality businesses, which will be linked to an overall business strategy and take into account the costs and resources needed and the benefits to the customer and the business. Learners will then put into practice their personal selling skills, such as their knowledge of the promotion and their ability to create awareness, identify the product/service features and benefits, handle objections, and close the sale.

Learning outcomes


1 Know how personal selling and promotional activities benefit hospitality businesses

2 Know the various types of customers and the factors that influence their decisions to purchase

3 Be able to design promotions for use in hospitality businesses

4 Be able to use personal selling skills to promote and sell hospitality products and services.


Unit content

1 Know how personal selling and promotional activities benefit hospitality businesses

Personal selling: definition; benefit to the organisation eg increased occupancy/usage, increased sales, repeat business, brand loyalty, customer loyalty, new business, increased market share; keeping within budget; resources and support needed; staff training; staff benefits

Promotional activities: definition; promotional mix eg advertising, merchandising, publicity; public relations eg press releases, sponsorship, corporate communications; direct selling; benefit to organisation eg public awareness, community relations, improved image, new sales opportunities

2 Know the various types of customers and the factors that influence their decisions to purchase

Types of customer: types eg individuals, groups, business, private, residential/non-residential; customer profiles eg age, gender, cultural background, lifestyle, disposable income, social class, special needs, special interests; identifying needs and wants; satisfied/dissatisfied customers

Decision to purchase: factors eg price, quality, ability to purchase, reputation, customer loyalty; decision process eg recognition of need, identifying availability, evaluating alternatives, purchase decision; post-purchase behaviour

3 Be able to design promotions for use in hospitality businesses

Promotion brief: aims and objectives; links to overall business strategy; customers; benefits; costs to business; resources required; type of selling

Types of products and services: products and services eg accommodation, food and beverage, leisure facilities, conference and banqueting facilities, business support, audio visual, e-commerce, corporate hospitality; ancillary services; unique selling points (USPs) of products and services

4 Be able to use personal selling skills to promote and sell hospitality products and services

Personal skills: personal presentation; verbal communication eg listening, questioning; non-verbal communication; assertiveness; negotiation; delegation

Selling skills: types of selling eg face-to-face, telephone selling, customer oriented, product oriented; type of sale eg single, multiple, current, new; features of successful selling eg knowledge of products and services, creating awareness, identifying product/service features and benefits to customer, recording the sale

Effective personal selling skills: features eg handling objections, closing the sale, up-selling, encouraging repeat business








P1 describe personal selling and promotional activities used by hospitality businesses, outlining the benefits of these activities[IE 1, 2, CT 2]

M1 explain why specific promotional activities are used for hospitality products and services

D1 assess the use of specific promotional activities and personal selling skills, showing how they influence decision making for different hospitality customers

P2 describe different types of hospitality customers and factors that influence their purchasing decisions[IE 1, 2]

M2 assess the factors that contribute to customer purchasing decisions for hospitality products

P3 design promotions that could be used to demonstrate personal selling skills[CT 1, 5, 6]

P4 promote hospitality products using personal selling skills.[RL 2, SM 1, 2, 3, 4, 5, 7, EP 5, 6]

M3 demonstrate high levels of personal selling skills to implement the hospitality promotion.

D2 evaluate own promotion and selling skills, making recommendations for improvements.





TW – team workers





Delivery

This unit introduces learners to the basic principles and strategies of marketing in the hospitality industry. Delivery of the unit should use a variety of approaches, and learners should research the principles of marketing under tutor guidance, using a range of resources. Textbooks, internet research and visits to industry, talks by visiting speakers or case studies are some of the resources which could be used in the delivery of the unit content.

Learners should be encouraged to design questionnaires and carry out a limited amount of market research themselves to develop understanding of research types and implementation. This activity should be applied to a real product or service, possibly within the college environment in order to promote understanding of the analysis of data and the application of market research results. Visiting speakers and visits to industry will also ensure currency and vocational relevance to the delivery of the unit.

Links to real hospitality organisations may provide learners with an opportunity to investigate actual marketing strategies or develop new materials for use in real businesses.

Learners may be able to devise marketing strategies for specific hospitality products or design marketing materials for events. The unit provides an ideal opportunity for learners to carry out investigations and presentations related to existing hospitality products, services and organisations.

Use of case studies can support the understanding of marketing environment analysis and development of hospitality products and services. This may be particularly useful when investigating the elements of PEST and SWOT analysis and marketing mix, and it may be supported by visiting speakers.







Tutor input on types of personal selling. Group discussion on benefits to the business. Activity on benefits of selected types of materials and the possible benefits to a business.

Tutor-led review of the process of producing materials. Activity – learners plan which material to produce given a budget and a simple personal selling scenario and agree the main benefit. Whole group feedback and reflection on activity.

Visits to hospitality businesses to find out about their promotional activities.Assignment 1 – How Personal Selling and Promotional Activities Benefit Hospitality Businesses (P1, M1, D1)

Learners create a presentation about the benefits of personal selling and promotional activities to hospitality businesses.

Group discussion on prior learning and understanding of customer types within hospitality from other areas studied. Tutor input on customer types within this context. Individual activity on customer profiles.

Tutor-led discussion on what factors affect customers’ decisions to buy. Tutor input on factors that affect different types of customers.

Visits to hospitality businesses to observe customer behaviour when deciding to purchase.

Pair activity on factors that could affect selected customer types. Group discussion on why these factors could affect the buying decision.Assignment 2 – Types of Customers (P2, M2)

Learners create a presentation about the different types of customers and the factors that influence their decisions to purchase.

Tutor-led discussion on criteria for designing promotions for use in hospitality businesses.

Tutor-led discussion on products and services available in hospitality businesses.Assignment 3 – Designing Promotions for Use in Hospitality Businesses (P3)

Learners design promotions for use in hospitality businesses.

Tutor input on personal selling skills. Discussion on communication skills and previous learning.

In pairs learners role play selected types of selling/types of sales and practice communication skills.

Tutor input on features of successful selling. Group activity on features of successful selling for a number of different situations.

Tutor-led discussion on how to evaluate performance and how to make recommendations for improvements. Group activity – role play making a sale. Learners evaluate their own performance and make recommendations for improvements.Assignment 4 – Using Personal Selling Skills to Promote and Sell Products and Services (P4, M3, D2)

Based on promoting and selling hospitality products and services to real customers.




Assessment


The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how assessment can be grouped to allow learners to progress to the higher grades; however, they are not prescriptive

P1 – M1 – D1

For P1, learners need to describe a range of personal selling and promotional activities used by hospitality businesses and outline the benefits of these activities. One way of doing this would be to carry out an investigation into the range of promotions used by a large business such as a multinational fast-food business.

For M1, learners need to go further than for P1 and explain the reasons for use of specific types of promotional activity in hospitality businesses, eg use of TV advertising for a fast-food operator.

For D1, learners must assess the strengths and weaknesses of promotional activities and selling skills that are, or have been, used. This should relate to a specific hospitality product or service, such as a weekend break at a country house hotel or a conference package. Learners should evaluate the ways in which different promotions are used, how they seek to influence purchasing decisions of three different target customers, and assess the relevance of personal selling to the product.

P2 – M2

For P2, learners have to describe hospitality providers or businesses and their customers and factors that influence their purchasing decisions. For instance, a description covering a large coffee shop chain, an independent hotel, a licensed retail business and a restaurant brand would allow learners to deal with a range of customer types and influences on purchasing decisions.

For M2, learners need to assess the factors that influence customer purchasing decisions. Learners should show which factors are the most important for different hospitality products. Using evidence related to purchasing decisions from P2, learners should assess the relative importance of these factors, eg comparing reputation and post-purchase behaviour for hospitality products.

P3

For P3, learners have to design specific materials or strategies to promote hospitality products. The criterion requires the promotion to be appropriate to the use of personal selling skills. Learners need to design two promotions that they will use to demonstrate their personal selling skills for P4. The promotions could relate to real organisations or a tutor-designed brief and should deal with more than one of the products and services listed. Learners should link the promotion to an overall strategy. For example, a hotel might have low occupancy at weekends because it is mainly used by business travellers, and so a promotion might focus on encouraging business travellers to extend their stays. Another example of a promotional activity would be a wine-tasting evening. The promotions should take into account the type of customers at which it will be aimed, as well as costs that would be incurred and the resources required. A promotion could be in the form of written material, eg a leaflet or a poster, or it could be a prepared sales pitch.


P4 – M3 – D2

For P4, learners need to use personal selling skills to promote the ideas generated for P3. Learners should provide evidence related to two hospitality products and show how they used their individual skills and abilities. This could take place in a real situation or it could be simulated and demonstrated by role play. At pass level, some selling skills will be demonstrated successfully; as a minimum, learners should be able to communicate product knowledge and encourage customer awareness.

To achieve M3, learners should show a higher level of skill than for P4, demonstrating that they are successful at selling and handling objections in their personal selling and that they can close sales and encourage repeat business.

For D2, learners must evaluate the promotion that they designed and implemented in P3, P4 and M3. They should consider how successful the original idea was in terms of whether the assumptions on which it was based were valid, and how they would do it differently in future. They should also consider the execution of the promotion in terms of the extent to which their personal and selling skills contributed to their success and where their own strengths and weaknesses lie.




P1, M1, D1 How Personal Selling and Promotional Activities Benefit Hospitality Businesses

Learners take the role of creative salesperson in a large hotel and are asked to produce a presentation about the different types of customers and the factors that influence their decisions to purchase.


P2, M2 Types of Customers Learners continue in the role of creative salesperson and are asked to produce a presentation about the benefits of personal selling and promotional activities to hospitality businesses.


P3 Designing Promotions for Use in Hospitality Businesses

Learners continue in the role of creative salesperson and are asked to design promotions for use in the hospitality business they work for.

Learners design materials or strategies for use in the hospitality business they work for.

P4, M3, D2 Using Personal Selling Skills to Promote and Sell Products and Services

Learners continue in the role of creative salesperson and are asked to promote hospitality products using personal selling skills.





Level 2 Level 3



Providing Customer Service in Hospitality Providing Customer Service in Hospitality

Marketing for Hospitality

Essential resources

Industry work experience will provide an invaluable source of information for the unit.


Links with local employers should be developed to enable tutors to put the unit into a vocational context thorough work placements or visits. Speakers from the local hospitality industry could also be used to provide specialist knowledge and relay examples of current marketing activities. Work placements will provide learners with first-hand experience of how a hospitality business uses the marketing process to promote and develop its products and service. The work experience needs to be well structured and have clear expected learning outcomes.


Textbooks

Cant M and Van Heerden C – Personal Selling (Juta Academic, 2007) ISBN 9780702166365

Cave S – Consumer Behaviour in a Week (Hodder Arnold, 2002) ISBN 9780340849712

Dibb S, Simkin L, Pride W and Farrell O – Marketing Concepts and Strategies (Houghton Mifflin (Academic), 2005) ISBN 9780618532032

Kotler P, Wong V, Saunders J and Armstrong G – Principles of Marketing, 5th Edition (Pearson, 2008) ISBN 9780273720645

Raza I – Heads in Beds: Hospitality and Tourism Marketing (Prentice Hall, 2004) ISBN 9780131101005

Journal

Journal of Hospitality Marketing and Management – Routledge

Websites

www.adassoc.org.uk The Advertising Association

www.asa.org.uk The Advertising Standards Authority

www.cim.co.uk The Chartered Institute of Marketing

www.intute.ac.uk Intute – web resources for education and research






Independent enquirers P1 describing personal selling and promotional activities used by hospitality businesses, outlining the benefits of these activities

P2 describing different types of hospitality customers and factors that influence their purchasing decisions

[IE 1, 2]Creative thinkers P1 describing personal selling and promotional activities used by hospitality

businesses, outlining the benefits of these activities

[CT 2]

P3 designing promotions that could be used to demonstrate personal selling skills

[CT 1, 5, 6]Reflective learners P4 promoting hospitality products using personal selling skills

[RL 2]Self-managers P4 promoting hospitality products using personal selling skills

[SM 1, 2, 3, 4, 5, 7]Effective participators P4 promoting hospitality products using personal selling skills

[EP 5, 6].



Independent enquirers explaining why specific promotional activities are used for hospitality products and services

assessing the use of specific promotional activities and personal selling skills, showing how they influence decision making for different hospitality customers

assessing the factors that contribute to customer purchasing decisions for hospitality products

[IE 4, 6]Self-managers demonstrating high levels of personal selling skills to implement the hospitality

promotion [SM 1, 2, 3, 4, 5, 7]Effective participators evaluating own promotion and selling skills, making recommendations for

improvements [EP 4].









Troubleshoot






text and tables

images

numbers

records

●

●

●

●

designing promotions for use in the hospitality industry







Mathematics







English


discussing their experience of personal selling

designing promotions for use in the hospitality industry.




Unit 20: Human Resources in Hospitality



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of current issues, responsibilities, policies, procedures and legislation applicable to human resource in hospitality businesses.

Unit introduction

The hospitality industry is frequently referred to as a ‘people business’. The customer expects to be served by people who are bright and confident with good personal skills. The employer wants people who can quickly acquire the skills and knowledge to do the job. Matching these needs is the role of human resources. Supervisors in the industry require human resources knowledge and skills and the confidence to apply them to the area in which they are working.

One of the most challenging aspects of the hospitality industry is the need to recruit, select and retain employees, as the staff turnover in the industry tends to be rather high. In addition, like all other employment sectors, a supervisor in the industry needs to be aware of current employment legislation and how it should be applied to human resources policies and procedures.

Learners will investigate and compare human resources policies and techniques, which may be used in any hospitality business. They will look at procedures that are used throughout an employee’s working life. These include recruiting, selecting and inducting staff, as well as the procedures for appraisal, discipline, grievance and termination. Learners will have the opportunity to investigate and examine the procedures, which will enable them to develop skills and knowledge. This will build their confidence before they need to practise the skills in the workplace. Learners will also look at legislation relevant to human resources and how it should be applied at all stages of employment.

