This document outlines a competency-based curriculum for the Food and Beverage Service NC III qualification in Tourism sector. The 124-hour course covers basic, common and core competencies required at the NCIII level, including providing specialist advice on food or wine and preparing espresso coffee. The curriculum is divided into modules addressing topics such as leading workplace communication, controlling stock, and advising customers. Upon completing the modules and assessments, trainees will be competent in all areas required for the Food and Beverage Service NC III qualification.
Here are the key steps to communicate information about workplace processes:
1. Select the appropriate communication method based on the topic, audience, and purpose of communication. Consider verbal, written, electronic, etc.
2. Organize information from multiple topics clearly and logically for effective communication.
3. Use questions to gather additional details and ensure understanding as needed.
4. Identify the correct sources of information using organizational requirements and protocols.
5. Maintain effective communication skills, whether verbal, non-verbal or in writing, in all situations.
This document outlines a competency-based curriculum for Hilot Wellness Massage NC II. It includes modules on basic competencies like communication, teamwork, professionalism and safety. Common competencies cover infection control, difficult behavior, first aid and client services. Core competencies focus on planning client programs, providing preliminary and hilot techniques, and post-services. The curriculum aims to develop the necessary knowledge, skills and attitudes to perform hilot wellness massage according to industry standards.
The document provides information on a competency-based curriculum for Illustration NC II. It includes:
1. An overview of the course design, structure, entry requirements and delivery methods.
2. Details of the modules covering basic competencies such as communication, teamwork and safety procedures.
3. Modules covering common competencies such as developing industry knowledge and computer skills.
4. Modules focused on core competencies for illustration such as drawing techniques, concept development and preparing illustrations.
5. Resources, assessment methods and trainer qualifications required to deliver the curriculum.
This document outlines the training regulations for Cookery NC II. It includes 4 main sections:
1. The qualification consists of basic, common and core competencies required to work as a cook or commis in various food service facilities.
2. Details the competency standards covering areas such as workplace communication, safety procedures, food preparation techniques.
3. Discusses training arrangements including curriculum design, delivery methods, entry requirements and facilities/equipment needed.
4. Covers assessment and certification processes to determine if trainees have achieved the necessary competencies.
This document outlines the training regulations for the Bread and Pastry Production NC II Qualification in the Philippines. It includes the competencies required to achieve the qualification, which are divided into basic, common and core competencies. It also provides information on the curriculum design and delivery, entry requirements, tools and equipment needed, and assessment process. The qualification consists of competencies required to clean equipment and prepare, portion and present pastries, breads and dessert items in hotels, restaurants and other food service operations.
The document outlines a competency-based curriculum for a Bread and Pastry Production NC II course. The 141-hour course aims to enhance knowledge and skills in baking and pastry production. It covers basic, common and core competencies across 5 units, including preparing and producing bakery and pastry products, gateaux, tortes, cakes and petits fours. The curriculum specifies 18 learning outcomes across 4 basic competencies and 18 outcomes across 5 common competencies. It also lists the necessary tools, equipment, and materials needed for the course.
Here are the key steps to communicate information about workplace processes:
1. Select the appropriate communication method based on the topic, audience, and purpose of communication. Consider verbal, written, electronic, etc.
2. Organize information from multiple topics clearly and logically for effective communication.
3. Use questions to gather additional details and ensure understanding as needed.
4. Identify the correct sources of information using organizational requirements and protocols.
5. Maintain effective communication skills, whether verbal, non-verbal or in writing, in all situations.
This document outlines a competency-based curriculum for Hilot Wellness Massage NC II. It includes modules on basic competencies like communication, teamwork, professionalism and safety. Common competencies cover infection control, difficult behavior, first aid and client services. Core competencies focus on planning client programs, providing preliminary and hilot techniques, and post-services. The curriculum aims to develop the necessary knowledge, skills and attitudes to perform hilot wellness massage according to industry standards.
The document provides information on a competency-based curriculum for Illustration NC II. It includes:
1. An overview of the course design, structure, entry requirements and delivery methods.
2. Details of the modules covering basic competencies such as communication, teamwork and safety procedures.
3. Modules covering common competencies such as developing industry knowledge and computer skills.
4. Modules focused on core competencies for illustration such as drawing techniques, concept development and preparing illustrations.
5. Resources, assessment methods and trainer qualifications required to deliver the curriculum.
This document outlines the training regulations for Cookery NC II. It includes 4 main sections:
1. The qualification consists of basic, common and core competencies required to work as a cook or commis in various food service facilities.
2. Details the competency standards covering areas such as workplace communication, safety procedures, food preparation techniques.
3. Discusses training arrangements including curriculum design, delivery methods, entry requirements and facilities/equipment needed.
4. Covers assessment and certification processes to determine if trainees have achieved the necessary competencies.
This document outlines the training regulations for the Bread and Pastry Production NC II Qualification in the Philippines. It includes the competencies required to achieve the qualification, which are divided into basic, common and core competencies. It also provides information on the curriculum design and delivery, entry requirements, tools and equipment needed, and assessment process. The qualification consists of competencies required to clean equipment and prepare, portion and present pastries, breads and dessert items in hotels, restaurants and other food service operations.
The document outlines a competency-based curriculum for a Bread and Pastry Production NC II course. The 141-hour course aims to enhance knowledge and skills in baking and pastry production. It covers basic, common and core competencies across 5 units, including preparing and producing bakery and pastry products, gateaux, tortes, cakes and petits fours. The curriculum specifies 18 learning outcomes across 4 basic competencies and 18 outcomes across 5 common competencies. It also lists the necessary tools, equipment, and materials needed for the course.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It includes 392 hours of training delivered through modules covering basic, common, and core competencies. Basic competencies focus on workplace communication, teamwork, professionalism, and safety. Common competencies include quality standards, computer operation, measurement, technical drawing, hand tools, and electrical wiring. Core competencies center on installing, diagnosing, configuring, and maintaining computer systems and networks. Assessment involves hands-on demonstration, observation, exams, and discussion. The course uses lecture, self-paced learning, and group work delivered by a qualified trainer.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It covers basic competencies like communication, teamwork, and safety, as well as common competencies such as quality standards, computer operations, and electrical wiring. The core competencies focus on installing, diagnosing, configuring, and maintaining computer systems and networks. The curriculum is designed to develop the knowledge, skills, and attitudes of computer service technicians according to industry standards over 392 hours of training.
The document provides the training regulations for the Visual Graphic Design NC III Qualification in the Philippines. It defines the qualification which involves developing visual graphic designs for logos, print media, user experience, user interfaces, product packaging, and booth/window displays. It outlines the basic, common, and core competencies required. It also describes the sections within the regulations, which cover the qualification definition, competency standards, training arrangements, and assessment/certification arrangements. The competency standards section lists and describes the knowledge and skills required for each competency unit.
computer systems servicing cbc ncii for vtvs Rogelio Alvarez
This document outlines a competency-based curriculum for a Computer Systems Servicing NC II qualification. It includes modules on basic competencies like communication, teamwork, and safety. Common competencies cover topics like computer operation, technical drawing, and electrical wiring. Core competencies focus on installing computer systems, setting up networks and servers, and repairing computers. Assessment involves hands-on demonstration, observation, exams. Training uses lecture, self-paced learning, and group discussion. Instructors must have experience in Computer Systems Servicing NCIII.
This document provides a competency-based curriculum for automotive servicing at the NC II level. It outlines the basic, common, and core competencies covered by the 524-hour course, including servicing starting, charging, cooling, lubricating, fuel and other systems. The core competencies section details learning outcomes for servicing the clutch, differential, steering, manual transmission, and brake systems. It also includes overhauling manual transmission, diagnosing power steering failures, and conducting wheel alignment.
ASSESSMENT OF COMPETENCE HB ASEAN MRA TP1.pdflalulk2
The document discusses competency-based assessment and training, including defining competency, the principles and flexibility of competency-based assessment, different assessment types and tools, and the process of assessment planning which involves identifying the candidate and context, preparing an assessment plan, identifying modification needs, and developing assessment instruments.
ASSESSMENT OF COMPETENCE HB ASEAN MRA TP1.pdfLALU LK
The document discusses competency-based assessment and training, including defining competency, the principles and flexibility of competency-based assessment, different assessment methods and tools, and the process of planning and conducting competency-based assessments through gathering evidence to determine if a worker meets the required standards.