Learning outcomes


1 Know human resource issues, responsibilities and policies in hospitality businesses

2 Understand recruitment, selection and induction procedures in hospitality businesses

3 Understand appraisal, grievance, disciplinary and termination procedures in hospitality businesses

4 Know relevant legislation applicable to human resource policies and procedures in hospitality businesses.


Unit content

1 Know human resource issues, responsibilities and policies in hospitality businesses

Issues and responsibilities: ensuring organisational effectiveness; design and implementation of policies and procedures; staff resource planning (staffing and training requirements, job roles and responsibilities); labour turnover and absenteeism (understanding causes and cost implications, finding solutions); ensuring motivation eg staff empowerment, job rotation/enrichment, personal and professional development, teamwork

Policies: aims and objectives of policies in general; types eg leave, sickness, dress code, disciplinary, pay, parental leave, redundancy

Hospitality industry businesses: hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs; events

2 Understand recruitment, selection and induction procedures in hospitality businesses

Recruitment: job evaluation; job analysis and specification; job description; person specification; advertising; sourcing of staff, including using agencies

Selection: applications; shortlisting; methods of selection eg interviews, group methods, presentations, personality assessment; references; appointment; contract of employment

Induction: practices and procedures; benefits to employer and employee; use of mentors; documentation

3 Understand appraisal, grievance, disciplinary and termination procedures in hospitality businesses

Appraisal: planning; aims and objectives; criteria; outcomes; recording documentation; continuing professional development

Disciplinary and grievance: guidelines and procedures eg verbal/written warnings, appeals; codes of practice; employment tribunal; sources of advice eg Advisory, Conciliation and Arbitration Service (ACAS), Institute of Hospitality (formerly HCIMA), Citizens Advice Bureau

Termination: redundancy; dismissal; job restructuring; resignation; procedures; records

4 Know relevant legislation applicable to human resource policies and procedures in hospitality businesses

Relevant legislation: disability; employment protection; equal pay; working time; minimum wages; race relations; employee relations; age discrimination; sex discrimination; record keeping; statutory sick pay; maternity; paternity; youth employment; employer’s liability insurance








P1 describe human resource issues, responsibilities and policies in hospitality businesses, giving appropriate examples[IE 1, 2, 3]

M1 compare human resource issues and policies in different hospitality businesses

D1 analyse a selection of human resource policies, commenting on their relevance to the businesses

P2 explain procedures to recruit, select and induct a new employee in a hospitality business

P3 explain appraisal, discipline and grievance procedures used in hospitality businesses

P4 describe current relevant legislation to human resource policies and procedures in hospitality businesses.[IE 1, 2]

M2 assess the effectiveness of human resource procedures together with relevant legislation in a hospitality business.

D2 analyse how human resource procedures could be improved in order to increase the effectiveness of a hospitality business.





TW – team workers





Delivery

It is essential that the theory of human resource management, its application across businesses, and the many different types of business making up the hospitality industry are researched and understood. Learners will benefit from having access to copies of policies, procedures and documentation from businesses. Speakers who are members of human resource teams and department managers or supervisors from hospitality businesses will be able to help learners understand how policies, techniques and procedures are applied. Learners may also work in the hospitality industry and will be able to share their experiences with the group.

Copies of policies and documentation, for example templates and proformas, from businesses will help learners get to know policies and procedures used in the industry. A visit from a speaker could be used to identify the different parts of staff-resource planning, as well as their use and application in the industry. Contacting businesses or carrying out research using a library or the internet could form the basis of research into quality systems. Pamphlets and other material could be built up into a research source.

Once the theory behind recruitment, selection and induction has been explored, learners can apply it to case studies. A significant source of staff in hospitality is employment agencies, and a speaker from one of these could show how they operate. Parts of their procedures, such as selection interviews or short induction training programmes, could be put into practice to build learners’ confidence.

The theory behind the development of appraisal, disciplinary, grievance and termination procedures could be taught using actual examples from hospitality businesses. How they have been applied to different situations could then be examined and case studies again used to demonstrate their application.







Group discussion about current human resource issues, responsibilities and policies in hospitality. Tutor explanation of key terms.

Visits to hospitality businesses and observation of human resource issues, responsibilities and policies – follow-up poster showing different types of issues, responsibilities and policies in the businesses.

Learners interview a member of staff from their own institution on human resources issues.

Visits to hospitality businesses to find out about policies. Assignment 1 – Current Human Resource Issues, Responsibilities and Policies in Hospitality (P1, M1, D1)

Learners produce a booklet to raise awareness about human resources in hospitality, based on visits.

Learners interview a business to find out about their recruitment, selection and induction procedures.

Industry speaker from a different business to give input about its recruitment, selection and induction procedures.

Learners investigate a different business to find out about its recruitment, selection and induction procedures.

Pair work based on a simulated business taking on its first employees – learners research recruitment, selection and induction procedures and propose the methods of selection to be adopted for specified situations.Assignment 2 – Recruitment, Selection and Induction Procedures in Hospitality (P2, M2, D2)

Learners produce a booklet to raise awareness about the recruitment, selection and induction procedures based on visit, interviews and investigations.

Learners visit a business and find out about its appraisal, grievance, disciplinary and termination procedures, plus follow-up discussion.

Learners interview a hospitality employer to find out about their appraisal, grievance, disciplinary and termination procedures.Assignment 3 – Appraisal, Grievance, Disciplinary and Termination Procedures in Hospitality (P3, M2, D2)

Based on visits, learners report on the appraisal, grievance, disciplinary and termination procedures of different hospitality businesses.

Learners investigate legislation applicable to human resources policies and procedures.Assignment 4 – Legislation Applicable to Human Resources Policies and Procedures in Hospitality (P4, M2, D2)

Learners investigate legislation applicable to human resources policies and procedures.




Assessment

While this unit has a large theoretical and knowledge base, it seeks to equip learners not only with this knowledge, but also the skills with which to apply it. Assessment of this unit should therefore involve the use of actual human resources policies and procedures, exercises, case studies and role play. Information could also be researched whilst carrying out work placements and/or part-time jobs in the hospitality industry.


P1 – M1 – D1

To achieve P1, learners have to describe the issues, responsibilities and policies used in hospitality businesses. The description should be in general terms, and should include examples from several hospitality businesses from different parts of the industry. There should be reference to at least five different types of policy, although it is not necessary to refer to more than one business for each type of policy. Policies can be sourced through work placements, part-time employment, or through visits to both large and small businesses. It should also be noted that this criterion deals with policy, ie the guiding principles or rules (what is to be carried out), whereas P2 and P3 deal with procedures, ie the steps taken to implement the policy (how it is carried out).

To achieve M1, policies and issues should be compared for two different businesses. While many of the issues will be common to different businesses, they are likely to be addressed in different ways and given different priorities. The explanation should include similarities and differences in the procedures adopted in the businesses.

For D1, learners need to analyse the success of a business’s policies in addressing relevant issues. This should include at least three policies and learners’ own commentary on any further issues these generate. For instance, learners could comment on a large restaurant chain that has started to source workers from other EU countries as they find it hard to attract staff from the UK. One issue that has arisen out of this is the need to develop induction programmes including Tourist Board courses such as ‘Welcome Host’ and to ensure that employees understand the company’s policies.

P2 – P3 – P4 – M2 – D2

The whole area of recruitment, selection and induction is covered for P2, in which learners have to research procedures to be used for a new employee in a hospitality business. A case study could be used if it is not possible to access this information from a real business. The case study used should outline a situation where new supervisors in the industry might find themselves looking for a member of staff at an operative level. Procedures used should be appropriate, for instance advertising the job and using a method of selection. This assessment could include a practical element, such as carrying out a structured interview or part of the induction programme.

P3 asks learners to explain the main parts of appraisal, disciplinary and grievance procedures. A case study could be used if it is not possible to access this information from a real business.

P4 asks learners to describe relevant legislation for the policies and procedures covered in P1, P2 and P3. Learners should provide a summary of how each of the given areas of legislation is applied in the human resources process. The summary should be in learners’ own words, highlighting relevant aspects of the legislation, and not simply reproducing parts of the laws in their entirety. The most up-to-date versions of legislation should be used.


For M2, learners need to bring together the work carried out for P2, P3 and P4, and are asked to assess how effective the application of procedures and relevant legislation is in a business. For example, they could investigate how effective the recruitment and selection procedure is, how effective the induction programme is, or whether the Working Time Directive is being followed. This could be done in a real situation or by using a case study if an appropriate business cannot be accessed.

D2 requires learners to comment on how human resources policies and procedures in a business could be improved. For instance, learners could suggest ways of improving the appraisal process so that employees have clearer targets that are linked to performance related pay, that motivate and encourage retention of talented staff, increase productivity, improve customer satisfaction, and ultimately improve the success of the business. However, at this level, learners should also show an awareness of the possible negative consequences of changes in procedures, eg changes can bring uncertainty and insecurity for staff, pay-linked appraisal is potentially divisive and burdensome for management.


The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources.


P1, M1, D1 Current Human Resource Issues, Responsibilities and Policies in Hospitality

Learners take the role of a personnel assistant and are asked to produce a booklet to raise awareness about human resource issues, responsibilities and policies in the hospitality industry.

Learners produce a booklet or other material for use with new supervisory staff.

P2, M2, D2 Recruitment, Selection and Induction Procedures in Hospitality

Learners take the role of a hospitality supervisor and are asked to make a presentation to fellow supervisors recommending procedures for recruitment, selection and induction.

Learners produce a presentation to be made to fellow supervisors.

P3, M2, D2 Appraisal, Grievance, Disciplinary and Termination Procedures in Hospitality

Learners take the role of a hospitality supervisor to produce a report to raise awareness about appraisal, grievance, disciplinary and termination procedures.

Learners produce a report for the use of supervisory staff.

P4, M2, D2 Legislation Applicable to Human Resource Policies and Procedures in Hospitality

Learners take the role of a hospitality supervisor and produce a booklet to raise awareness about legislation applicable to human resource policies and procedures.

Learners to produce a booklet or other material to be given to new supervisory staff.




Level 2 Level 3

Applying Workplace Skills Supervisory Skills in the Hospitality Industry

Essential resources

Learners need access to hospitality businesses to find examples of human resource policies and procedures. Ideally these will be real examples, but if these are not available then case studies could be used. Learners also need access to up-to-date and relevant human resource legislation, industry templates and proformas.


Wherever possible a relationship should be developed between the centre and local hospitality businesses to enable learners to research realistic situations. This will give learners an understanding of how human resources are managed within the hospitality industry and allow assessments to have a true vocational context. If speakers from the industry are coming into the centre to carry out a presentation, they should be fully briefed as to the nature of what it should contain. The speaker may want to recruit staff and may need discouraging from doing this. Any literature regarding policies and procedures would be useful for the vocational context.


Textbook

Boella M and Goss-Turner S – Human Resource Management in the Hospitality Industry, 8th Edition (Butterworth-Heinemann, 2005) ISBN 9780750666367

Journal


Websites

www.acas.org.uk Advisory, Conciliation and Arbitration Service



www.croner.co.uk Croner – business compliance information and services




Delivery of personal, learning and thinking skills (PLTS)



Independent enquirers P1 describing human resource issues, responsibilities and policies in hospitality businesses, giving appropriate examples

[IE 1, 2, 3]

P2 explaining procedures to recruit, select and induct a new employee in a hospitality business

P3 explaining appraisal, discipline and grievance procedures used in hospitality businesses

P4 describing current relevant legislation to human resource policies and procedures in hospitality businesses

[IE 1, 2].



Effective participators taking part in group discussions [EP 1].









Troubleshoot



researching businesses’ human resources procedures


researching relevant legislation



text and tables

images

numbers

records

●

●

●

●







Mathematics







English



researching companies’ human resources procedures


explaining human resources procedures

explaining relevant legislation to human resources policies and procedures.


Unit 21: Events Organisation in Hospitality

Unit code: Y/601/0496


Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of features of different types of events, tasks and skills required for event management, planning considerations for event management and essential requirements for safety, security and crowd management.

Unit introduction

Events is a growing employment industry. Worldwide it employs over one million people, working in partnership with many service providers, especially the travel and tourism sector. Many learners will have observed events as customers or watched them on television, and some might have participated. In this unit they will not be required to participate in or plan an event, but they will examine the way that the events industry works and the importance of the smooth running of events in ways which minimise the risks and maximise the enjoyment for customers.

The events industry is made up of the following sectors: temporary sporting events, music events, themed events and functions, meetings and conferences, and exhibitions. Event management businesses usually do not own venues; rather, they hire venues and subcontractors according to the individual needs of an event. This unit also focuses on events that are on a larger scale, which could be defined as being more than 200 people.

Events are expensive, with high expenditure over a short period of time; careful planning is essential, not just to secure safety and provide a good customer experience, but also to reduce financial risk. Safety, security and crowd management are key features of event planning. Safety of the event audience, staff and subcontractors is a major concern. Learners will develop an understanding of the methods used to eliminate risk and the services provided by police, fire officers and first-aid staff. Event management is a demanding but exciting industry in which to work, aiming to provide customers with a memorable experience. Learners will have the opportunity to discuss the skills required and get a clearer idea of the jobs available.