The document provides guidance on conducting effective training. It discusses:
1. Defining training and outlining why training is important for organizations, employees, guests and supervisors.
2. Explaining different training methods like on-the-job training, off-the-job training and the benefits of different training techniques like lectures, demonstrations and group-based activities.
3. Detailing the steps to effective training including identifying needs, designing objectives, selecting methods, conducting training, evaluating effectiveness and providing feedback.
This document proposes an Open E-Learning Gateway (OELG) to provide free online professional development courses to fresh graduates in Egypt. It aims to address gaps between educational skills and labor market needs. The proposal outlines project goals to provide high-quality online training, help graduates develop career paths and skills, and deliver certified courses. Procedures include developing curricula based on market research, creating online course content, and providing student support and mentoring. A timeline outlines a 7.5 month project launch period. The budget will cover software, hardware, staffing, and course development costs.
The document outlines the training regulations for Bread and Pastry Production NC II in the Tourism Sector. It includes the following:
1) The qualification consists of competencies to clean equipment and prepare, portion and plate pastries, breads and desserts in hospitality operations.
2) The basic, common and core competencies required, including preparing bakery and pastry products and presenting desserts.
3) Upon achieving this qualification, one is competent to work as a commis pastry or baker.
4) Sections cover the competency standards, training standards and national assessment arrangements.
This document outlines the training regulations for the Food and Beverage Services NC II Qualification in the Tourism Sector. It includes 4 sections that cover: 1) the competencies required to achieve the qualification, 2) the competency standards which are broken down into basic, common and core competencies, 3) the training standards which specify the curriculum, delivery, entry requirements and more, and 4) arrangements for national assessment and certification. The qualification prepares individuals for jobs like busboy, waiter, food attendant and food server in hotels, restaurants and other establishments.
The document provides training regulations for the Beauty Care NC II Qualification in the Philippines. It consists of competencies required to perform various beauty care services. The qualification includes basic, common, and core competencies. It describes the competency standards, training standards, assessment and certification arrangements. The training standards section provides details on the curriculum, training delivery, entry requirements, facilities, trainers, and assessment. The document establishes a national standard for beauty care training and certification.
This document outlines modules of instruction for the Basic Competencies unit of Event Management Services NC III. It includes 3 modules on Communications, Teamwork, and Problem Solving. Each module includes Learning Outcomes, Assessment Criteria, Contents, Conditions, Methodologies and Assessment Methods for trainees to effectively communicate, work in teams, and solve problems in the workplace.
This document outlines the competency-based curriculum for the Caregiving NC II qualification in the Philippines. It consists of 3 parts: basic competencies, common competencies, and core competencies. The basic competencies cover workplace communication, teamwork, professionalism, and occupational health and safety. The common competencies address infection control, difficult behavior response, first aid, and patient services. Finally, the core competencies focus on providing care to different groups like infants, children, elderly and those with special needs. The curriculum aims to develop the necessary knowledge, skills and attitudes to work as a caregiver according to industry standards.
Flexible Curricula Viewpoints action plan template balham
This document outlines the key discussions and outcomes from a workshop exploring flexible curricula. It identifies changing drivers such as student and employer needs that require more flexibility. An action plan proposes enhancements in areas like partnerships, anytime learning, entry/exit points, and personalized learning. Implementation will require actions, responsibilities, and timelines to be determined.
The document provides a competency-based curriculum for the Beauty Care Services (Nail Care) NC II qualification and standards. It outlines the course design, modules of instruction, resources, and assessment methods. The course is designed to enhance the knowledge, skills and attitude of students in nail care services in accordance with industry standards. It takes 216 hours to complete and covers basic, common and core competencies related to manicure, pedicure, hand spa and foot spa services.
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This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It includes 392 hours of training delivered through modules covering basic, common, and core competencies. Basic competencies focus on workplace communication, teamwork, professionalism, and safety. Common competencies include quality standards, computer operation, measurement, technical drawing, hand tools, and electrical wiring. Core competencies center on installing, diagnosing, configuring, and maintaining computer systems and networks. Assessment involves hands-on demonstration, observation, exams, and discussion. The course uses lecture, self-paced learning, and group work delivered by a qualified trainer.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification in the Information and Communication Technology sector. The course is designed to develop the knowledge, skills, and attitudes of a computer service technician according to industry standards. The course covers 392 hours of instruction organized into modules addressing basic, common, and core competencies related to installing, maintaining, configuring, and diagnosing computer systems and networks. Assessment methods include hands-on demonstration, direct observation, oral/written exams, and practical testing.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It covers basic competencies like communication, teamwork, and safety, as well as common competencies such as quality standards, computer operations, and electrical wiring. The core competencies focus on installing, diagnosing, configuring, and maintaining computer systems and networks. The curriculum is designed to develop the knowledge, skills, and attitudes of computer service technicians according to industry standards over 392 hours of training.
The document provides the training regulations for the Visual Graphic Design NC III Qualification in the Philippines. It defines the qualification which involves developing visual graphic designs for logos, print media, user experience, user interfaces, product packaging, and booth/window displays. It outlines the basic, common, and core competencies required. It also describes the sections within the regulations, which cover the qualification definition, competency standards, training arrangements, and assessment/certification arrangements. The competency standards section lists and describes the knowledge and skills required for each competency unit.
computer systems servicing cbc ncii for vtvs Rogelio Alvarez
This document outlines a competency-based curriculum for a Computer Systems Servicing NC II qualification. It includes modules on basic competencies like communication, teamwork, and safety. Common competencies cover topics like computer operation, technical drawing, and electrical wiring. Core competencies focus on installing computer systems, setting up networks and servers, and repairing computers. Assessment involves hands-on demonstration, observation, exams. Training uses lecture, self-paced learning, and group discussion. Instructors must have experience in Computer Systems Servicing NCIII.
This document provides a competency-based curriculum for automotive servicing at the NC II level. It outlines the basic, common, and core competencies covered by the 524-hour course, including servicing starting, charging, cooling, lubricating, fuel and other systems. The core competencies section details learning outcomes for servicing the clutch, differential, steering, manual transmission, and brake systems. It also includes overhauling manual transmission, diagnosing power steering failures, and conducting wheel alignment.
ASSESSMENT OF COMPETENCE HB ASEAN MRA TP1.pdflalulk2
The document discusses competency-based assessment and training, including defining competency, the principles and flexibility of competency-based assessment, different assessment types and tools, and the process of assessment planning which involves identifying the candidate and context, preparing an assessment plan, identifying modification needs, and developing assessment instruments.
ASSESSMENT OF COMPETENCE HB ASEAN MRA TP1.pdfLALU LK
The document discusses competency-based assessment and training, including defining competency, the principles and flexibility of competency-based assessment, different assessment methods and tools, and the process of planning and conducting competency-based assessments through gathering evidence to determine if a worker meets the required standards.
The document provides guidance on conducting effective training. It discusses:
1. Defining training and outlining why training is important for organizations, employees, guests and supervisors.
2. Explaining different training methods like on-the-job training, off-the-job training and the benefits of different training techniques like lectures, demonstrations and group-based activities.
3. Detailing the steps to effective training including identifying needs, designing objectives, selecting methods, conducting training, evaluating effectiveness and providing feedback.
This document proposes an Open E-Learning Gateway (OELG) to provide free online professional development courses to fresh graduates in Egypt. It aims to address gaps between educational skills and labor market needs. The proposal outlines project goals to provide high-quality online training, help graduates develop career paths and skills, and deliver certified courses. Procedures include developing curricula based on market research, creating online course content, and providing student support and mentoring. A timeline outlines a 7.5 month project launch period. The budget will cover software, hardware, staffing, and course development costs.
The document outlines the training regulations for Bread and Pastry Production NC II in the Tourism Sector. It includes the following:
1) The qualification consists of competencies to clean equipment and prepare, portion and plate pastries, breads and desserts in hospitality operations.
2) The basic, common and core competencies required, including preparing bakery and pastry products and presenting desserts.
3) Upon achieving this qualification, one is competent to work as a commis pastry or baker.
4) Sections cover the competency standards, training standards and national assessment arrangements.