Learning outcomes


1 Know features of different types of events

2 Know tasks and skills required for event management

3 Understand planning considerations for event management

4 Understand essential requirements for safety, security and crowd management.


Unit content

1 Know features of different types of events

Types of event: corporate leisure eg celebrations, parties, themed events; corporate business eg conferences, product launches, brand promotions, awards ceremonies; exhibitions and fairs eg art, fashion, antiques, jobs; festivals eg music, food and drink, arts, fireworks display, carnivals

Features: locations; budgets; duration; types of client; guest profiles; event size

Facilities: location; number; availability; size eg available space, seating capacity; access, eg for disabled; technology eg audiovisual resources, telecommunications, wireless computer capabilities, business support services; details of function etiquette, religious and cultural guidelines, and protocols appropriate to different occasions eg weddings, formal dinners; ambience eg lighting, temperature, decor, themes; entertainment eg guest speakers, musicians; car parking; accommodation

2 Know tasks and skills required for event management

Tasks: taking client brief; developing ideas and themes to meet client needs; researching event venue; preparing proposal; deciding on venue appearance eg layout, decorations; sourcing materials, suppliers and contractors; budgeting; setting up marketing eg promotions, ticketing and sales; ensuring health and safety eg risk assessment, crowd control; establishing tools for evaluation and feedback

Skills required: types of job eg events officer/manager, entertainment manager, catering manager, registration and ticketing manager, pyrotechnic consultant, light and sound engineer; skills and attributes needed eg project management skills, people skills, creativity, writing skills, ICT skills, willingness to travel and work unusual hours

3 Understand planning considerations for event management

Key planning: establishing operational plans eg delegate entry/exit, crowd control, traffic (site and customers), complaints, safety, first-aid positions; event timings; procedures and checklists; contingency plans eg weather, shelter, delays, cancellations; utilities eg electrical supply, water supply, sewage and waste control; firefighting equipment; emergency planning eg fire/bomb evacuation; logistics for set-up and take-down

Liaison with third parties: with police eg routeing and road closures, signage, transport requirements, parking; with venues eg price, date; with catering providers eg quantity, cost, food, staffing; arranging equipment hire eg seating, staging, lighting, sound, portable lavatories; booking entertainment; applications for licences eg music, alcohol sales; with the fire brigade and first-aid organisations


4 Understand essential requirements for safety, security and crowd management

Safety: employer and employee responsibilities under current legislation eg workers’ compensation insurance, public liability insurance; safe lifting techniques eg appropriate machinery for lifting and securing heavy loads; risk assessments; safety steps and training for the use of electrical equipment (secure cords, cabling, lock-out areas of the grounds where necessary around generators); safety systems where fireworks are deployed; use of clear signage for staff and contractors; protective clothing

Security: situations in which police or security staff could be required; procedures and the importance of training for staff to meet security standards and prevent risks eg employ or recruit sufficient numbers of security guards, marshals, safety officers, traffic coordinators; effective communications systems; secure management of cash and tickets, security badges, materials and other valuables, requisition procedures for the issue of materials

Management of people and crowds: how to predict possible problems; crowd management and control procedures (barriers, walkways, emergency lighting); evacuation procedures; training of marshals and staff








P1 describe different types of events and their features [IE 1, 2]

P2 identify tasks involved in the management of events

P3 produce event proposals

P4 describe attributes and skills for staff employed in the management of an event [IE 1, 2]

M1 explain the importance of the necessary skills and attributes in relation to tasks of event management

D1 evaluate the strengths and weaknesses of event proposals

P5 explain considerations for planning and liaison within event management [IE 1, 2]

M2 compare the planning and liaison requirements for different types of events

P6 explain features of safety, security and management of people and crowds. [IE 1, 2]

M3 compare the safety, security and crowd control requirements of different types of events.

D2 evaluate the effectiveness of staff, security and crowd control measures taken at different events.





TW – team workers





Delivery

The delivery of this unit would be enhanced by a visit from an external speaker such as an event manager, or a visit to an event management company. It would be desirable, but not essential, for learners to undertake work experience at a local event or have some involvement with planning an event in their own centre, such as a charity fundraiser, prize giving, parents’ evening or sports day.

The tutor will need to ensure that learners are able to access information about event management businesses, either through internet or text research. This information should include details of the types of employment opportunities and qualifications required.

Tutors could ask learners to research two different types of event and describe the typical features of each one, analysing whether or not the events were successful and stating why. Learners could produce image boards, collecting images that would inspire future event design. Recruitment websites are a valuable source of information about the skills and experience expected of personnel within the industry. Tutors could ask learners to match their own skills and qualifications to chosen jobs in the events industry, and to identify any additional training or skills they would need.

It would be helpful to use case studies to illustrate legal compliance and practise using flow charts to identify the processes of event planning. Sample budgets can be used to identify break-even data, and a sample budget could be set for a local fundraising event. Risk assessments can be undertaken and safety checklists compiled to provide learners with the opportunity to practise the use of safety systems. The tutor will need to provide an input on protocols for different types of event and also direct learners to examine leadership roles, motivation and team responsibilities.

Planning is a key consideration and group exercises will enhance learners’ ability to identify the logistics of an event and the need to bring all equipment and other resources together at the right time. The use of time plans, lists and performance standards are key to the development of the appropriate skills. Learners will need direction with regard to operational policies. It would be extremely useful to arrange for them to talk with representatives from the police, fire and ambulance services about fire, accident, crowd control and security issues.

The following topics will need to be discussed in class: evaluation tools, setting objectives for measuring performance and analysing the results in terms of customer satisfaction, financial considerations and targets, teamworking skills, training and safety.







Learners interview employers and find out the types of events they may hold.

Learners visit an event management business and find out about the key features of different types of events.Assignment 1 – Features of Different Types of Events (P1)

Learners produce a booklet about the features of different types of events.

Group discussion to determine the key tasks involved in the management of events.

Visit to an event management business and observation of the skills required to work in events management – follow-up poster showing different types of skills.

Learners interview a member of staff from their own institution on event management.

Visit to an event management business to look at event proposals. Assignment 2 – Tasks and Skills Required for Event Management (P2, P3, P4, M1, D1)

Learners create a presentation describing the tasks and skills required for event management including complete events proposals.

Videos of planning and liaison in event management – learners identify key planning considerations.

Videos of planning and liaison with third parties in event management.Assignment 3 – Key Planning Considerations for Event Management (P5, M2)

Learners create a presentation explaining considerations for planning and liaison within event management.

Learners investigate safety, security and crowd control at events.

Video on security at events – discussion on safety requirements at different types of events.

Video on crowd control at events – discussion on crowd control requirements at different types of events.Assignment 4 – Requirements for Safety, Security and Crowd Management (P6, M3, D2)

Learners investigate safety, security and crowd control at events and then do a presentation.




Assessment



P1

In order to achieve P1, learners should provide written descriptions or presentations of the results of research into two different types of events. Typical features would include the purpose, the venue, audience, financial considerations (charitable fundraising or commercial revenue earning), timing (season, time of day, duration), event team members, contractors used, marketing, and any potential risks.

P2 – P3 – P4 – M1 – D1

For P2, the tutor should provide an imaginary brief that requires learners to provide the following: a description or flow chart for an event to identify key tasks; the location of the venue; the features of the event; and identification of customer/audience needs; and key planning considerations to meet these needs, eg food, facilities, potential contractors, type of entertainment, staffing requirements, travel arrangements and parking.

For P3, the key tasks identified in P2 should be included in two draft written proposals for a client for the same event that identify different themes and options. A concept file containing graphic imagery would provide supporting evidence.

For P4, learners should provide a written description of the skills and attributes necessary to carry out the keys tasks identified in P2 for people working in the event management industry. Supporting evidence could come from text or internet research to find job advertisements and basic job descriptions for jobs at a managerial, supervisory and operative level.

For M1, learners need to relate the key tasks in P2 to the skills identified in P4, explaining why the skills noted are so important.

To achieve D1, learners must evaluate any relevant factors for two proposals, eg the management company used, the amount of overall work involved, staff employed or volunteers engaged, the contractors used, organisations liaised with, and the suitability of the venue location in terms of audience access, transport and safety. The proposals evaluated could be those created by other learners for P3 or could come from case studies.

P5 – M2

For P5, learners need to explain in general terms the planning and liaison used in different types of event management, identifying key deadlines and lead times, perhaps using a timeline diagram for this. In addition, learners need to identify the external parties who would liaise with the event management team, which, depending on the event, could include police, fire services, first aid, caterers, lighting engineers and sound engineers. If learners were to participate in planning a large-scale event in their centre or locality, then the working documents that they use would provide additional evidence.

To achieve M2, learners could compare either the same event type (eg a music festival) but on different scales (eg an audience of 200 versus an audience of 2000) or two different events of the same scale (eg a carnival and a country show for 600 people), identifying the similarities and differences necessary for the management of each event.


P6 – M3 – D2

For P6, learners must produce a basic explanation of the key features of safety, security and crowd control which are necessary for different named types of events, as listed in the unit content. Learners could use a flow chart or checklists to identify the information in a succinct way.

For M3, learners need to compare two different events and use a fact sheet to compare the different requirements for safety, security and crowd control for each one. As for M2, the events should be similar either in scale or in type. The events chosen for M3 need not be the same events described in M2.

For D2, learners have to evaluate the effectiveness of staff, security and crowd control measures, using appropriate methodology, eg customer feedback, staff feedback, health and safety records or reports. One or both of the events could be experienced first hand or they could be researched. Conclusions should be drawn and feasible recommendations made.




P1 Features of Different Types of Events

Learners take the role of HR manager at a conference centre and are required to prepare a booklet for new staff on different types of hospitality events and their features.


P2, P3, P4, M1, D1 Tasks and Skills Required for Event Management

Learners continue in the same role of HR manager and are required to produce a presentation for a client.

Learners prepare a presentation and supporting materials for the client on the tasks and skills required for event management including event proposals.

P5, M2 Key Planning Considerations for Event Management

Learners continue in the same role of HR manager and are required to produce a presentation for a client explaining considerations for planning and liaison within event management.

Learners prepare a presentation and supporting materials for the client.

P6, M3, D2 Requirements for Safety, Security and Crowd Management

Learners continue in the same role of HR manager and produce a presentation on safety, security and crowd control at hospitality events.

Learners prepare a presentation for new staff.




Level 2 Level 3

Planning and Running a Hospitality Event Planning and Managing a Hospitality Event

Essential resources

Centres must have access to information about event management businesses and job opportunities in the industry. Learners need access to the internet.


Visits from external speakers such as an event manager, or visits to an event management business would provide learners with an insight into events organisation. Developing hospitality industry links would enhance the delivery of this unit.


Textbooks

Torkildsen G – Leisure and Recreation Management, 5th Edition (Routledge, 2005) ISBN 9780415309967

Van Der Wagen L – Event Management, 3rd Edition (Pearson, 2008) ISBN 9780733988806

Journals


Event Magazine – Haymarket Publications

Websites








Independent enquirers P1 describing different types of events and their features

P2 identifying tasks involved in the management of events

P3 producing event proposals

P4 describing attributes and skills for staff employed in the management of an event

P5 explaining considerations for planning and liaison within event management

P6 explaining features of safety, security and management of people and crowds

[IE 1, 2].



Creative thinkers generating ideas for event proposals [CT 1]Reflective learners evaluating experiences and learning to inform future progress [RL 5]Self-managers organising time and resources, prioritising actions when producing event proposals

[SM 1]Effective participators proposing practical ways forward, breaking these down into manageable steps

when producing event proposals [EP 3].









Troubleshoot



researching the main attributes of people employed in event management




text and tables

images

numbers

records

●

●

●

●







Mathematics







English


describing the different types of events and their features

identifying the key tasks involved in the management of an event and preparing proposals



producing booklets.


Unit 22: Planning and Managing a Hospitality Event



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of characteristics of events in the hospitality industry and gain skills to produce a proposal for an event from a client brief, plan, stage and review events.

Unit introduction

This unit introduces learners to the planning and managing of events within the context of the hospitality industry.

Learners will have the opportunity to explore a diverse range of events, such as banquets, parties and receptions, and a variety of themes.

Learners will be expected to deliver event services as part of a practical activity. They will produce a proposal to meet a client brief, which may be supplied by the tutor. A number of possible events could be considered, such as a small end-of-term party, a reception, a garden party, a school fete, a charity fundraising activity or a themed dinner. The proposal will need to cover essential criteria, such as a description of the event, numbers involved and costs that will be incurred.

The tutor will explain the preparation for the event, enabling learners to develop their ability to plan and monitor the timescales of the project and also to practise contingency planning. Learners will explore various issues such as access, staffing and facilities. As part of their planning, learners will consider the ways in which they can evaluate the success of the event, for example by collecting feedback from customers and participants. This event will then be staged and its success reviewed.

Learning outcomes


1 Know characteristics of events in the hospitality industry

2 Be able to produce a proposal for an event from a client brief

3 Be able to plan events

4 Be able to stage events and review its success.


Unit content

1 Know characteristics of events in the hospitality industry

Events: types eg receptions, banquets, outdoor events, parties, promotions, fundraising; themes eg historical, 1970s, Hollywood, casino, murder mystery; trends

Characteristics: location and size of venues; decor and furnishings; equipment; staffing requirements; entertainment; food and beverages

2 Be able to produce a proposal for an event from a client brief

Client brief: purpose of event; client needs; constraints eg time, location, costs; records of communication with client eg meetings; feasibility

Proposal: date and time; description of event; numbers of attendees; duration; location; requirements eg catering, staffing, ticketing, entertainment, publicity; costs

3 Be able to plan events

Planning: according to client brief; objectives; time planning eg timelines, critical times, lead times; venue eg size, layout, decor, disabled access; number of guests; entertainment eg music, speakers, entertainers; catering requirements eg type of menu, style of service, quantities of food and drink; staffing requirements eg numbers, roles; legal constraints eg health and safety, negligence, hazardous substances, insurance requirements, fire regulations, provision of first aid; contingency arrangements; marketing and publicity; control of attendance eg invitations, guest lists, ticketing; facilities eg car parking, cloakrooms, toilets

4 Be able to stage events and review its success

Stage the event: according to proposal and plan; adapting plan as required

Review: sources of information eg numbers of attendees, client feedback, supervisor feedback; against initial proposal; against objectives; meeting needs of client and audience; ways in which success will be measured eg numbers, feedback; organisation; time management; facilities; own contribution; contribution of others eg catering, entertainment








P1 describe different events and their characteristics in the hospitality industry [IE 1, 2, 3]

P2 produce a proposal for an event using a given client brief, with tutor support [IE 2, 3, 4, 5, CT 1, 2, 3, RL 4, SM 1, 2, 3, EP 3]

M1 produce a proposal for an event, showing independent research skills and justifying their suggestions

D1 evaluate the original proposal and the planning and management of the event, making suggestions for improvements.

P3 plan an event, according to the client brief and proposal [IE 2, 3, 4, 5, CT 1, 2, 3, RL 4, SM 1, 2, 3, EP 3]

M2 show a high level of independence and skills when planning and staging an event

P4 stage an event

P5 review how successful the event has been. [IE 2, 3, 4, 5, CT 1, 2, 3, RL 4, SM 1, 2, 3, EP 3]

M3 produce a review analysing how successful the event has been.





TW – team workers





Delivery

Learners will need an understanding of the hospitality industry before they do this unit.

The unit begins with an overview of the types of events in the hospitality industry and their characteristics, for example a celebration (eg prize giving), parents’ evening, charity fundraising event. This could be introduced with a class discussion of different types of event, followed up with visits to local event providers, input from industrial speakers, and active text and internet research.

A given client brief will be required in order for learners to produce a proposal. This could be a real brief or produced by the tutor acting as the client. Learners could manage a small event alone or be allocated a particular area to manage within a larger event that allows them to meet all the grade criteria. Events that might be appropriate are small parties for christenings and birthdays, end-of-term college parties, formal receptions, garden parties, school fetes, charity fundraising activities, themed dinners or business breakfasts.

When considering planning requirements, the range of possible services that could be provided for the client needs to be discussed, for example venue searches, the hire of temporary structures for external events, audiovisual system hire, entertainment system hire, photographers, florists, printing, catering specialists, additional legislative controls, eg licensing laws for the sale of liquor, music and dancing, public liability insurance. This will introduce the major concepts and enable learners to explore ideas and collect materials. Recent advances in technology should be explored and the methods employed by organisations will need to be addressed in the research aspects of the programme and collect materials.

The Event Safety Guide (HMSO) provides additional support and outlines specific health and safety requirements.







Learners interview hospitality employers and find out the different types of events they may hold.

Learners visit a hospitality event management business and find out about the characteristics of different types of events.Assignment 1 – Characteristics of Events in the Hospitality Industry (P1)

Learners produce a booklet about the characteristics of different types of events in the hospitality industry.

Group discussion to determine understanding of client briefs.

Visit to an event management business and observation of a client brief being implemented – follow-up poster showing different types of client brief.

Learners interview a member of staff from their own institution on event proposal.

Visit to an event management business to look at event proposals. Assignment 2 – Production of a Proposal for an Event from a Client Brief (P2, M1, D1)

Learners create a presentation of an event proposal.

Role play of planning events – learners identify key planning considerations.

Role play of planning events – learners get feedback from others.Assignment 3 – Planning an Event (P3, M2)

Learners create a presentation of an event plan.

Role play of staging events – learners follow the proposal and plan and adapt as required.

Role play of reviewing events.Assignment 4 – Staging an Event and Reviewing Its Success (P4, P5, M3)

Based on staging an event and reviewing its success.




Assessment



For P2, P3 and P4, learners may work in groups. However, each learner must present their own evidence and the contribution that each learner has made to the group work must be clear (supported where possible by tutor observation sheets).

P1

To achieve P1, learners are expected to carry out research about the different types of event and describe at least four different types of event and the typical features of each one, with real examples.

P2 – M1 – D1

For P2, learners need to use a given client brief and produce a proposal for an event. The client brief could be real or it could be produced by the tutor. The type of event will determine exactly what is produced, but could include information about the location and venue, costs, decorations, menu, service styles, and entertainment. At pass level it is expected that learners will require tutor support in producing their proposal, and it should be presented in an appropriate format, which could be a written or oral presentation. It is important that learners show that the proposal is feasible within the constraints of the situation, such as costs, time and facilities.

For M1, the proposal produced should show evidence of independent research into the possible ways of fulfilling the brief, such as how other similar events have proved to be successful. Learners need to justify the suggestions made and should require minimal tutor support.

For D1, learners should produce an evaluation that synthesises the three stages of the event: the original proposal, the planning, and the staging. Learners should identify ways in which each of these contributed to, or hindered, the success of the event for the client, the audience, and other participants. Learners should reflect on their own performance and suggest ways in which it could be improved, both in terms of what they would do differently in future, but also gaps in their skills and knowledge that need to be remedied, eg more detailed cost planning skills, better team management skills or better time-management skills.

P3 – M2

To achieve P3, learners need to use the client brief and their proposal and plan the event. The exact requirements will vary depending on the type and scale of the event chosen, but learners need to cover all the areas that they suggested within their proposal, and justify any changes and agree them with the client. Learners need to set objectives for the event and plan and monitor the timescales of the project. Learners should also plan for contingencies, and consider how they will evaluate the success of the event. However, the contingency planning may be fairly basic, and it is likely that the original timescales will require amendment. Depending on the nature of the event, learners may require significant tutor support in ensuring that staffing, liaison, material requisitioning and funding needs are met.

M2 can be differentiated from P3 and P4 by the level of skills and independence shown. Tutor input should be minimal, and learners need to draw up and monitor realistic and effective timelines. At this level there should be more evidence of contingency planning (eg adverse weather arrangements, additional staff available, additional sources of materials and equipment).


P4 – P5 – M3

To achieve P4, learners need to participate as organiser and manager for their allocated area of responsibility.

For P5, learners must review what took place in the event. This review should consider the extent to which the plans were successfully implemented, and their own and others’ performance. Evidence should come from their own experience and also from other sources, as originally planned, such as from customer feedback forms and feedback from staff. The evidence for P4 and P5 will come mainly from the review, rather than from participation in the event.

M3 builds on P4 and P5 but at merit level, as well as considering the aspects of the event that were and were not successful, learners need to analyse why this was the case.




P1 Characteristics of Events in the Hospitality Industry

Learners take the role of a HR manager at a conference centre and are required to prepare a booklet for new staff on different types of hospitality events.


P2, M1, D1 Production of a Proposal for an Event from a Client Brief

Learners continue in the same role of HR manager and are required to produce a presentation for a client.

Learners prepare a presentation and supporting materials for the client.

P3, M2 Planning an Event Learners continue in the same role of HR manager and are required to plan a hospitality event.

Learners create a plan that meets the proposal.

P4, P5, M3 Staging an Event and Reviewing Its Success

Learners continue in the same role of HR manager and run the hospitality event they have produced a proposal for and planned and need to then review it.


Learners produce a report reviewing the event.




Level 2 Level 3





Service of Food at Table Events Organisation in Hospitality

Service of Alcoholic and Non-Alcoholic Drinks

Essential resources

If real client briefs are not available, then the tutor will be required to develop a range of simple client briefs. Learners must have access to the resources required to plan and manage their event, including banqueting event proformas.


Links with local employers should be developed to enable tutors to put the unit into a vocational context. Where possible, visits could be made to local hospitality businesses for learners to gain specific information for this unit. Speakers from the hospitality industry can be asked into the centre.


Textbooks

Shone A and Parry B – Successful Event Management, 2nd Edition (Thomson Learning, 2004) ISBN 9781844800766

Torkildsen G – Leisure and Recreation Management, 5th Edition (Routledge, 2005) ISBN 9780415309967

Van Der Wagen L – Event Management, 3rd Edition (Pearson, 2008) ISBN 9780733988806

Journals


Event Magazine – Haymarket Publications

Websites








Independent enquirers P1 describe different events and their characteristics in the hospitality industry [IE 1, 2, 3]

P2 produce a proposal for an event using a given client brief, with tutor support [IE 2, 3, 4, 5]

P3 plan an event, according to the client brief and proposal [IE 2, 3, 4, 5]

P4 stage an event [IE 2, 3, 4, 5]

P5 review how successful the event has been [IE 2, 3, 4, 5]Creative thinkers P2 produce a proposal for an event using a given client brief, with tutor support

P3 plan an event, according to the client brief and proposal

P4 stage an event

P5 review how successful the event has been

[CT 1, 2, 3]Reflective learners P2 produce a proposal for an event using a given client brief, with tutor support


P4 stage an event


[RL 4]Self-managers P2 produce a proposal for an event using a given client brief, with tutor support


P4 stage an event


[SM 1, 2, 3]Effective participators P2 produce a proposal for an event using a given client brief, with tutor support


P4 stage an event


[EP 3].




Independent enquirers producing a detailed record of the event planning process, explaining any deviations from the original plan [IE 6]

Reflective learners reviewing the planning and organisation of the event, including own role, and making recommendations on how these could be improved [RL 1]

Effective participators making recommendations for improving the success of a hospitality event based on feedback collected from a variety of sources, including the success of the promotional materials used [EP 4].









Troubleshoot




planning an event, according to the client brief and proposal



text and tables

images

numbers

records

●

●

●

●







Mathematics







reviewing the success of an event

English


discussing the characteristics of different events

producing a proposal for an event



producing reports.


Unit 23: Accommodation Operations in Hospitality



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge and understanding of the structure, role and responsibilities of staff in accommodation operations, the methods and documentation used, and the importance of safety, security and environmental issues, and gain skills to clean and service rooms, using appropriate cleaning agents, equipment, resources and methods.

Unit introduction

Accommodation operations, traditionally known as ‘housekeeping’, is often overlooked and frequently carries a low profile. However, it is in this department that most of the profit may be generated and it is therefore important for industry professionals to understand of this area and the responsibilities of the accommodation manager or ‘housekeeper’. Accommodation operations does not relate purely to hotels; it also covers cruise ships, holiday centres, time-share resorts, halls of residence, residential care homes and the growing private service sector.

The accommodation sets the standards of quality and service provided to customers in a business, particularly in the hotel sector, where star ratings can dictate the facilities and services offered to guests. The industry is diverse in terms of customers’ needs and budgets. The hotel sector itself varies enormously, from luxury five star hotels to the growing availability of budget accommodation, such as roadside lodges.

This unit allows learners to identify and develop the skills necessary to provide accommodation services, including practical cleaning and room-servicing skills, as well as the supervisory aspects of scheduling work and using documentation to plan work and maintain standards. Environmental issues are increasing in importance, and accommodation supervisors and managers need to understand of how they can contribute to the conservation of resources.

Any learner wishing to enter the hospitality industry, especially the hotel sector, will benefit from a sound understanding of accommodation operations. Professionalism is vital, both to the success of the hospitality business and to employees’ future careers. This unit enables the learner to appreciate and demonstrate a professional manner while undertaking the practical activities within this unit.


Learning outcomes


1 Know the structure, role and responsibilities of staff in accommodation operations

2 Understand the methods and documentation used to maintain standards in accommodation operations

3 Be able to clean and service rooms, using appropriate cleaning agents, equipment, resources and methods

4 Know the importance of safety, security and environmental issues for accommodation operations.


Unit content

1 Know the structure, role and responsibilities of staff in accommodation operations

Accommodation operations: types of business (hotels, budget, self-catering); guest facilities; design and decor in different types of accommodation; trends

Structure: organisation of department eg manager, floor supervisors; types of staff eg room attendants, cleaners, linen porters, maintenance, florist

Roles: cleaning; servicing of bedrooms; maintenance reports

Responsibilities: principles of cleaning; types of cleaning; cleaning systems; pest infestation and control methods; maintenance (planned, preventative, emergency); links with other departments eg front office, food and beverage (room service); budget control; efficient use of resources; self-checking; conforming to relevant legislation; professionalism (attitude, appearance, dress code, hygiene, communication, teamwork, attention to detail)

2 Understand the methods and documentation used to maintain standards in accommodation operations

Methods: cleaning routines; task analysis; job procedure cards; work schedules

Documentation: types eg work procedures, checklists, work schedules, duty rota, maintenance schedules; records

Standards: quality; inspection; specifications eg Standards of Performance manual; contract hire; specialist services eg window cleaning, waste disposal; legal; audits

3 Be able to clean and service rooms, using appropriate cleaning agents, equipment, resources and methods

Cleaning skills: different areas eg bedroom, bathroom, public areas; core cleaning skills eg dusting, mopping, polishing, shampooing, suction cleaning, using floor machines; other cleaning skills eg glass cleaning, cleaning of sanitary fittings

Room servicing: bed making; replenishing supplies (stationery, courtesy tray, mini-bar); bathroom supplies (towels, toiletries); turn-downs

Cleaning agents: detergents; polishes; solvents; disinfectants; window cleaning agents

Equipment: manual eg cloths, brushes, mop; mechanical eg vacuum cleaners, floor machines, wet pick-ups; room attendant’s trolley; Sanibin

Resources: linen; towels; guest giveaways (stationery, toiletries); pillows; z-beds

Methods: cleaning routines; task analysis; job procedure; work schedules


4 Know the importance of safety, security and environmental issues for accommodation operations

Safety: legal requirements eg care of substances hazardous to health regulations, fire precautions, health and safety at work, risk assessment, manual handling; safe practices eg use of electrical equipment, use of warning signs, disposal of cleaning agents; incidents eg bomb alerts

Security: personal; guests; valuables eg safes; control of keys; access to guest areas; storerooms; dealing with lost property; use of CCTV

Environmental issues: wastage; cost effectiveness; waste disposal/refuse collection; energy conservation; heating and lighting control systems; water management; laundry services; pollution; recycling








P1 describe the facilities, design and decor in different types of accommodation

P2 describe the staffing structure, roles and responsibilities in accommodation operations [IE 1, 2, 3, 4, 5, 6]

M1 compare the facilities and the staff structure, roles and responsibilities in different accommodation operations

D1 evaluate the extent to which accommodation operations are meeting guests’ needs in terms of the facilities and services offered

P3 explain the methods and documentation used to maintain standards

P4 explain the requirements for cleaning and servicing rooms [IE 1, 2, 3, 4, 5, 6]

D2 assess the suitability of methods and documentation in an accommodation operation, making realistic suggestions for improvements.