This document outlines the training regulations for the Food and Beverage Services NC II Qualification in the Tourism Sector. It includes 4 sections that cover: 1) the competencies required to achieve the qualification, 2) the competency standards which are broken down into basic, common and core competencies, 3) the training standards which specify the curriculum, delivery, entry requirements and more, and 4) arrangements for national assessment and certification. The qualification prepares individuals for jobs like busboy, waiter, food attendant and food server in hotels, restaurants and other establishments.
The document provides training regulations for the Beauty Care NC II Qualification in the Philippines. It consists of competencies required to perform various beauty care services. The qualification includes basic, common, and core competencies. It describes the competency standards, training standards, assessment and certification arrangements. The training standards section provides details on the curriculum, training delivery, entry requirements, facilities, trainers, and assessment. The document establishes a national standard for beauty care training and certification.
This document outlines modules of instruction for the Basic Competencies unit of Event Management Services NC III. It includes 3 modules on Communications, Teamwork, and Problem Solving. Each module includes Learning Outcomes, Assessment Criteria, Contents, Conditions, Methodologies and Assessment Methods for trainees to effectively communicate, work in teams, and solve problems in the workplace.
This document outlines the competency-based curriculum for the Caregiving NC II qualification in the Philippines. It consists of 3 parts: basic competencies, common competencies, and core competencies. The basic competencies cover workplace communication, teamwork, professionalism, and occupational health and safety. The common competencies address infection control, difficult behavior response, first aid, and patient services. Finally, the core competencies focus on providing care to different groups like infants, children, elderly and those with special needs. The curriculum aims to develop the necessary knowledge, skills and attitudes to work as a caregiver according to industry standards.
Flexible Curricula Viewpoints action plan template balham
This document outlines the key discussions and outcomes from a workshop exploring flexible curricula. It identifies changing drivers such as student and employer needs that require more flexibility. An action plan proposes enhancements in areas like partnerships, anytime learning, entry/exit points, and personalized learning. Implementation will require actions, responsibilities, and timelines to be determined.
The document provides a competency-based curriculum for the Beauty Care Services (Nail Care) NC II qualification and standards. It outlines the course design, modules of instruction, resources, and assessment methods. The course is designed to enhance the knowledge, skills and attitude of students in nail care services in accordance with industry standards. It takes 216 hours to complete and covers basic, common and core competencies related to manicure, pedicure, hand spa and foot spa services.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. TABLE OF CONTENTS
Page
A. Course Design.........................................................................................................1-4
B. Modules of Instruction ..........................................................................................5-74
BASIC COMPETENCIES ................................................................................... 5
o Leading workplace communication ..........................................................6-9
o Leading small team................................................................................ 10-14
o Developing and practicing negotiation skills ...................................... 15-18
o Identifying/determining fundamental cause of problem .................. 19-22
o Using mathematical concept and technique ..................................... 23-26
o Using relevant technologies ............................................................... 27-30
COMMON COMPETENCIES...........................................................................31
o Rostering staff......................................................................................... 32-34
o Controlling and ordering stock ............................................................. 35-40
o Training small groups ............................................................................ 41-45
o Establishing and conducting business relationships ........................ 46-50
CORE COMPETENCIES ..................................................................................51
o Providing specialist advise on food ..................................................... 52-55
o Preparing and serving espresso coffee .............................................. 56-63
ELECTIVE COMPETENCIES ..........................................................................64
o Providing specialist advise on wine (fine dining)............................... 65-69
o Planning and monitoring espresso coffee service (coffee
shop)......................................................................................................... 70-74
3. CBC Food and Beverage Service NC III - 1 -
COURSE DESIGN
COURSE TITLE : ADVANCED FOOD AND BEVERAGE SERVICES
NOMINAL DURATION : 124 hours
QUALIFICATION : Food and Beverage Services NC III
COURSE DESCRIPTION :
This course is designed to enhance the knowledge, skills, behavior and motivations in
accordance with industry standards. It covers the basic, common and core competencies
required for the NCIII level on providing specialist advice on food or wine and preparing and
serving espresso coffee to the guests
ENTRY REQUIREMENTS :
Trainees or students wishing to gain entry into this course should possess the following
requirements:
can communicate both orally and in written form;
at least high school graduate
physically and mentally fit;
with good moral character;
can perform basic mathematical computation;
must be competent in the entire Food and Beverage Services NCIII qualification
This list does not include specific institutional requirements such as educational
attainment, appropriate work experience, and others that may be required of the trainees by
the school or training center delivering the TVET program.
4. - 2 - CBC Food and Beverage Service NC III
COURSE STRUCTURE:
BASIC COMPETENCIES
(20 hours)
UNIT OF
COMPETENCY
MODULE TITLE LEARNING OUTCOMES
NOMINAL
DURATION
1. Lead workplace
communication
1.1 Leading
workplace
communication
1.1.1 Communicate information
about workplace
processes
1.1.2 Lead workplace
discussions
1.1.3 Identify and communicate
issues arising in the
workplace
4 hours
2. Lead small
team
2.1 Leading small
team
2.1.1 Provide team leadership.
2.1.2 Assign responsibilities
among members.
2.1.3 Set performance
expectation for team
members.
2.1.4 Supervise team
performance
2 hours
3. Develop and
practice
negotiation
skills
3.1 Developing and
practice
negotiation
skills
3.1.1 Identify relevant
information in planning
negotiations
3.1.2 Participate in negotiations
3.1.3 Document areas for
agreement
4 hours
4. Solve
workplace
problems
related to work
activities
4.1 Identifying/
determining
fundamental
cause of
problem
4.1.1 Explain the analytical
techniques
4.1.2 Identify the problem
4.1.3 Determine the possible
cause/s of the problem
4 hours
5. Use
mathematical
concepts and
techniques
5.1 Using
mathematical
concepts and
techniques
5.1.1 Identify mathematical tools
and techniques to solve
problem
5.1.2 Apply mathematical
procedures/solution
5.1.3 Analyze results
2 hours
6. Use relevant
technologies
6.1 Using relevant
technologies
6.1.1 Study /select appropriate
technology
6.1.2 Apply relevant technology
6.1.3 Maintain/enhance relevant
technology
4 hours
5. CBC Food and Beverage Service NC III - 3 -
COMMON COMPETENCIES
(24 hours)
UNIT OF
COMPETENCY
MODULE TITLE LEARNING OUTCOMES
NOMINAL
DURATION
1. Roster staff 1.1 Rostering staff 1.1.1 Develop and implement
staff rosters
1.1.2 Maintain staff records
6 hours
2. Control and
order stock
2.1 Controlling and
ordering stock
2.1.1 Maintain stock levels and
records
2.1.2 Process stock orders
2.1.3 Manage stock losses
2.1.4 Follow-up orders
2.1.5 Organize and administer
stocks
6 hours
3. Train small
groups
3.1 Training small
groups
3.1.1 Prepare for training
3.1.2 Deliver training
3.1.3 Provide opportunities for
practices
3.1.4 Review training
6 hours
4. Establish and
conduct
business
relationships
4.1 Establishing
and conducting
business
relationships
4.1.1 Establish and conduct
business relationships
4.1.2 Conduct negotiations
4.1.3 Make formal business
agreements
4.1.4 Foster and maintain
business relationships
6 hours
CORE COMPETENCIES
(40 hours)
UNIT OF
COMPETENCY
MODULE TITLE LEARNING OUTCOMES
NOMINAL
DURATION
1. Provide
specialist
advice on food
1.1 Providing
specialist
advise on food
1.1.1 Advise on menu items
1.1.2 Contribute to menu
development
1.1.3 Update specialist food
knowledge
16 hours
2. Prepare and
serve
espresso
coffee
2.1 Preparing and
serving
espresso
coffee
2.1.1 Organize and prepare
work areas
2.1.2 Provide customer service
and advise customers on
espresso coffee
2.1.3 Select and grind coffee
2.1.4 Extract coffee
2.1.5 Texture milk
2.1.6 Serve and present
espresso coffee
2.1.7 Clean and maintain
espresso machine
24 hours
6. - 4 - CBC Food and Beverage Service NC III
ELECTIVE COMPETENCIES
(40 hours)
UNIT OF
COMPETENCY
MODULE TITLE LEARNING OUTCOMES
NOMINAL
DURATION
1. Provide
specialist
advise on wine
(fine dining)
1.1 Providing
Specialist
Advise on
Wine
1.1.1 Advise customers on
local and imported wines
1.1.2 Advise customers on
appropriate wine and
food choices
1.1.3 Determine wine quality
1.1.4 Develop and update wine
knowledge
16 hours
2. Plan and
monitor
espresso
coffee service
(coffee shop)
2.1 Planning and
monitoring
espresso
coffee service
1.1.1 Plan coffee service
1.1.2 Provide specialist advice
on coffee and coffee
service
1.1.3 Monitor quality and
service of coffee
1.1.4 Monitor machines and
equipment
24 hours
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
Case studies
REFERENCES:
Manuals
Books
CDs
Brochures
COURSE DELIVERY:
Lecture/discussion
Demonstration
Hands-on
Video viewing
TRAINER’S QUALIFICATIONS
Must have completed a Trainer’s Training Methodology Course
(TM III) or its equivalent
Must be physically and mentally fit
Must have at least 3-5 years job/industry experience
Must be a holder of Commercial Cooking NC Level III Certificate
Must be of good moral character
With pleasing personality
Must have attended relevant training and seminars
8. - 6 - CBC Food and Beverage Service NC III
BASIC COMPETENCY : COMMUNICATIONS
UNIT OF COMPETENCY : LEAD WORKPLACE COMUNICATION
MODULE TITLE : LEADING WORKPLACE COMMUNICATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to prepare different reports required in the
workplace.