P5 clean and service rooms in an accommodation operation, using appropriate methods, with appropriate support [SM 1, 2, 3, 4, 5, 6, 7]

M2 show high levels of independence and skills in cleaning and servicing rooms in an accommodation operation

P6 describe safety, security and environmental issues relating to accommodation operations. [IE 1, 2, 3, 4, 5, 6, CT 1, 2, 3, 4]

M3 compare the way in which safety, security and environmental issues are dealt with in two accommodation operations.





TW – team workers





Delivery

This unit gives learners an insight into accommodation operations, whether in a hotel, hostel, cruise ship, holiday centre, time-share resort, student hall of residence or residential care home.

Visits to a variety of businesses to observe and experience different types of accommodation operations, followed by focused discussion, will introduce learners to the different types of accommodation services and responsibilities. It is important for learners to understand the relevance of accommodation services and responsibilities to both residential and non-residential operations. Learners should develop a sound understanding of how the hospitality industry relates to the care sector, including hospitals, care homes and residential homes. Industry visits would enable learners to observe the use of cleaning agents, equipment and resources, which they may not have the opportunity to experience first hand.

Learners would benefit from talks from guest speakers, for example accommodation staff, laundry service providers and pest control officers. Pest control officers will be able to provide a comprehensive appraisal of pest control, which learners may otherwise not encounter.

Learners must have the opportunity to develop and demonstrate practical skills in cleaning and servicing accommodation operations. Ideally this should be done on a work placement or through part-time employment. It is important to stress the implications of health and safety within accommodation operations, with particular attention to the use of cleaning chemicals and the risk to colleagues and the public that may occur during cleaning and servicing operations. Equally important are environmental or ‘green’ issues and learners need to have an understanding of how resources used in accommodation operations can be conserved, such as the laundering of guests’ towels.

Examples of documentation used in the industry will be required to demonstrate how businesses define and maintain standards. This may include documentation used in setting star ratings and for joining franchised businesses and consortia. Learners will need to appreciate how this documentation can contribute to the efficient running of an accommodation operation; evaluating their use will also make a valuable contribution to the learner’s future role as a supervisor in the hospitality industry.

Although this unit develops essential practical skills in accommodation operations, it could be delivered jointly with Unit 5: Supervisory Skills in the Hospitality Industry, offering the opportunity to organise and supervise a team in the provision of accommodation operations.

Professionalism in the hospitality industry is vital both to the success of hospitality businesses and learners’ careers. Potential employers will expect recruits to demonstrate a professional attitude to their work, to themselves, to colleagues and to their employers. Tutors must take great care to reinforce the importance of maintaining the right professional attitude, in terms of personal, social, technical and customer care skills, when working and communicating with others.







Tutor-led discussion about accommodation operations.

Tutor-led discussion about the structure, roles and responsibilities of staff in accommodation operations.

Visit to a large hotel to learn about the accommodation they provide and the role of the housekeeper and their accommodation service team. Ideally learners will have the opportunity to see a room being serviced between guests and the schedule the housekeeper uses to check the rooms prior to the customer arriving.

Learners to be given a selection of job titles on blue card and job descriptions on yellow card. In groups they must match the job with its description. Each group to present their findings and the others to discuss if correct.Assignment 1 – The Structure, Role and Responsibilities of Staff in Accommodation Operations (P1, P2, M1, D1)

Learners prepare hotel job vacancy advertisements.

Learners visit an accommodation operation provider to find out about the methods they use.

Tutor-led discussion about methods used to maintain standards in accommodation operations.

Tutor-led discussion about the documentation used to maintain standards in accommodation operations.Assignment 2 – The Methods and Documentation Used to Maintain Standards in Accommodation Operations (P3, P4, D2)

Learners create a presentation about the methods and documentation used to maintain standards in accommodation operations.

Tutor-led discussion about cleaning agents, equipment and resources used to clean and service rooms.

Learners work with housekeeping in local accommodation operations, learning how to clean and service a room and practically demonstrating their understanding.

Learners work with housekeeping in local accommodation operations. They must learn how to clean and service a room and practically demonstrate their understanding. A witness statement provided by the hospitality business manager or supervisor will provide evidence for P5 in this unit.

Learners practise their skills by cleaning and servicing a guest bedroom – receive feedback.Assignment 3 – Cleaning and Servicing rooms, Using Appropriate Cleaning Agents, Equipment, Resources and Methods (P5, M2)

Based on cleaning and servicing a guest bedroom.

Tutor arranges for a health and safety officer to talk about safety issues for accommodation operations.

Tutor-led discussion about security and environmental issues for accommodation operations.

Learners use the internet to research environmental issues in accommodation operations. Assignment 4 – The Importance of Safety, Security and Environmental Issues for Accommodation Operations (P6, M3)

Learners produce a booklet to raise awareness about the importance of safety, security and environmental issues for accommodation operations.




Assessment

Any evidence submitted for criteria requiring the practical demonstration of skills 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.


P1 – P2 – M1 – D1

For P1 and P2, learners must investigate at least three different types of accommodation operation, giving information on the facilities, design and decor, organisational structures, and the roles and responsibilities of the staff. At this level, the description can be in general terms and does not need to refer to specific examples.

For M1, learners need to compare two types of accommodation operation. These should be similar enough for the comparisons to be meaningful. For example, budget accommodation and a three-star hotel, or a mid-range hotel and a luxury five-star hotel. Ideally, this information will come from arranged visits. What sets this apart from P1 and P2 is that, at this level, learners are expected not just to describe, but also to compare.

To achieve D1, learners must evaluate the extent to which accommodation operations meet guests’ needs, in terms of facilities and services offered. This should refer to at least two examples, and these could come from accommodation operations that learners have visited during the course of this unit. A guest is paying for somewhere to sleep, but can pay varying amounts depending on the facilities and services available at different accommodation providers. This evaluation could also link these examples to the extent to which needs are being met, and to the wider availability of different types of accommodation within a given locality.

P3 – P4 – D2

P3 requires learners to explain methods and documentation used to maintain standards for cleaning and room servicing within a particular accommodation operation. This may include copies of work schedules, a standards manual or checklists.

For P4, learners need to give a detailed explanation of the requirements for cleaning and servicing rooms. This could be by designing a cleaning routine for a hotel bedroom.

D2 requires learners to assess the suitability of the methods and documentation used in an accommodation operation, which should be one that the learner has worked in or visited. Learners will be expected to justify the methods and documentation used and to make suggestions for improvements, eg in terms of higher standards or greater efficiency. This should, where possible, link into the standards required for star ratings to be achieved, as awarded by various bodies, such as the AA or consortia such as Leading Hotels of the World. For example, a four-star hotel has to offer a dry cleaning service, while a five-star hotel has to offer an evening ‘turn-down’ service to guests.

P5 – M2

For P5, learners must obtain observation sheets and witness statements from a work placement of them demonstrating cleaning and room servicing skills. Ideally this would be a work shadow exercise for a minimum of three to five days. Tutors need to ensure that learners have the opportunity in their work placements to access and use copies of actual documentation provided by the host business to maintain standards, such as the supervisor’s checklists and work schedules, so that learners can also acquire some of the knowledge required to achieve P3 and P6.

To achieve M2, learners must work independently. The witness statements or observations of performance must indicate that the host business feels confident in the learner’s ability to clean and service rooms on their own, to a high standard, once the work placement has been completed, whereas P5 allows learners to work with support.


P6 – M3

For P6, learners need to research and describe the legal and organisational requirements for safety and security within accommodation operations in general, and environmental issues which should be taken into consideration when planning the efficient running of an accommodation operation. These will include an account of how cleaning agents, equipment and resources can be used and stored safely, how security procedures are laid down and how businesses can be more environmentally friendly with regards energy conservation and waste disposal. Learners’ descriptions need to cover issues such as how to enter guest rooms, the use of personal, protective equipment and the frequency of changing bed linen and towels.

To achieve M3, learners are required to make reference to and compare the practices for safety, security and environmental issues taking place at businesses they have visited and/or the business where they carried out their placement. These may include notices asking guests to leave towels on the floor if they wish them to be changed, identifying the type of keys issued to guests (traditional keys or pre-programmed key cards), or the procedures in place to deal with fire evacuations.




P1, P2, M1, D1 The Structure, Role and Responsibilities of staff in Accommodation Operations

Learners take the role of accommodation manager at a local hotel and are required to produce job vacancy advertisements to recruit new members of staff.

Learners prepare job vacancy advertisement for a range of job roles.

P3, P4, D2 The Methods and Documentation Used to Maintain Standards in Accommodation Operations

Learners continue in the same role of accommodation manager and are required to prepare a presentation for new staff on the methods and documentation used to maintain standards in accommodation operations.


P5, M2 Cleaning and Servicing Rooms, Using Appropriate Cleaning Agents, Equipment, Resources and Methods

Learners take the role of accommodation services staff at a local hotel and are required to clean and service a guest bedroom.


P6, M3 The Importance of Safety, Security and Environmental Issues for Accommodation Operations

Learners continue in the same role of accommodation manager and are required to create a booklet for new staff.



Links to other BTEC units, other BTEC qualifi cations and other relevant units and qualifi cations


Level 2 Level 3



Providing Customer Service in Hospitality Providing Customer Service in HospitalityApplying Workplace Skills Supervisory Skills in the Hospitality IndustryHospitality Front Office Operations

Essential resources

It is essential that all learners have the opportunity to visit at least two different hospitality businesses to research accommodation operations. Learners must also be given the opportunity of a work placement in an accommodation operation in order to demonstrate cleaning and servicing skills.


Visits to different hospitality businesses would enhance learners’ understanding of accommodation operations and how they can differ depending on the size and nature of the business. Learners must have the opportunity of a work placement where they can access and use copies of actual documentation provided by the host business to maintain standards, such as supervisors’ checklists and work schedules, as well as to demonstrate cleaning and servicing skills.


Textbooks

Allen D – Accommodation and Cleaning Services: Operations v. 1 (Nelson Thornes, 1990) ISBN 9780748702909

Raghubalan G and Raghubalan S – Hotel Housekeeping: Operations and Management (Oxford Higher Education, 2007) ISBN 9780195684315

Journal


Websites

www.bha.org.uk British Hospitality Associationwww.bics.org.uk The British Institute of Cleaning Science

www.caterersearch.com Caterersearch – Hospitality newswww.catersource.com Catersource – Education, products and news for catererswww.instituteofhospitality.org Institute of Hospitality – Professional body for hospitality,

leisure and tourism industrieswww.people1st.co.uk People 1st – Sector Skills Council for Hospitality, Leisure,

Travel and Tourismwww.ukha.co.uk UK Housekeepers Association





Independent enquirers P1 describing the facilities, design and decor in different types of accommodation

P2 describing the staffing structure, roles and responsibilities in accommodation operations

P3 explaining the methods and documentation used to maintain standards

P4 explaining the requirements for cleaning and servicing rooms

P6 describing safety, security and environmental issues relating to accommodation operations

[IE 1, 2, 3, 4, 5, 6]Creative thinkers P6 describing safety, security and environmental issues relating to

accommodation operations

[CT 1, 2, 3, 4]Self-managers P5 cleaning and servicing rooms in an accommodation operation, using

appropriate methods, with appropriate support

[SM 1, 2, 3, 4, 5, 6, 7].



Reflective learners assessing the suitability of methods and documentation in an accommodation operation, making realistic suggestions for improvements [EP 4].









Troubleshoot




researching the staffing structure, roles and responsibilities in accommodation operations



text and tables

images

numbers

records

●

●

●

●







Mathematics







English


describing the staffing structure, roles and responsibilities in accommodation operations



creating booklets and presentations.


Unit 24: Front Offi ce Operations in Hospitality



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of the structure, role and requirements of front office operations and gain skills to use systems and procedures involved in reservations and registration, and guest accounting and interpret data and room statistics used to assess and improve the performance of front office operations within hospitality businesses.

Unit introduction

The front office, traditionally known as reception, is the focal point of most activities within a hospitality business, whether it be a large or small hotel, a cruise liner, a holiday centre, a time-share resort or a youth hostel. The front office is the first and last place where a guest has direct contact with the business, and is also the most visible of all departments. The front office is a term accepted as including ‘back of house’ responsibilities, such as switchboard, accounts, cashier and night audit, front desk, concierge and guest services.

Learners wishing to enter the hospitality industry, especially the hotel sector, will benefit from a sound understanding of front office operations. This unit provides an introduction to the world of front office operations. Learners will develop skills in front office operations, including advanced reservations, guest registration and guest accounting procedures. The unit requires learners to use the front office systems, from traditional manual systems to modern fully-integrated computerised systems. They will also learn about the ways in which data, such as room occupancy statistics, are used to assess performance.

Interdepartmental cooperation and communication are vital to the running of any hospitality business, and front office staff are often key to this. Learners will develop a greater understanding of how the front office links to other departments, for example housekeeping, food and beverage, sales and marketing and accounts. Professionalism in the hospitality industry is vital to the success of the hospitality business and to the success of employees’ future careers. This unit enables learners to appreciate and demonstrate a professional manner, while undertaking the activities within this unit.

In order to complete this unit, learners must have access to relevant computer software for advanced reservations, registration and guest accounting.


Learning outcomes


1 Know the structure, role and requirements of front office operations within hospitality businesses

2 Be able to use systems and procedures involved in reservations and registration

3 Be able to use systems and procedures involved in guest accounting

4 Be able to interpret data and room statistics used to assess and improve the performance of front office operations.


Unit content

1 Know the structure, role and requirements of front office operations within hospitality businesses

Structure: organisation of department eg reporting structure, shift patterns; types of staff eg reservations, front desk, switchboard, concierge, guest services, hall porters

Role: advance reservations; registration; dealing with enquiries; checkout; interdepartmental communications; administration

Requirements: professionalism (behaviour, presentation, communication); managing the guest cycle; maximising revenue and occupancy; customer service eg importance, types of customers, customer needs and expectations; product knowledge; personal selling; dealing with complaints, incidents, emergencies; links with other departments eg housekeeping, food and beverage, sales and marketing, accounts

Hospitality businesses: hotels; restaurants; inns; contract food service providers; hospitality services; membership clubs

2 Be able to use systems and procedures involved in reservations and registration

Reservations: sources eg individuals, agencies, central reservations; types of enquiry eg letter, fax, telephone, email; electronic and manual systems (diary, conventional chart, density chart, internet booking); types of tariff; procedures eg provisional, confirmed, guaranteed, deposits, release times, overbooking; documentation eg arrival and departure lists

Registration: electronic and manual systems; keys (issue procedure, types); records; guest histories; guest requests eg early morning calls, newspapers; trends eg automated check-in; legal requirements eg legislation relating to guest registration, fire safety, data protection, disability discrimination

Communication: one-way eg using public address; two-way; verbal eg face-to-face, telephone; non-verbal eg written; electronic eg email, internet; listening skills; barriers to communication

3 Be able to use systems and procedures involved in guest accounting

Systems: manual systems eg tabular ledger; electronic and manual systems eg Electronic Point of Sale (EPOS); types of accounts eg resident, non-resident, individuals, groups, extras accounts; floor limits

Procedures: posting charges (accommodation, bars, restaurant, room service, sundries, Visitor Paid Outs (VPO)); balancing; credit control; bad debts

Checkout: express checkouts; late checkout

Payments: cash; foreign currency; cheque; credit card; debit card; charge cards; account to company; split bills; deposits; refunds; security; taxation


4 Be able to interpret data and room statistics used to assess and improve the performance of front office operations

Data: guest histories; sales; mailing lists; databases; accounts; compliments; complaints; legal implications (Data Protection Act)

Room statistics: room occupancy; sleeper occupancy; average room rates; room yield; revenue per available room (RevPar); gross operating profit per available room (GopPar)

Assess and improve: revenue; promotions; discounts; forecasting; trends; strategies








P1 describe the structure, roles and requirements of front office operations in hospitality businesses

P2 describe systems and procedures for reservations, registration and guest accounting in hospitality businesses [IE 1, 2, 4, 6]

M1 compare the structure, systems and procedures of front office operations in different hospitality businesses

D1 analyse the structure, systems and procedures of front office operations in hospitality businesses, commenting on how these affect customer service

P3 demonstrate the skills required for reservations and guest registration, using electronic and manual systems

P4 demonstrate the skills required for guest accounting, using electronic and manual systems [CT 2, 5, 6, SM 5, 6, 7]

M2 independently demonstrate confident and effective reservations, registration and accounting skills

P5 interpret data and statistics used to assess and improve the performance of front office operations. [IE 4, CT 1, 2, 3, 4, 5, 6]

M3 use relevant data and statistics to assess the performance of front office operations.

D2 evaluate front office operations, making valid recommendations for improvements in their performance.





TW – team workers





Delivery

This unit is designed to give learners a thorough insight into the operations of a front office, whether it is in a hotel, time-share resort, holiday centre, youth hostel or a cruise ship.

Learners should visit different types of hospitality venues, including hotels with different star ratings, in order to observe and research different practices and procedures. This will also give learners the opportunity to investigate the growing importance of customer care and personal selling skills, together with different job roles, services and responsibilities. Talks from guest speakers could enhance learners’ understanding of this area of the hospitality business. Broadcasts of commercial TV programmes may benefit some learners who have limited access to hospitality venues.

The development of learners’ skills in advanced reservations, registration and guest accounting procedures is vital, and there should be opportunities for practice through manual in-tray exercises, role plays and appropriate software applications. It is essential that learners have access to fully integrated computerised systems, whether in a real or a simulated situation.

Emphasis needs to be put on learners having the right professional attitude in terms of personal, technical, social and customer care skills, when working and communicating with others. Learners must also understand the growing importance of selling and yield management in front office operations. Case studies or real commercial data will help to underpin this area of study.

Although this unit develops essential practical skills in front office operations, it could be delivered jointly with Unit 5: Supervisory Skills in the Hospitality Industry, offering the opportunity to organise and supervise a team in the provision of front office operations. Work placements associated with Unit 26: Industry-related Project in Hospitality may offer opportunities to generate evidence from real, rather than simulated, situations.







Learners interview employers and find out their front office operations structure.

Learners visit a business with and find out about the importance of roles and requirements of front office operations.Assignment 1 – The Structure, Role and Requirements of Front Office Operations in Hospitality Businesses (P1, P2, M1, D1)

Learners create a presentation about the structure, role and requirements of front office operations based on visit and interview.

Group discussion to determine the systems and procedures involved in reservations and registration for different types of hospitality businesses.

Visit to a hospitality business and observation of different systems and procedures involved in reservations and registration used – follow-up poster showing different systems and procedures.

Learners interview a member of staff from a hospitality business on the use of systems and procedures.

Visit to hospitality business to find out about the business’s perspective on systems and procedures involved in reservations and registration. Assignment 2 – Systems and Procedures Involved in Reservations and Registration (P3, M2)

Based on learners demonstrating the use of systems and procedures involved in reservations and registration.

Group discussion to determine the systems and procedures involved in guest accounting for different types of hospitality businesses.

Visit to a hospitality business and observation of different systems and procedures involved in guest accounting – follow-up poster showing different systems and procedures.

Learners interview a member of staff from a hospitality business on the use of systems and procedures.

Visit to hospitality business to find out about the business’ perspective on systems and procedures involved in guest accounting. Assignment 3 – Systems and Procedures Involved in Guest Accounting (P4, M2)

Based on learners demonstrating the use of systems and procedures involved in guest accounting.

Learners investigate methods of monitoring and evaluation used in a business.Assignment 4 – Data and Room Statistics Used to Assess and Improve the Performance of Front Office Operations (P5, M3, D2)

Learners investigate a business leading to a piece of written work.




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.


P1 – P2 – M1 – D1

For P1, learners must describe in general terms the organisational structure of the front office operations for two different hospitality businesses as well as outlining in general terms the role and requirements. The businesses should be sufficiently different so that learners can compare them for M1, eg a large hotel, a smaller hotel or guest house, time-share resort, holiday centre, hostel or a cruise ship, and should include a description of the roles and requirements of the staff who undertake the front office operations.

For P2, learners need to describe the practices and procedures for advance reservations, registration and guest accounting found in the two businesses used for P1.

To achieve M1, learners must use evidence from P1 and P2, comparing the structures, systems and procedures, where applicable, explaining the reasons for this. An example of this might be comparing a large city centre hotel using a fully integrated system such as Fidelio, with a small guest house using manual systems.

To achieve D1, learners need to research the two hospitality businesses in detail and analyse their structure, systems and procedures. They should comment on the positive and negative aspects and how these affect customer care. An example of this type of response could be that ‘the guesthouse does not accept credit cards and instead asks guests to send a cheque as a deposit through the post in advance. This allows it to keep costs low, but it might put some guests off visiting as it is more trouble to go to than just giving a credit card number over the phone or online.’

P3 – P4 – M2

The use of fully integrated computer software, such as Fidelio, is a requirement for learners to fully achieve P3 and P4. Observation records and witness testimonies can be used as evidence for carrying out simulated or real activities, along with copies of paper records where possible. The observation sheets should indicate clearly how the learner has achieved evidence for a particular criterion. Evidence for the use of manual systems is required to underpin the principles of computerised systems, such as a conventional bookings chart and tabular ledger. However, it is expected that learners will need support in using computerised systems, and the standard expected is basic competence rather than high proficiency. For P3 and P4, learners are required to demonstrate as much as possible of the unit content for reservations, registration and guest accounting, either through real or through simulated situations. It may not be possible to demonstrate a few of the tasks, such as managing express checkouts, taking foreign currency and issuing keys, but these will have been covered by the descriptions in P2.

To achieve M2, learners must work independently and demonstrate confidence in using the software and documentation. When assessing ‘an independent approach’ and ‘demonstrating confident and effective skills’, it is expected that some support be given to learners, provided that a major part of the work is carried out by learners on their own. Learners must also be monitored and assessed on their professional manner and customer care skills, using appropriate witness statements or logs/diaries.


P5 – M3 – D2

Maximising revenue has, in recent years, become a major role of the front office department. P5 asks learners to describe the data and statistics used to interpret and assess the performance of front office operations. Tutors should use data and statistics in the form of a case study or separate exercises, to enable learners to identify which performance indicators and/or formulae need to be applied to produce relevant results. Learners also need to show an awareness of the ways in which the data and statistics can be used to assess for the purposes of improving performance. However, they do not need to actually carry out such an assessment.

M3 requires learners to use data and statistics to assess the performance of two front office operations in detail. This could be taken from a prepared case study or from a real business if available.

D2 builds on the work carried out for M3. Learners must evaluate two front office operations and make recommendations for improvements. Recommendations should be realistic and applicable in real situations, even if case studies are used. Learners should also assess the impact that implementing the recommendations might have. For example, implementing a promotional campaign for periods that have been found to be quiet will, in turn, have a cost attached.




P1, P2, M1, D1 The Structure, Role and Requirements of Front Office Operations in Hospitality Businesses

Learners take the role of a front office manager at a local hotel and are required to prepare a presentation for new staff on the structure, role and requirements of front office operations.


P3, M2 Systems and Procedures Involved in Reservations and Registration

Learners continue in the same role of front office manager and show the new staff the procedures involved in reservations and registration.


P4, M2 Systems and Procedures Involved in Guest Accounting

Learners continue in the same role of front office manager and show the new staff the procedures involved in guest accounting.


P5, M3, D2 Data and Room Statistics Used to Assess and Improve the Performance of Front Office Operations

Learners continue in the same role of front office manager and produce a report on the data and statistics used to interpret and assess the performance of front office operations.

Learners prepare a report for new staff.




Level 2 Level 3




Applying Workplace Skills Supervisory Skills in the Hospitality Industry

Hospitality Front Office Operations

Essential resources

It is essential that all learners have the opportunity to visit two different hospitality businesses to enable them to research front office operations. It is also essential that learners have access to fully integrated computerised systems, whether in a real or simulated situation, to carry out role play activities for advanced reservations, guest registration and guest accounting.


Visits to different hospitality businesses would enhance learners’ understanding of front office operations and how they can differ depending on the size and nature of the business. Learners should be given realistic exercises to carry out both in a classroom and in role play situations to practise skills in advanced reservations, guest registration and guest accounting.


Textbooks

Abbott P and Lewry S – Front Office: Procedures, Social Skills and Management, 2nd Edition (Butterworth-Heinemann, 1999) ISBN 9780750642309

Baker S, Huyton J and Bradley P – Principles of Hotel Front Office Operations, 2nd Edition (Thomson Learning, 2001) ISBN 9781844800902

Bardi J – Hotel Front Office Management, 4th Edition (John Wiley & Sons, 2006) ISBN 9780471687108

Journal


Websites




www.compass.com Compass – gateway to sites for business, travel, shopping

www.icm.ac.uk The Institute of Commercial Management






Independent enquirers P1 describing the structure, roles and requirements of front office operations in hospitality businesses [IE 1, 2, 4, 6]

P2 describing systems and procedures for reservations, registration and guest accounting in hospitality businesses [IE 1, 2, 4, 6]

P5 interpreting data and statistics used to assess and improve the performance of front office operations [IE 4]

Creative thinkers P3 demonstrating the skills required for reservations and guest registration, using electronic and manual systems [CT 2, 5, 6]

P5 interpreting data and statistics used to assess and improve the performance of front office operations [CT 1, 2, 3, 4, 5, 6,]

Self-managers P3 demonstrating the skills required for reservations and guest registration, using electronic and manual systems

P4 demonstrating the skills required for guest accounting, using electronic and manual systems.

[SM 5, 6, 7]



Reflective learners assessing themselves when demonstrating the skills required for reservations, guest registration and guest accounting, using electronic and manual systems.[RL 1]






demonstrating skills using computerised systems and software for advanced reservations and guest accounting




Troubleshoot






text and tables

images

numbers

records

●

●

●

●

describing data and statistics used to assess and improve the performance of front office operations







Mathematics



using relevant data and statistics to assess the performance of front office operations





demonstrating the skills required for guest accounting using computerised and manual systems

English


describing systems and procedures for reservations, registration and guest accounting in hospitality businesses



writing documents.


Unit 25: Personal and Professional Development in Hospitality



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to gain knowledge of the sources of careers information and career progression routes and skills to complete a development plan by carrying out a personal assessment, monitor personal and professional development plans and propose further development activities, and prepare for employment or training in hospitality.

Unit introduction

Personal and professional development is important in many careers and the hospitality industry is no exception. Increasingly, the responsibility is on employees to identify their own strengths and weaknesses and suggest ways in which they can develop their skills in order to meet the needs of the business and facilitate career progression.

This unit will look at careers within the hospitality industry. Learners will find out about sources of information available and common career progression routes, together with the ways in which the requirements for these jobs change with career advancement.

Learners will also focus on personal and professional development. They will have the opportunity to complete their own development plan by considering such factors as their past experience and their current and future needs. They will also learn about influencing factors. Learners will then be expected to monitor their plan over a period of at least six months and suggest further activities.

This unit will also cover applications and interview skills. Learners will practise preparing documents such as job application forms, CVs and covering letters. Other types of application forms, such as UCAS forms, could also be included. Learners will prepare for an interview. This activity will include research, gaining knowledge of the interview process and prediction of likely interview questions. Finally, learners will have the opportunity to practise performing in an interview situation.