NOMINAL DURATION : 4 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Communicate information about workplace processes.
LO2. Lead workplace discussions.
LO3. Identify and communicate issues arising in the workplace.
9. CBC Food and Beverage Service NC III - 7 -
LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES
ASSESSMENT CRITERIA:
1. Appropriate communication method is selected.
2. Multiple operations involving several topic areas are communicated.
3. Questions are used to gain extra information.
4. Correct sources of information are identified.
5. Information is selected and sequenced correctly when required.
6. Verbal and written reporting are maintained in both familiar and unfamiliar
situations.
CONTENTS:
Method of communication
Communication skills
Communication tools
Questioning techniques
CONDITIONS:
The students/trainees must be provided with the following:
Simulated workplace environment
Communication tools
Variety of information
METHODOLOGIES:
Discussion
Role play
Brainstorming
ASSESSMENT METHODS:
Direct observation
Interview
10. - 8 - CBC Food and Beverage Service NC III
LO2. LEAD WORKPLACE DISCUSSIONS
ASSESSMENT CRITERIA:
1. Responses to workplace issues are sought.
2. Response to workplace issues are provided when sought.
3. Constructive contributions are made to workplace discussion on such issues as
production, quality and safety.
4. Goals and aims of actions under taken in the workplace are communicated.
CONTENTS:
Method/techniques of discussion
How to lead discussion
How to solicit response
CONDITIONS:
The students/trainees must be provided with the following:
Simulated workplace environment
Communication tools
Variety of information’s
METHODOLOGIES:
Discussion
Role play
Brainstorming
ASSESSMENT METHODS:
Direct observation
Interview
11. CBC Food and Beverage Service NC III - 9 -
LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE
ASSESSMENT CRITERIA:
1. Issues and problems are identified as they arise.
2. Information regarding problems and issues are organized coherently to ensure
clear and effective communication.
3. Dialog is initiated with appropriate personnel.
4. Communication problems and issues are addressed as they arise.
CONTENTS:
Identify problems and issues
Organizing information on problem and issues
Relating problems and issues
Communication barriers affecting workplace discussions.
CONDITIONS:
The students/trainees must be provided with the following:
Simulated workplace environment
Communication tools
Variety of information’s
METHODOLOGIES:
Discussion
Role play
Brainstorming
ASSESSMENT METHODS:
Direct observation
Interview
12. - 10 - CBC Food and Beverage Service NC III
BASIC COMPETENCY : TEAM WORK
UNIT OF COMPETENCY : LEAD SMALL TEAM
MODULE TITLE : LEADING SMALL TEAM
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to lead small team including setting and maintaining
team and individual performance standard.
NOMINAL DURATION : 2 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Provide team leadership.
LO2. Assign responsibilities among members.
LO3. Set performance expectation for team members.
LO4. Supervise team performance.
13. CBC Food and Beverage Service NC III - 11 -
LO1. PROVIDE TEAM LEADERSHIP
ASSESSMENT CRITERIA:
1. Work requirements are identified and prescribed to members.
2. Reasons for instructions and requirements are properly disseminated to team
members.
3. Team members questions, problems, concerns are recognized, discussed and
dealt accordingly.
CONTENTS:
Communication skills required for leading small team
Skills and techniques in promoting team building
Negotiating skills
Up to date dissemination of instruction and requirements to members.
Art of listening and treating individual team members concern
CONDITIONS:
The students/trainees must be provided with the following:
Learning materials
- team building manual
- catalogs
- brochures
Simulated team
METHODOLOGIES:
Traditional/lecture
Demonstration
Case studies
ASSESSMENT METHODS:
Written examination
Direct observation
14. - 12 - CBC Food and Beverage Service NC III
LO2. ASSIGN RESPONSIBILITIES AMONG MEMBERS
ASSESSMENT CRITERIA:
1. Duties and responsibilities are allocated in respect to the skills, knowledge and
attitudes of every team member.
2. Duties are allocated having regard to individual preference, domestic and
personal considerations.
3. Duties and responsibilities of each member are properly identified and defined.
CONTENTS:
Duties and responsibilities of each team member
Skills in identifying individual skills ,knowledge and attitude as basis for allocating
responsibilities
Knowledge in identifying each team member duties and responsibilities
CONDITIONS:
The students/trainees must be provided with the following:
Learning materials
- relevant legal requirements
- manuals
METHODOLOGIES:
Traditional/lecture
Demonstration
ASSESSMENT METHODS:
Written examination
Direct observation
15. CBC Food and Beverage Service NC III - 13 -
LO3. SET PERFORMANCE EXPECTATION FOR TEAM MEMBERS
ASSESSMENT CRITERIA:
1. Performance expectations are established based on client needs and according
to assigned requirements.
2. Performance expectations are based on individual team member’s duties and
responsibilities.
3. Performance expectations are discussed and disseminated to individual team
member.
CONTENTS:
Knowledge and skills in setting individual performance target/expectation
Team members duties and responsibilities
Employee policies and procedures
Defining performance expectations criteria
CONDITIONS:
The students/trainees must be provided with the following:
Performance expectation worksheet
Relevant legal requirements
METHODOLOGIES:
Traditional/lecture
Demonstration
Case studies
ASSESSMENT METHODS:
Written examination
Direct observation
16. - 14 - CBC Food and Beverage Service NC III
LO4. SUPERVISE TEAM PERFORMANCE
ASSESSMENT CRITERIA:
1. Monitor team member’s performance in respect to the defined performance
criteria.
2. Provide team members with feedback, positive support and advice on strategies
to overcome any difficulties.
3. Inform team members of any changes in the priority allocated to assignment or
task.
4. Provide communication follow-up on all issues affecting the team.
CONTENTS:
Knowledge and skills in monitoring team member performance
Monitoring team operation to ensure client needs and satisfaction
Methods of monitoring performance
Informal/formal counseling skills
CONDITIONS:
The students/trainees must be provided with the following:
Performance expectation worksheet
Relevant legal requirements
METHODOLOGIES:
Traditional/lecture
Demonstration
Modular
ASSESSMENT METHODS:
Written examination
Direct observation
17. CBC Food and Beverage Service NC III - 15 -
UNIT OF COMPETENCY : DEVELOP AND PRACTICE NEGOTIATION SKILLS
MODULE TITLE : DEVELOPING AND PRACTICING NEGOTIATION SKILLS
MODULE DESCRIPTOR : This module covers the skills, knowledge and attitudes
required to collect information in order to plan and participate
in the negotiation.
NOMINAL DURATION : 4 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO 1. Identify relevant information in planning negotiations
LO 2. Participate in negotiations
LO 3. Document areas for agreement
18. - 16 - CBC Food and Beverage Service NC III
LO1. IDENTIFY RELEVANT INFORMATION IN PLANNING NEGOTIATIONS
ASSESSMENT CRITERIA:
1. Information in preparation for negotiation is identified and included in the plan
2. Information on creating non verbal environments for positive negotiations is
identified and included in the plan
3. Information on different questioning techniques is identified and included in the
plan
CONTENTS:
Background information on other parties to the negotiation
Observing differences between content and process
Identifying bargaining information
Applying strategies to manage process
Applying steps in negotiating process
Strategies to manage conflict
Steps in negotiating process
CONDITIONS:
The students/trainees must be provided with the following:
Pertinent documents
Simulated workplace
Prepared recipes
Paper and pencil
Calculator
Hands out
METHODOLOGIES:
Lecturette
Role playing
practical exercises
ASSESSMENT METHODS:
Written test/questioning
Demonstration
19. CBC Food and Beverage Service NC III - 17 -
LO2. PARTICIPATE IN NEGOTIATIONS
ASSESSMENT CRITERIA:
1. Criteria for successful outcome are agreed upon by all parties
2. Desired outcome of all parties are considered
3. Appropriate language is used throughout the negotiation
CONTENTS:
Decision making and conflict resolution strategies procedures
Problem solving strategies on how to deal with unexpected questions and
attitudes during negotiation
Background information on other parties to the negotiation
Observing differences between content and process
CONDITIONS:
The students/trainees must be provided with the following:
Pertinent documents
Simulated workplace
Supplies
Paper and pencil
Calculator
Hands out
METHODOLOGIES:
Lecturette
Role playing
Practical exercises
ASSESSMENT METHODS:
Written test/questioning
Demonstration
20. - 18 - CBC Food and Beverage Service NC III
LO3. DOCUMENT AREAS FOR NEGOTIATION
ASSESSMENT CRITERIA:
1. The issues and processes are documented and agreed upon by all parties
2. Possible solutions are discussed and their viability assessed
3. Areas for agreement are confirmed and recorded
4. Follow-up action is agreed upon by all parties
CONTENTS:
Procedure in documenting negotiations
Managing information
Filing documents
CONDITIONS:
The students/ trainees must be provided with the following:
Pertinent documents
Simulated workplace
Supplies
Paper and pencil
Calculator
Hands out
METHODOLOGIES:
Lecturette
Role playing
practical exercises
ASSESSMENT METHODS:
Written test/questioning
Demonstration
21. CBC Food and Beverage Service NC III - 19 -
BASIC COMPETENCY : PROBLEM SOLVING
UNIT OF COMPETENCY : SOLVE WORKPLACE PROBLEM RELATED
TO WORK ACTIVITIES
MODULE TITLE : IDENTIFYING / DETERMINING
FUNDAMENTAL CAUSE OF PROBLEM
MODULE DESCRIPTOR : This module expresses the competency required to apply
problem solving techniques to identify/determine
fundamental cause problem.
NOMINAL DURATION : 4 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Explain the analytical techniques.
LO2. Identify the problem.
LO3. Determine the possible cause /s of the problem.
22. - 20 - CBC Food and Beverage Service NC III
LO1. EXPLAIN THE ANALYTICAL TECHNIQUES
ASSESSMENT CRITERIA:
1. Importance and application of analytical techniques are explained.
2. Analytical techniques such as brainstorming, cause and effects diagrams,
PARETO analysis, SWOT analysis, GANT chart, PERT CPM & graphs, and
scatter grams are defined.
CONTENTS:
Observation, investigation & analytical techniques
Brainstorming
Cause and effect diagrams
PARETO analysis
SWOT analysis
GANT chart
PERT CPM & graph
SCATTERGRAMS
CONDITIONS:
The students/trainees must be provided with the following:
Coursewares
Learning materials/guides
Computer
OHP
METHODOLOGIES:
Direct observation
Simulation/role playing
Case studies
ASSESSMENT METHODS:
Written
Practical/performance test
23. CBC Food and Beverage Service NC III - 21 -
LO2. IDENTIFY THE PROBLEM
ASSESSMENT CRITERIA:
1. Variances are identified from normal operating parameters and product quality.
2. Extent, cause, and nature of the problem are defined based on observation,
investigation and analytical techniques.
3. Problems are clearly stated and specified.
CONTENTS:
Normal operating parameters & product quality
Identifying & clarifying the nature of problem
Application of analytical techniques
CONDITIONS:
The students/trainees must be provided with the following:
Coursewares
Learning materials/guides
Computer
OHP
METHODOLOGIES:
Direct observation
Simulation /role playing
Case studies
ASSESSMENT METHOD:
Written
Practical/performance test
24. - 22 - CBC Food and Beverage Service NC III
LO3. DETERMINE THE POSSIBLE CAUSE/S OF THE PROBLEM
ASSESSMENT CRITERIA:
1. Possible cause/s of problem are identified based on experience & the use of
problem solving tools/analytical techniques.
2. Possible cause statements are developed.
3. Fundamental causes are explained.
CONTENTS:
Non-routine process and quality problems
Teamwork and work allocation problem
Safety and emergency situations and incidents
CONDITIONS:
The students/trainees must be provided with the following:
Coursewares
Learning materials/guides
Computer
OHP
METHODOLOGIES:
Direct observation
Simulation /role playing
Case studies
ASSESSMENT METHODS:
Written
Practical/performance test
25. CBC Food and Beverage Service NC III - 23 -
UNIT OF COMPETENCY : USE MATHEMATICAL CONCEPTS AND TECHNIQUES
MODULE TITLE : USING MATHEMATICAL CONCEPTS AND TECHNIQUES
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required in the application of mathematical concepts and
techniques.
NOMINAL DURATION : 2 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Identify mathematical tools and techniques to solve problems.
LO2. Apply mathematical procedure/solution.
LO3. Analyze results.
26. - 24 - CBC Food and Beverage Service NC III
LO1. IDENTIFY MATHEMATICAL TOOLS AND TECHNIQUES TO SOLVE PROBLEMS
ASSESSMENT CRITERIA:
1. Problem areas based on given condition are identified.
2. Mathematical techniques based on the given problem are selected.
CONTENTS:
Four Fundamental Operations
Steps in solving a problem
Standard formulas
Conversion
Measurement
CONDITION:
The students/learners must be provided with the following:
Manuals
Hand-outs
Problem set
Conversion table
Table of formulas
Measuring tools
METHODOLOGIES:
Lecturette
Self-paced instruction
Group discussion
ASSESSMENT METHODS:
Written
Demonstration
27. CBC Food and Beverage Service NC III - 25 -
LO2. APPLY MATHEMATICAL PROCEDURE/SOLUTION
ASSESSMENT CRITERIA:
1. Mathematical techniques based on the problem identified are applied.
2. Mathematical computations are performed to the level of accuracy required for
the problem.
3. Results of mathematical computation based on job requirements is determined
and verified.
CONTENTS:
Problem-based questions
Estimation
Use of mathematical tools and standard formulas
Mathematical techniques
CONDITION:
The students/learners must be provided with the following:
Manuals
Hand-outs
Calculator
Measuring tools/devices
Case problems
METHODOLOGIES:
Lecturette
Self-paced instruction
Group discussion
Practical work approach
ASSESSMENT METHODS:
Written
Oral Interview
28. - 26 - CBC Food and Beverage Service NC III
LO3. ANALYZE RESULTS
ASSESSMENT CRITERIA:
1. Results of application based on expected and required specifications and
outcome is reviewed.
2. Appropriate action in case of error is applied.
CONTENTS:
Four Fundamental Operations
Steps in solving a problem
Standard formulas
Conversion
Measurement
CONDITION:
The students/learners must be provided with the following:
Manuals
Hand-outs
Problem set
Conversion table
Table of formulas
Measuring tools
METHODOLOGIES:
Lecturette
Self-paced instruction
Group discussion
Research study
ASSESSMENT METHODS:
Written
Oral
29. CBC Food and Beverage Service NC III - 27 -
UNIT OF COMPETENCY : USE RELEVANT TECHNOLOGIES
MODULE TITLE : USING RELEVANT TECHNOLOGIES
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required in selecting, sourcing and applying appropriate and
affordable technologies in the workplace.
NOMINAL DURATION : 4 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Study/select appropriate technology
LO2. Apply relevant technology.
LO3. Maintain/enhance relevant technology
30. - 28 - CBC Food and Beverage Service NC III
LO1. STUDY / SELECT APPROPRIATE TECHNOLOGY
ASSESSMENT CRITERIA:
1. Appropriate technologies are studied based on work requirements.
2. Appropriate technologies are identified and selected based on work
requirements.