Learning outcomes


1 Know the sources of careers information and career progression routes

2 Be able to complete a development plan by carrying out a personal assessment

3 Be able to monitor personal and professional development plans and propose further development activities

4 Be able to prepare for employment or training in hospitality.


Unit content

1 Know the sources of careers information and career progression routes

Identify career opportunities: hospitality industry press eg Caterer and Hotelkeeper; hospitality career websites; specialist agencies; careers service; careers advisers

Career progression routes: routes for entering employment eg FE/HE, apprenticeships, work experience, management training schemes, temporary work, full employment; common career entry points eg front desk, junior management; common progression routes eg from commis chef to head chef, from waiter to maitre d’; typical timescales; implications of career progression eg money, responsibility, hours; means of progression eg promotions, applications, training schemes

2 Be able to complete a development plan by carrying out a personal assessment

Assessment: analysis of prior experience; skills audit eg technical, leadership, interpersonal; training needs analysis; personal assessment questionnaires eg learning styles, Myers Briggs, Belbin; job analysis

Development plan: short- and long-term aims and objectives; rationale; objective goal setting eg specific, measurable, achievable, realistic and time-bound (SMART); resources required; schedule of learning activities to assist with personal development; contingency plans

Influencing factors: motivation; time/cost factors; work/family pressure; level of ability; additional learning needs; resources; support available

3 Be able to monitor personal and professional development plans and propose further development activities

Monitor: personal and professional development log; areas yet to be achieved; activities undertaken; revision and updating; judging outcomes against agreed targets; resources used; benefits and difficulties of personal and professional development activities; factors affecting outcomes

Further development activities: personal or professional eg self study, training courses, work shadowing, external personal assessments, being mentored, practical skills training, professional and other qualifications

4 Be able to prepare for employment or training in hospitality

Preparing documents: CV; application forms; letters of application; others eg UCAS application forms, training schemes

Preparation for interview: research eg company, job requirements; prioritising; appearance; attitude; knowledge of the interview process; prediction of likely questions; preparation of possible answers; arrival at interview in good time

Interview skills: importance of first impressions; body language (eg eye contact, posture); appearing prepared; careful listening; answering questions well; selling yourself; asking relevant questions








P1 describe sources of information for career opportunities in relation to jobs in hospitality

P2 outline career progression routes and the ways in which jobs change with career advancement [IE 1, CT 1]

P3 carry out a personal and professional assessment

P4 produce a development plan [IE 2, 3, CT 2]

P5 monitor personal and professional development plans

P6 suggest further development activities [IE 2, 4, SM 2, 3, 5, RL 2, 3]

M1 propose further development activities to future career progression

D1 design a plan to implement future development activities

P7 complete required documents to apply for a job or training

P8 show competent preparation and interview skills. [IE 2, 4, CT 2]

M2 demonstrate a high level of confidence and skills in completing required documents for a job or training

M3 show a high level of skills in preparing for and performing at an interview.

D2 evaluate strengths and weaknesses of own skills, relating to job or training documentation and interviews, making recommendations for improvement.





TW – team workers





Delivery

The delivery of this unit should be as practical as possible. Tutors should guide learners to the different resources available for advice on identifying career opportunities, such as internet access, appropriate hospitality industry journals, eg Caterer and Hotelkeeper, newspapers and UCAS application forms.

Tutors should provide learners with information regarding different career progression routes. Programme managers from relevant higher education courses could come and talk to learners. If there is a careers advice centre within the college, tutors should encourage learners to book appointments; if there is not one available, a visit to a job centre would be worthwhile. It would be beneficial for learners to listen to talks from employers from the industry, describing the ways in which employees progress to different levels in their careers. For example, a former learner could visit and explain how their career has advanced.

To support learners in monitoring their development plans, tutors should detail the ways in which this can be done, such as providing feedback, both verbal and written, from tutors, employers, colleagues and peers. Tutors should guide learners on areas of the development plan that they need to focus on and advise them on the duration of the monitoring (this should be a minimum of six months). Learners are expected to propose further activities, which could include: further qualifications such as NVQs; membership of the Institute of Hospitality; membership of other bodies and higher education. Learners will need to be shown monitoring techniques in order to help make this part of the unit as realistic and useful to the learner as possible.

For the preparation of relevant documents, tutors will need to provide resources, for example, application forms. Learners will also need support in order to create CVs and write covering letters. Practice interviews would be helpful, ideally with someone from industry. Learners would benefit from having links with human resources departments to see what employers do.







Group discussion to determine career opportunities.

Visit to careers advice centre or job centre – follow-up poster showing career opportunities.

Visit from employers from the industry to talk about the ways in which employees progress to different levels in their careers.Assignment 1 – Sources of Careers Information and Career Progression Routes (P1, P2)

Learners produce a diagram or wall chart on sources of information for hospitality career opportunities and career progression routes.

Group discussion to determine influencing factors for development plans.

Learners carry out a personal assessment – receive feedback.

Learners prepare a development plan – receive feedback.Assignment 2 – Completing a Development Plan by Carrying Out a Personal Assessment (P3, P4, M1)

Learners produce a development plan taking into account their personal assessment.

Learners monitor personal and professional development plans.

Learners review personal and professional development plans and identify further development activities.Assignment 3 – Monitoring Personal and Professional Development Plans and Proposing Further Development Activities (P5, P6, D1)

Learners monitor personal and professional development plans over a period of time and identify further development activities to support career progression.

Learners practise completing required documents to apply for a job or training.

Group discussion to confirm preparation skills.

Role play of an interview.Assignment 4 – Preparing for Employment or Training in Hospitality (P7, P8, M2, M3, D2)

Learners complete application documents and undertake a job interview.




Assessment



P1 – P2

For learners to meet the requirements of P1, they first need to describe the different sources of information for job opportunities in hospitality. For example, learners could describe the type of job opportunities found in the trade journal Caterer and Hotelkeeper. Career agencies are common and many will specialise in certain areas, such as silver-service waiting staff. Evidence can be provided of where certain types of jobs can be found, through learners submitting examples of information of jobs available, eg copies from pages in Caterer and Hotelkeeper.

For P2, learners need to provide evidence that is twofold. Firstly, learners need to give a general outline of the different possible career progression routes, eg higher education, apprenticeship programmes and management training schemes. They also have to outline their own proposed career progression route. They also need to identify the ways in which jobs change with career progression, for example, career progression often brings managerial responsibilities which require increased specific leadership skills, or could require more advanced technical skills. At this stage learners are not required to identify how these needs could be met.

P3 – P4 – P5 – P6 – M1 – D1

P3 requires learners to carry out their own personal and professional assessment. The assessment can be evidenced in the form of skills audits, feedback from other units, such as Unit 6: Food and Drinks Service, or the results of personal assessment questionnaires on matters such as learning styles.

P4 requires learners to produce a development plan after they have carried out their own personal and professional assessment. Learners can be helped with their plan by being given a template or by the group brainstorming what they feel should be on a development plan. Learners could then complete their plans individually.

To add value to the development plan, for P5 learners are required to monitor their plan over a minimum of six months. This monitoring should be a mix of their theoretical and practical activities, both inside and outside the college environment. To monitor their plans, learners will need to use feedback from tutors; this could be in the form of tutorial records, observation sheets (ie progress in the kitchen or restaurant) or improvements noted in presentation skills. Employers could also provide feedback on improvement/development, linking this unit to Unit 26: Industry-related Project in Hospitality.

For P6, learners are required to suggest further development activities. These need only be short term, eg for the following six months.

To achieve M1, learners need to propose further personal and professional development activities that would support their career progression. Learners should link the activities to the requirements of the jobs that they plan to do in the future, eg three to five years from now. For example, if their proposed career development requires management or leadership skills, learners should suggest developmental activities in the short and medium term which could prepare them for, and support, this transition. However, they do not need to plan how and when these activities take place.


For D1, learners are required to formulate a realistic plan of how and when the activities or training outlined in M1 can be achieved, eg in the form of a five-year plan. Learners need to justify the choice of activities, the timescales and why they have been sequenced in a particular order. It is not expected that there be only one correct plan for any individual, and it would be natural for such a plan to require regular adaptation in light of changing experience, goals and needs (a task that is beyond the scope of this unit). However, it is important that learners identify not only what they will need to do but also how and when this could be done.

P7 – P8 – M2 – M3 – D2

For P7, learners need to identify the forms that must be completed when applying for a job or training/education programme. Learners need to complete the relevant documents required when applying for a job. This, as a minimum, must include the accurate completion of a letter of application, a CV and an application form, with correct spelling and grammar. If other forms, eg UCAS, are relevant, then they could also be used and must be completed accurately.

For P8, learners need to prepare for a job interview and be interviewed. Evidence of preparation could include information on the business in which they are applying for a job. This could be a simulated activity, whereby learners are given a suitable job to research and apply for, followed by a role-play interview. The interview process would be more realistic if the interviewer were someone from industry. Evidence of the interview could be in the form of an observation sheet from the tutor and a video record. If the interview is for a real job, it is not necessary that learners are offered the job for them to successfully meet the pass criterion. Learners should demonstrate acceptable and straightforward responses to questions, but are not expected to be able to turn discussions round to highlight their own strengths, which would indicate merit-level achievement.

For M2, learners need to produce the necessary documents accurately, ensuring that they look professional. For example, the CV should look attractive, with learners using high quality paper and appropriate formatting or colour to emphasise certain points. Learners should be encouraged to experiment with different fonts to find the most suitable for their CV. Application forms, if handwritten, should be free from errors, correction fluid or marks.

M3 builds on P8, but with the additional requirement that in the interview learners answer questions fully and steer the discussion to highlight their own strengths. Learners should be confident in the interview and take the opportunity to sell themselves. Evidence could be in the form of a video, which could then be used to give feedback, and also any written criteria against which learners can be assessed.

For D2, learners need to reflect on their performance, identifying the areas in which they could improve and how. Learners should begin by analysing their strengths and weaknesses in the job application process. This should include researching the quality of completed forms and their performance in interviews. Learners should use available feedback to help with their evaluation. Recommendations should then be made on the ways that the performance could be improved when undertaking the tasks again.





P1, P2 Sources of Careers Information and Career Progression Routes

Learners take the role of events organiser assistant and have been asked to help prepare for a Career In Hospitality event for students.

Learners produce material in suitable format – diagram or wall chart.

P3, P4, M1 Completing a Development Plan by Carrying Out a Personal Assessment

Learners continue in the role of events organiser assistant and are asked to create a development plan considering their personal assessment as an example for students at the careers event.

Learners produce a plan in suitable format.

P5, P6, D1 Monitoring Personal and Professional Development Plans and Proposing Further Development Activities

Learners continue in the role of events organiser assistant and are asked to identify further development activities to support career progression.

Learners produce material in suitable format – diagram or wall chart.

P7, P8, M2, M3, D2 Preparing for Employment or Training in Hospitality

Learners continue in the role of events organiser assistant and are asked to give a presentation to students on how to complete application documents and undertake a job interview.

Learners create a presentation for use with students.



Level 2 Level 3

Investigate the Catering and Hospitality Industry Personal Selling and Promotional Skills for Hospitality



Applying Workplace Skills


Essential resources

Learners must be provided with access to the internet, specialist journals, newspapers and textbooks relating to employment and career development. Learners should be provided with sample CVs, career development plans and skills assessment tools. They could need access to a library/learning resource centre, careers service personnel, published material and presentation tools, eg Microsoft Word and PowerPoint.


Employers could be invited to support the assessment of this unit by giving talks about career progression. The speakers may explore their own career paths or the paths within their business. Learners could be guided to look at career opportunities in the employer’s sector or industry. Some employers will wish to be involved in the selection process. They may want to undertake a review of any written material, eg application forms and CVs or attend the selection interviews and provide feedback.


Textbooks

Eberts M, Brothers L and Gisler A – Careers in Travel, Tourism and Hospitality, 2nd Edition (McGraw-Hill Education, 2006) ISBN 9780071448567

Jackson T – The Perfect CV (Piatkus Books, 2005) ISBN 9780749926076

Journals

Caterer and Housekeeper – Reed Business Information


Websites

careerscope.springboarduk.net CareerScope – Careers Advice for Hospitality, Leisure, Travel and Tourism

www.bii.org British Institute of Innkeeping – Professional Body for the licensed retail trade

www.businesslink.gov.uk Business Link – Businesses support, information and advice

www.caterer.com Caterer.com – catering jobs


www.cipd.co.uk The Chartered Institute of Personnel and Development

www.connexions-direct.com Connexions Direct – Information and advice for young people



www.princes-trust.org.uk Prince’s Trust – helping change young lives

www.prospects.ac.uk Graduate Prospects





Independent enquirers P1 describing sources of information for career opportunities in relation to jobs in hospitality [IE 1]

P2 outlining career progression routes and the ways in which jobs change with career advancement [IE 1]

P3 carrying out a personal and professional assessment [IE 2, 3]

P4 producing a development plan [IE 2, 3]

P5 monitoring personal and professional development plans [IE 2, 4]

P6 suggesting further development activities [IE 2, 4]

P7 completing required documents to apply for a job or training [IE 2, 4]

P8 showing competent preparation and interview skills [IE 2, 4]Creative thinkers P1 describing sources of information for career opportunities in relation to jobs

in hospitality [CT 1]

P2 outlining career progression routes and the ways in which jobs change with career advancement [CT 1]

P3 carrying out a personal and professional assessment [CT 2]

P4 producing a development plan [CT 2]

P7 completing required documents to apply for a job or training [CT 2]

P8 showing competent preparation and interview skills [CT 2]Reflective learners P5 monitoring personal and professional development plans [RL 2, 3]

P6 suggesting further development activities [RL 2, 3]Self-managers P5 monitoring personal and professional development plans [SM 2, 3, 5]

P6 suggesting further development activities [SM 2, 3, 5].