CONTENTS:
Machineries/equipment and their application
Software/ programs
CONDITION:
The students/learners must be provided with the following:
Manuals
Hand-outs
Multimedia
Video tape
Brochures
CD’s
Internet access
Computer
METHODOLOGIES:
Lecturette
Self-paced instruction
Group discussion
Film showing
ASSESSMENT METHODS:
Written
Interview
31. CBC Food and Beverage Service NC III - 29 -
LO2. APPLY RELEVANT TECHNOLOGY
ASSESSMENT CRITERIA:
1. Relevant technology is used in carrying out function based on work requirements.
2. Applicable software and hardware is used as per job requirement.
3. Management concept are observed as per established industry practices.
CONTENTS:
Office technology
Industrial technology
System technology
Information technology
Training technology
Different software/hardware
5S (Proper House Keeping)
CONDITION:
The students/learners must be provided with the following:
Manuals
Hand-outs
Multimedia
Video tape
Brochures
CD’s
Internet access
Computer
METHODOLOGIES:
Lecturette
Self-paced instruction
Group discussion
Film showing
ASSESSMENT METHODS:
Written
Interview
32. - 30 - CBC Food and Beverage Service NC III
LO3. MAINTAIN / ENHANCE RELEVANT TECHNOLOGY
ASSESSMENT CRITERIA:
1. Maintenance of technology is applied in accordance with the industry standard
operating procedure, manufacturer’s operating guidelines and occupational
health and safety procedure
2. Updating of technology is maintained through continuing education or training in
accordance with job requirement.
3. Appropriate action for technology failure/ defect is immediately reported to the
concerned/ responsible person or section.
CONTENTS:
Corrective and preventive maintenance
Upgrading of technology
Communication Skills
Organizational set-up/work flow
CONDITION:
The students/learners must be provided with the following:
Manuals
Hand-outs
Multimedia
Video tape
Brochures
CD’s
Internet access
Computer
METHODOLOGIES:
Lecturette
Self-paced instruction
Group discussion
Film showing
ASSESSMENT METHODS:
Written
Interview
34. - 32 - CBC Food and Beverage Service NC III
UNIT OF COMPETENCY : ROSTER STAFF
MODULE TITLE : ROSTERING STAFF
MODULE DESCRIPTOR : This module covers the knowledge, skills, behavior and
motivations required to develop staff rosters. This role may
be carried out by operational supervisors and managers.
NOMINAL DURATION : 6 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Develop and implement staff rosters
LO2. Maintain staff records
35. CBC Food and Beverage Service NC III - 33 -
LO1. DEVELOP AND IMPLEMENT STAFF ROSTERS
ASSESSMENT CRITERIA:
1. Rosters are developed in accordance with company agreements and wage
budgets.
2. Operational efficiency and customer service levels are maximized while wage
costs are minimized in roster development.
3. Duties are combined where appropriate to ensure effective use of staff.
4. The available skills base is utilized appropriately to roster the most effective mix
of staff and to meet different operational requirements.
5. Rosters are presented in required formats to ensure clarity of information in
accordance with company standards.
6. Rosters are communicated to appropriate colleagues within designated timelines.
CONTENTS:
The role of rosters and their importance in controlling staff costs
Factors to be considered when developing rosters
Formats for the presentation of staff rosters and details to be included
Knowledge on area of operation for which roster is being developed.
Organizing information
Preparing staff rosters
Communicating with colleagues about the developed rosters
CONDITIONS:
The students/trainees must be provided with the following:
Workplace/assessment location
Computer
Printed materials/Handouts
References
METHODOLOGIES:
Lecture
Group discussion
Case study
ASSESSMENT METHODS:
Observation
Interviews/questioning
Written test
36. - 34 - CBC Food and Beverage Service NC III
LO2. MAINTAIN STAFF RECORDS
ASSESSMENT CRITERIA:
1. Time sheets and other documentation are completed accurately and within
designated timelines.
2. Staff records are updated accurately and maintained or stored in accordance with
establishment procedures.
CONTENTS:
Formats for the presentation of staff rosters and details to be included
Knowledge on area of operation for which roster is being developed.
Organizing information
Preparing staff rosters
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Workplace/assessment location
Computer
Printed materials/handouts
METHODOLOGIES:
Lecture
Simulation
Group discussion
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
37. CBC Food and Beverage Service NC III - 35 -
UNIT OF COMPETENCY : CONTROL AND ORDER STOCK
MODULE TITLE : CONTROLLING AND ORDERING STOCK
MODULE DESCRIPTOR : This module covers the knowledge, skills, behavior and
motivations required to control and order stock in a range of
hospitality establishments. This role is generally carried out
by supervisors and team leaders.
NOMINAL DURATION : 6 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES
Upon completion of this module, the students/trainees must be able to:
LO1. Maintain stock levels and records
LO2. Process stock orders
LO3. Manage stock losses
LO4. Follow-up orders
LO5. Organize and administer stocks
38. - 36 - CBC Food and Beverage Service NC III
LO1. MAINTAIN STOCK LEVELS AND RECORDS
ASSESSMENT CRITERIA:
1. Stock levels are monitored and maintained according to company requirements.
2. Stock security is monitored and systems are adjusted as required.
3. Stock reorder cycles are monitored and adjusted as required.
4. Colleagues are informed of their individual responsibilities in regard to the
reordering of stock.
5. Records of stock storage and movement are maintained in accordance with
company procedures.
6. Stock performance is monitored and fast/slow-selling items are identified
and reported in accordance with company procedures.
CONTENTS:
Stock recording systems
Securing stocks
Par stocks
Monitoring slow moving items
CONDITIONS:
The students/trainees must be provided with the following:
References/Handouts
Use of real stock items
Stock cards and records
Opportunity to deal or link with internal/external suppliers
Computer with appropriate software, if any
METHODOLOGIES:
Lecture/discussion
Role-play
Simulation
ASSESSMENT METHODS:
Evaluation of reports submitted
Written or oral questions
39. CBC Food and Beverage Service NC III - 37 -
LO2. PROCESS STOCK ORDERS
ASSESSMENT CRITERIA:
1. Orders for stock are processed accurately and in accordance with company
procedures
2. Stock levels are maintained and recorded ensuring information is complete,
correct and current.
3. Incoming stock is checked against purchase and supply agreements and all
necessary details are recorded.
CONTENTS:
Ordering/re-ordering stocks
Handling incoming stocks
Maintaining stock records
CONDITIONS:
The students/trainees must be provided with the following:
References/handouts
Use of real stock items
Stock cards and records
Opportunity to deal or link with internal/external suppliers
Computer with appropriate software, if any
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Observation
Interviews/questioning
Written Test
40. - 38 - CBC Food and Beverage Service NC III
LO3. MANAGE STOCK LOSSES
ASSESSMENT CRITERIA:
1. Stock losses are identified and recorded according to company procedures.
2. Losses are reported in accordance with company procedures.
3. Avoidable losses are identified and reasons behind these losses are established.
4. Solutions to loss situations are recommended and related procedures are
implemented to prevent future avoidable losses.
CONTENTS:
Recording stock losses
Reporting stock losses
Preventing stock losses/stock control procedures
CONDITIONS:
Students/trainees must be provided with the following:
References/handouts
Use of real stock items
Computer
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Observation
Interviews/questioning
Written test
41. CBC Food and Beverage Service NC III - 39 -
LO4. FOLLOW UP ORDERS
ASSESSMENT CRITERIA:
1. The delivery process is monitored to ensure agreed deadlines are met.
2. Continuity of supply is ensured by liaising with colleagues and suppliers.
3. Routine supply problems are followed up or referred to the appropriate person in
accordance with company policy.
4. Stock is distributed to agreed locations.
CONTENTS:
Monitoring deliveries
Controlling shortages or out of stock supplies
Allocating deliveries and supplies
CONDITIONS:
The students/trainees must be provided with the following:
References/Handouts
Project or work activities
Use of real stock items
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
Written test
Review of workplace reports and records related to stock control prepared by the
candidate
42. - 40 - CBC Food and Beverage Service NC III
LO5. ORGANIZE AND ADMINISTER STOCKS
ASSESSMENT CRITERIA:
1. Stocks are organized at appropriate intervals according to company policy and
procedures.
2. Stocktaking responsibilities are allocated to staff.
3. Accurate stock reports are produced within designated timelines.
CONTENTS:
Organizing stocks
Stock taking/Inventory systems
Inventory reports
CONDITIONS:
The students/trainees must be provided with the following:
References
Handouts
Project or work activities
Access to stock rooms and real stock items
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Interviews/questioning
Evaluation of reports submitted
Review of activities undertaken by the candidate
43. CBC Food and Beverage Service NC III - 41 -
UNIT OF COMPETENCY : TRAIN SMALL GROUPS
MODULE TITLE : TRAINING SMALL GROUPS
MODULE DESCRIPTOR : This module covers the requirements for planning, delivering
and reviewing training provided for the purposes of
developing competency on a one-to-one or small group
basis.
NOMINAL DURATION : 6 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Prepare for training
LO2. Deliver training
LO3. Provide opportunities for practices
LO4. Review training
44. - 42 - CBC Food and Beverage Service NC III
LO1. PREPARE FOR TRAININGS
ASSESSMENT CRITERIA:
1. Specific training needs are identified and confirmed through consultation with
appropriate personnel.
2. Training objectives are matched to identify competency development needs.
3. Training approaches are planned and documented.
CONTENTS:
Training needs analysis
Designing training and development plans
CONDITIONS:
The students/trainees must be provided with the following:
References
Handouts
Project or work activities
Access to records, logbooks, reports and other sources of information about the
operation and/or the personnel
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Written/oral examination
Observation
Written tests
45. CBC Food and Beverage Service NC III - 43 -
LO2. DELIVER TRAINING
ASSESSMENT CRITERIA:
1. Training is conducted in a safe and accessible environment.
2. Training delivery methods appropriate to the participant(s) needs, trainer
availability, location and resources are selected.
3. Strategies and techniques which facilitate the learning process are employed.
4. Training objectives, sequence of activities and assessment processes are
discussed with training participant(s).
5. Systematic approach to training is undertaken to meet specific needs of training
participant(s).
CONTENTS:
Different training delivery methods
How to conduct training programs
Presentation skills and proper use of equipment
Strategies and techniques which facilitate the learning process
CONDITIONS:
The students/trainees must be provided with the following:
References
Handouts
Access to records, logbooks, reports, organizational plans and other sources of
information about the operation and/or the personnel
OHP/Computer/LCD
Audio visual learning materials
Training materials
METHODOLOGIES:
Lecture-discussion
Role-play/group training activities and exercises
Simulation
ASSESSMENT METHODS:
Observation
Interviews/questioning
Written tests
46. - 44 - CBC Food and Beverage Service NC III
LO3. PROVIDE OPPORTUNITIES FOR PRACTICES
ASSESSMENT CRITERIA:
1. Practice opportunities are provided to ensure that the participants achieve the
components of competency.
2. Variety of methods for encouraging learning is implemented to meet the
individual needs of participants.
CONTENT:
Importance of practice in order to turn learning into developed skills.
CONDITIONS:
The students/trainees must be provided with the following:
References
Handouts
Project or work activities
METHODOLOGIES:
Lecture-discussion
Role-play/simulation
Case studies
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
Written tests
47. CBC Food and Beverage Service NC III - 45 -
LO4. REVIEW TRAINING
ASSESSMENT CRITERIA:
1. Participants are encouraged to self evaluate performance and areas for
improvement are identified.
2. Participants’ readiness for assessment is monitored and assistance is provided
with the collection of evidence for satisfactory performance.
3. Training is evaluated against objectives in the context of self-assessment,
participant feedback, supervisor comments and measurements.
4. Training details are recorded according to enterprise and legislative
requirements.
5. Results of evaluation are utilized to guide further training.
CONTENTS:
Importance of evaluating programs
Methods of evaluating programs
Performance review and analysis
CONDITIONS:
The students/trainees must be provided with the following:
Training materials
References
Handouts
Project or work activities
Records, logbooks, reports and other sources of information about the training
METHODOLOGIES:
Lecture-discussion
Role-play/simulation
Case studies
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
Written tests
48. - 46 - CBC Food and Beverage Service NC III
UNIT OF COMPETENCY : ESTABLISH AND CONDUCT BUSINESS
RELATIONSHIPS
MODULE TITLE : ESTABLISHING AND CONDUCTING BUSINESS
RELATIONSHIPS
MODULE DESCRIPTOR : This module deals with the skills and knowledge required to
manage business relationships with customers or suppliers
within a tourism or hospitality context. It focuses on the
relationship building and negotiation skills.
NOMINAL DURATION : 6 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Establish and conduct business relationships
LO2. Conduct negotiations
LO3. Make formal business agreements
LO4. Foster and maintain business relationships
49. CBC Food and Beverage Service NC III - 47 -
LO1. ESTABLISH AND CONDUCT BUSINESS RELATIONSHIPS
ASSESSMENT CRITERIA:
1. Relationships are established in a manner that promotes goodwill and trust
between the enterprise, its customers and suppliers.
2. Trust and respect are built in business relationships through use of effective
communication skills and techniques
3. Opportunities to maintain regular contact with customers and suppliers are
identified and taken up.
CONTENTS:
Types of formal agreements
Establishing and building business contacts
Conducting successful business negotiations
Communication skills and techniques
Interpersonal skills
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References/Handouts
Relationship-building and negotiation activities with a range of individuals with
whom the candidate has an actual or potential business relationship.
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
Written tests
50. - 48 - CBC Food and Beverage Service NC III
LO2. CONDUCT NEGOTIATIONS
ASSESSMENT CRITERIA:
1. Negotiations are conducted in a business-like and professional manner within the
relevant cultural context.
2. Negotiations are conducted in the context of the current enterprise marketing
focus.
3. Benefits for all parties in the negotiation are maximized through use of
established techniques and in the context of establishing long term relationships.
4. Feedback and input from colleagues are incorporated into the negotiation.
5. The results of negotiations are communicated to appropriate colleagues and
stakeholders within the appropriate timeframes.
CONTENTS:
Professional business negotiations procedures
Effective negotiating skills and techniques
Presenting a proposal/Business proposal presentation skills
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
Handouts/brochures
Sales kit/portfolios
OHP/computer/LCD
Relationship-building and negotiation activities with a range of individuals with
whom the candidate has an actual or potential business relationship.
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
51. CBC Food and Beverage Service NC III - 49 -
LO3. MAKE FORMAL BUSINESS AGREEMENTS
ASSESSMENT CRITERIA:
1. Agreements are confirmed in writing using formal contracts and in accordance to
enterprise requirements.
2. Appropriate approvals for all aspects of formal agreements are checked and
obtained in accordance with enterprise procedures.
3. The need for specialist advice in the development of contracts is identified and
sought where appropriate.
CONTENTS:
Importance of contracts/MOA
Preparing contracts/MOA
Legal issues in preparing contracts
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References/handouts
Sample agreements and contracts
Computer
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
Case study/written exercises
ASSESSMENT METHODS:
Observation
Interviews/questioning
Evaluation of reports submitted
Written tests
52. - 50 - CBC Food and Beverage Service NC III
LO4. FOSTER AND MAINTAIN BUSINESS RELATIONSHIPS
ASSESSMENT CRITERIA:
1. Information needed to maintain sound business relationships are pro-actively
sought, reviewed and acted upon.
2. Agreements are honored within the scope of individual responsibility.
3. Adjustments to agreements are made in consultation with the customer/supplier
and information is shared with appropriate colleagues.
4. Relationships are nurtured through regular contact.
CONTENTS:
Legal issues in the performance of obligations in the contract
Building and maintaining relationships
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Sample agreements and contracts
METHODOLOGIES:
Lecture-discussion
Role-play
Simulation
Case study
ASSESSMENT METHODS:
Observation
Interview/questioning
Evaluation of reports submitted
Written tests
54. - 52 - CBC Food and Beverage Service NC III
UNIT OF COMPETENCY : PROVIDE SPECIALIST ADVICE ON FOOD
MODULE TITLE : PROVIDING SPECIALIST ADVICE ON FOOD
MODULE DESCRIPTOR : This module deals with the skills and knowledge required to
develop and maintain in-depth information about the food
and menu items offered in a foodservice establishment. It
covers developing the menu and providing accurate
information and advice to guests. This module builds on
skills and knowledge covered in the units TRS512317
“Provide Food and Beverage Service” and TRS512321
“Develop and Update Food and Beverage Knowledge” of
Food and Beverage Services NCII.