Creative thinkers trying out alternative development plans [CT 5]

adapting their ideas after the feedback from their selection interview [CT 6]Reflective learners inviting feedback after their interview and dealing positively with the outcome

[RL 4].









Troubleshoot



searching for information about career opportunities, in relation to jobs in hospitality


searching for information about career opportunities, in relation to jobs in hospitality



text and tables

images

numbers

records

●

●

●

●







Mathematics







English


carrying out a personal and professional assessment and producing a development plan and undertaking a selection interview



carrying out a personal and professional assessment and producing a development plan.


Unit 26: Industry-related Projectin Hospitality



Credit value: 10


Aim and purpose

The aim of this unit is to enable learners to develop and use skills to research, plan, carry out and present a hospitality industry related project to an audience.

Unit introduction

This unit gives learners the opportunity to investigate an aspect of a hospitality business. This could be learners’ current place of work, a hospitality work placement or a suitable alternative. Tutors, learners and employers could work together to devise a project that learners will carry out. The project will be an area of interest to learners, so that they benefit from the work carried out. The project will need to last for at least two weeks, which will allow learners to develop their planning and monitoring skills.

Learners need to identify several possible opportunities for a project, from which one project will be chosen. They will plan their work, set objectives, and monitor the work that they carry out, keeping a record of their activities in a diary or log. Learners will present their results to a selected audience.

Learners will develop and show skills in research, analysis, verbal and written communication, information technology and presentation. These skills are, in the main, generic and transferable, which means that they can be applied to any aspect of the hospitality industry or in further study. Being able to reflect on and evaluate their performance and progress, as well as learn from the challenges other successful project leaders face, will help learners understand the importance of planning, monitoring goals and the skills developed while carrying out the project.

Learning outcomes


1 Be able to identify opportunities for a hospitality project

2 Be able to plan and research the hospitality project

3 Be able to carry out and monitor the hospitality project

4 Be able to present the hospitality project to an audience.


Unit content

1 Be able to identify opportunities for a hospitality project

Scope of project: interdisciplinary; industry-related; interdepartmental issues; types of project eg scale, formality

Purpose, aims and objectives: defining project (importance to business eg improve administrative procedures, improve customer service, develop new products); background research; evaluation criteria

Hospitality industry businesses: hotels eg budget, one star; restaurants eg fast food businesses, fine dining; pubs, bars and nightclubs; contract food service providers eg education, healthcare; hospitality services eg business, Government and local authority provision; membership clubs eg professional or employment association clubs, sporting clubs; events eg music events, meetings and conferences

2 Be able to plan and research the hospitality project

Research: the business; the subject

Plan: objectives eg knowledge development, skills development, career development; criteria for success of project; what needs to be done; when it needs to be done eg milestones; resources needed

Skills required: planning; gathering and interpreting information eg theory, data; time management; referencing; information and communications technology

3 Be able to carry out and monitor the hospitality project

Carry out: according to set timescales; gather information; interpret information; reach conclusions; decide format of report; produce report

Monitor the project: activities undertaken against timescales; skills and knowledge developed; skills and knowledge yet to be achieved; additional skills and knowledge developed; against success criteria; scope for further work

Skills required: time management; gathering and interpreting information; analysis; written communication; project-specific skills

4 Be able to present the hospitality project to an audience

Deliver a presentation: using appropriate format of delivery eg verbal, written, ICT, graphics, written materials; using appropriate resources eg PowerPoint, hand-outs, photos, display, exhibition; key elements of presentation (rationale, aims, findings, conclusion, recommendations)

Audience: types eg employer, tutor, peer group








P1 identify opportunities for a hospitality project [IE 1, CT 1]

P2 plan and research a hospitality project, including the skills needed to carry out the project [IE 2, 3, CT 2]

M1 plan and research the project independently, using different resources and showing high levels of skills

P3 carry out and monitor the hospitality project [IE 2, 4, SM 2, 3, 5, RL 2, 3]

M2 carry out and monitor the project showing independence and initiative.

P4 present the hospitality project to an audience. [RL 6]

D1 evaluate their project and its presentation, explaining strengths and weaknesses, and making recommendations for improvements.





TW – team workers





Delivery

This unit is intended to be delivered in the workplace or under simulated conditions, eg at the centre or training provider; it does not require a work placement. Tutors must ensure that sufficient time is provided to support the knowledge and understanding for this unit. If simulations are being used, care must be taken to ensure that learners appreciate the type of business in question and at least 25 per cent of the industry-related project should be in a hospitality context. Learners should not cover what they have previously studied in other units.

If learners are carrying out the industry-related project while in a work placement, this must be within the hospitality industry, and could be their current employment if they are already working in a part-time job, or it could be an organised work placement. If the project is going to be conducted in a work placement, the project title needs to be agreed at a very early stage.

Learners are likely to need support to come up with at least three possible titles for their project. The project chosen should be agreed with the tutor and, if possible, the employer. The project should be appropriate to the needs and interests of learners and, if applicable, should aim at benefiting the business in some way. So, for example, the project should not just be about improving learners’ own skills because when learners leave, the benefit to the business disappears.

The structure of the project should follow SMART principles:

specific, eg to develop new skills in a practical environment, or to extend knowledge and understanding of an area or process

measurable, in that it can show new and/or extended learning that learners have achieved

achievable by learners, ie within learners’ capability

realistic with regard to the resources available

timed around the project schedule, ie achievable within the timeframe of the work placement.

The project should last for a significant part of the work placement, if appropriate; it must not be something that can be achieved in less than two weeks as learners will not be able to demonstrate their planning and monitoring skills. Learners need to keep a record of their activities and progress, eg a diary or log.

Learners need to use IT resources. In preparation for the project, it will be necessary to ensure that learners have the requisite research skills.

When presenting their findings, learners should ideally present to their tutor as well as the employer. If this is not possible, learners could deliver the presentation to their tutor and, possibly, their peers. If the tutor cannot be present, reliable witness testimony will be required.

●

●

●

●

●







Group discussion to determine types of project.

Visits to hospitality businesses – follow-up poster showing different types of businesses.

Learners interview a member of staff from their own institution on types of project.

Visits to hospitality businesses to find out about opportunities for projects.Assignment 1 – Identification of Opportunities for a Hospitality Industry-related Project (P1)

Learners create a presentation on ideas for projects based on visits.

Group discussion to determine skills required for project planning.

Learners research business and subject of their interest – developing research skills. Tutor input on how to research and manage a project.

Learners plan their project – receive feedback.Assignment 2 – Planning and Researching the Hospitality Industry-related Project (P2, M1)

Learners produce a project plan with research evidence.

Group discussion to determine skills required to carry out and monitor the project.

Learners carry out and monitor the project.Assignment 3 – Carrying Out and Monitoring the Hospitality Industry-related Project (P3, M2)

Learners provide evidence in the form of a diary or log of carrying out and monitoring the project.

Learners practise presentation skills.Assignment 4 – Presenting the Hospitality Industry-related Project (P4, D1)

Learners present their project to an audience.




Assessment

Ideally, learners would base their work for this unit on a real work-based project for which they have some responsibility as part of their work role. If this is not possible, learners could produce a project plan based on their assignment work. Assessment evidence could include:

a project plan

records of meetings and reports

records of methodology used for implementing and monitoring a project

a project diary or evaluation of project outcomes.

Learners can provide records to show how they have evaluated and implemented improvements through supporting projects. These can be witness testimonies, tutor observations, or a logbook kept by the learner. This unit gives learners the opportunity to develop functional skills evidence through their learning activities. This could be through their research, formal presentations, discussions and written submissions of their findings.



P1

To achieve P1, learners must identify opportunities for an industry-related project in the hospitality industry. If learners are on a work placement, they should start generating ideas before they begin. They should identify a minimum of three ideas, which could be closely related or quite diverse. They then need to agree with their tutor and employer which idea will be developed as the project. This needs to be decided at a very early stage of a placement, eg end of the first week.

P2 – M1

For P2, learners need to produce evidence of planning and researching their chosen project, including identifying the skills required to carry it out. At pass level, it is expected that learners will need some guidance from the tutor, eg identifying where they can get information for background research. Research requirements will largely depend on the nature of the project, but could include the internet, textbooks, journals, interviewing employers, questionnaires, surveys etc. The background research is likely to relate both to the subject and the business in which they are working.

M1 is a development of P2. At this level, learners need to demonstrate high levels of skills in terms of both research and planning, and with minimal guidance from tutors. Learners should independently identify the best way to plan their project and the research resources that will give them the information they need to carry out the project, ie they must not be influenced by the thoughts or actions of others. Examples of this could include learners preparing an action plan that sets out how they are going to complete their project, identifying resources they will need and the research they need to undertake.

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P3 – M2

For P3, learners need to carry out and monitor the project. Learners should keep a record, eg a diary or log, which can be used as part of their evidence. At pass level, it is to be expected that learners might struggle to meet the timescales, and that they will not provide great detail or show much originality in their work. However, they must ensure that the activities listed in the unit content are covered, and the carrying out and monitoring must be acceptable to the standard stated.

M2 builds on P3 in that learners need to carry out and monitor the project independently, using their own initiative. The difference from P3 is that at merit level learners should require only minimal support from tutors. Learners need to take responsibility for the action plan they may have set out for M1 and be able to adapt their plan if required. One way to show initiative would be for learners to highlight the difficulties they have had keeping to their action plan and then identify the ways in which they have managed to find their own solutions to these problems.

P4 – D1

P4 will be assessed in the form of a presentation on the project delivered by the learner to an audience. This should ideally be to someone in the business where the work placement was conducted, but could be the tutor if this is not possible. One option would be for the learner to present twice: once to the employer and once to the tutor and, possibly, their peers. If it is not possible for the tutor to be present, witness testimony from a reliable source would be required. The presentation needs to be delivered in an appropriate format, one or more of which can be selected from the unit content. All of the ‘key elements of a presentation’ listed in the unit content should be included, although different terminology may be used.

For D1, learners need to evaluate their project and their presentation skills and suggest improvements. Examples of improvements might be: work-related skills that they need in order to perform more effectively; better research skills; different ways they could have approached the project; and improvements to their presentation skills, such as better visual aids, slower delivery or better rehearsing.





P1 Identification of Opportunities for a Hospitality Industry-related Project

Learners take on the role of adviser to a medium-sized hospitality business on a project proposal that they have unveiled and have been asked to identify opportunities for the project.

Learners create a presentation.

P2, M1 Planning and Researching the Hospitality Industry-related Project

Learners continue in their role as adviser and in consultation with a selected hospitality business they are required to plan and research a hospitality project.

Learners create a project plan with research evidence including the skills needed to carry out the project.

P3, M2 Carrying out and Monitoring the Hospitality Industry-related Project

Learners take on the role of project leader and are asked to carry out and monitor the hospitality project.

Work placement or role play simulation supported by observation sheets.

P4, D1 Presenting the Hospitality Industry-related Project

Learners continue in their role as project leader and are asked to present the hospitality project to an audience and evaluate it, explaining strengths and weaknesses, and making recommendations for improvements.

Learners create a presentation for a selected audience.



Level 2 Level 3

Planning and Running a Hospitality Event The Hospitality Industry

Supervisory Skills in the Hospitality Industry



Principles of Nutrition for Healthier Food and Special Diets

Hospitality Business Enterprise

E-business for Hospitality



Essential resources

It is essential that learners have access to well-stocked libraries and/or learning resources centres, trade journals and the internet.


Employers can provide very useful additional and even essential resources to enable learners to achieve the industry-related project’s aims and objectives. Learners can gain valuable insights into aspects of the industry that are difficult to teach or replicate in an educational context. Learners’ work placements and part-time employment in the hospitality industry could help learners generate possible project scenarios and titles. This should be encouraged as the investigations and outcomes can directly relate to the needs and requirements of employers and real live situations. This way of generating project ideas presents excellent opportunities to test ideas, assumptions and possible impact on a business, customers and employees.

Employers will bring an added dimension to the management or supervision of the project. Employers could also be part of the invited audience to listen to the presentation, providing specialist knowledge and questioning learners on the depth of research, and therefore understanding, of the subject, issue and initiatives they have investigated.


Textbooks

Baker S and Baker K – The Complete Idiot’s Guide to Project Management, 2nd Edition (Alpha Books, 2000) ISBN 9780028639208

Brymer R – Hospitality: An Introduction, 13th Edition (Kendall Hunt, 2009) ISBN 9780757552687

Horine G – Absolute Beginner’s Guide to Project Management, 2nd Edition (Que Publishing, 2009) ISBN 9780789738219

Jones P – An Introduction to Hospitality, 2nd Edition (Thomson Learning, 2002) ISBN 9780826460776

Journal


Websites

www.apm.org.uk Association for Project Management









Independent enquirers P1 identifying opportunities for a hospitality project [IE 1]

P2 planning and researching a hospitality project, including the skills needed to carry out the project [IE 2, 3]

P3 carrying out and monitoring the hospitality project [IE 2, 4]Creative thinkers P1 identifying opportunities for a hospitality project [CT 1]

P2 planning and researching a hospitality project, including the skills needed to carry out the project [CT 2]

Reflective learners P3 carrying out and monitoring the hospitality project [RL 2, 3]

P4 presenting the hospitality project to an audience [RL 6]Self-managers P3 carrying out and monitoring the hospitality project [SM 2, 3, 5].



Effective participators evaluating their project, explaining strengths and weaknesses and making recommendations for improvements.









Troubleshoot




carrying out background research before beginning the project



text and tables

images

numbers

records

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presenting the results of the project to an audience








Mathematics







English


investigating opportunities for a industry-related project



carrying out background research before beginning the project


producing a diaries, logs, project plans.

Documents

Unit 1: The Hospitality Industry - HOTEL SCHOOL RIGA - Hospitality Business … · 2016-09-30 · Edexcel BTEC Level 3 Nationals specification in Hospitality 1 ... Learners will look