NOMINAL DURATION : 16 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Advice on menu items
LO2. Contribute to menu development
LO3. Update specialist food knowledge
55. CBC Food and Beverage Service NC III - 53 -
LO1. ADVICE ON MENU ITEMS
ASSESSMENT CRITERIA:
1. Assistance is offered to customers in making food selections in a courteous
manner and at appropriate timing.
2. Options and possible variations are offered to customers
3. Methods of cooking and different culinary styles are discussed with customers in
clear and simple language.
4. Accurate information and advise are provided to customers with special dietary or
cultural needs
CONTENTS:
Suggestive Selling/Wine suggestions on the food menu
Basic Cooking Methods of Preparation
Special dietary needs
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Menus
METHODOLOGIES:
Lecture/discussion
Demonstration/role play
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
56. - 54 - CBC Food and Beverage Service NC III
LO 2. CONTRIBUTE TO MENU DEVELOPMENT
ASSESSMENT CRITERIA:
1. Content of menus are planned in consultation with appropriate kitchen staff.
2. Menu suggestions are balanced in terms of cost and variety.
3. Menus are planned taking into account various dietary and cultural requirements
of customers.
4. Customer feedback and preferences are taken into consideration in the menu
development process.
5. Where appropriate, consultation is undertaken with people who develop the wine
list.
6. Menus are developed to ensure required profit margin is obtained for the
enterprise.
7. Menus are developed to ensure that format and design are clear, accurate and
appropriate to enterprise needs.
8. Particular target groups are taken into consideration when developing menus.
CONTENTS:
Menu Planning
Menu styles and formats
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Menus
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
57. CBC Food and Beverage Service NC III - 55 -
LO3. UPDATE SPECIALIST FOOD KNOWLEDGE
ASSESSMENT CRITERIA:
1. Formal and informal research is conducted to access current accurate and
relevant information about food.
2. Trends in customer needs are identified based on direct contact and workplace
experience.
3. General trends in the food market are identified and applied to the workplace.
CONTENTS:
Updating food knowledge
Identifying customer needs
Market research
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Menus
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
58. - 56 - CBC Food and Beverage Service NC III
UNIT OF COMPETENCY : PREPARE AND SERVE ESPRESSO COFFEE
MODULE TITLE : PREPARING AND SERVING ESPRESSO COFFEE
MODULE DESCRIPTOR : This module deals with the skills and knowledge to extract
and serve espresso coffee using a commercial espresso
machine. It applies to baristas and other service personnel
who prepare coffee in a variety of food and beverage
operations. This module does not cover general preparation
of coffee using methods of coffee extraction other than
espresso machines.
NOMINAL DURATION : 24 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Organize and prepare work areas
LO2. Provide customer service and advice customers on espresso coffee
LO3. Select and grind coffee
LO4. Extract coffee
LO5. Texture milk
LO6. Serve and present espresso coffee
LO7. Clean and maintain espresso machine
59. CBC Food and Beverage Service NC III - 57 -
LO1. ORGANIZE AND PREPARE WORK AREAS
ASSESSMENT CRITERIA:
1. Coffee workstation is organized in accordance with safety and hygiene practices
to enable efficient workflow and easy access to equipment and supplies.
2. Preparation and work routines are developed in accordance with enterprise
requirements.
3. Mise-en-place and preparation for coffee service are completed according to
enterprise procedures.
4. Coffee and commodities are stored in appropriate air tight containers to maintain
quality and freshness.
CONTENTS:
Coffee bar work flows
Mise-en-place for coffee service
Different types of coffee machines and equipment
Coffee bar tools and supplies
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture
Demonstration
Hands-on
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
60. - 58 - CBC Food and Beverage Service NC III
LO2. PROVIDE CUSTOMER SERVICE AND ADVICE CUSTOMERS ON ESPRESSO
COFFEE
ASSESSMENT CRITERIA:
1. Coffee orders are taken accurately and verified with guests.
2. Coffee preferences and requirements of customers are determined and
coffee styles and accompaniments are offered.
CONTENTS:
Procedures in taking coffee orders
Different styles of coffee drinks
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
61. CBC Food and Beverage Service NC III - 59 -
LO3. SELECT AND GRIND COFFEE
ASSESSMENT CRITERIA:
1. Correct coffee beans are selected according to blend and/or roast style.
2. Environmental changes and equipment variations affecting dosage are taken into
consideration and coffee grind and dose are adjusted accordingly.
CONTENTS:
Types of coffee beans and roast styles
Types of coffee grinds
Operating coffee grinder
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Evaluation of the finished product
Oral questioning
62. - 60 - CBC Food and Beverage Service NC III
LO4. EXTRACT COFFEE
ASSESSMENT CRITERIA:
1. Appropriate cups or beverage ware are selected and ensured that they are warm
before preparation.
2. Required amount of coffee is measured and placed into filter basket, tamping
coffee evenly using correct pressure.
3. Temperature and pressure of the machine are adjusted between cycles, ensuring
correct operational temperature.
4. Pouring rate is analyzed and adjusted where appropriate.
5. Quality of extraction is visually assessed.
6. Spent grounds (puck/cake) are checked to identify any required adjustments to
dosage.
7. Group head is flushed for next use.
CONTENTS:
Types of cups and other beverage ware
Procedures for dosing and tamping
Extracting coffee
Evaluating shots
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Evaluation of the finished product
Oral questioning
63. CBC Food and Beverage Service NC III - 61 -
LO5. TEXTURE MILK
ASSESSMENT CRITERIA:
1. Correct milk and appropriate jug are selected according to type and quantity
required
2. Excess water from steam wand are expelled, flushed and wiped clean before and
after use.
3. Milk is steamed in accordance with milk type and specific order.
4. Milk is poured promptly using appropriate techniques, according to coffee style
and customer preferences.
CONTENTS:
Milk types
Procedures for steaming milk
Pouring milk techniques
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Evaluation of the finished product
Oral questioning
64. - 62 - CBC Food and Beverage Service NC III
LO6. SERVE AND PRESENT ESPRESSO COFFEE
ASSESSMENT CRITERIA:
1. Coffee is presented attractively using clean ceramic or glass cups and avoiding
drips and spills.
2. Coffee is served at the required temperature, according to customer
requirements and style, with appropriate crema, milk froth and accompaniments.
CONTENTS:
Selecting the right cups
Procedures in serving coffee
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Evaluation of the finished product
Oral questioning
65. CBC Food and Beverage Service NC III - 63 -
LO7. CLEAN AND MAINTAIN ESPRESSO MACHINE
ASSESSMENT CRITERIA:
1. Health and sanitation requirements are followed throughout all cleaning and
maintenance procedures.
2. Machine parts are thoroughly and safely cleaned according to manufacturer’s
specifications, using appropriate cleaning methods and recommended cleaning
products and materials, including:
3. The operation and efficiency of the espresso machine is monitored and assessed
during usage and take appropriate action where required.
4. Machine parts are checked on a regular basis.
CONTENTS:
Parts of the machines
Cleaning methods
Operating procedures
Maintenance tasks of the machine
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
67. CBC Food and Beverage Service NC III - 65 -
UNIT OF COMPETENCY : PROVIDE SPECIALIST ADVICE ON WINE
(FINE DINING)
MODULE TITLE : PROVIDING SPECIALIST ADVICE ON WINE
MODULE DESCRIPTOR : This module deals with the skills and knowledge to provide
specialist advice on wine and where required, service to the
guest. It focuses on offering assistance in wine selection,
advice on wine quality and characteristics, assisting in the
development of wine list and developing and updating wine
knowledge.
.
NOMINAL DURATION : 16 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Advise customers on local and imported wines
LO2. Advise customers on appropriate wine and food choices
LO3. Determine wine quality
LO4. Develop and update wine knowledge
68. - 66 - CBC Food and Beverage Service NC III
LO1. ADVISE CUSTOMERS ON LOCAL AND IMPORTED WINES
ASSESSMENT CRITERIA:
1. Assistance is offered to customers making wine selections and accurate
information about different wine options is provided.
2. Wine types, styles, regions, viticulture and production methods are discussed
with customers.
3. Customers are assisted in selecting wine according to taste and price
preferences
CONTENTS
Wine types and characteristics
Countries and regions producing wines
Wine production
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Bar or simulated area
Wine list
Different types of wine
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video Viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
69. CBC Food and Beverage Service NC III - 67 -
LO2. ADVISE CUSTOMERS ON APPROPRIATE WINE AND FOOD CHOICES
ASSESSMENT CRITERIA:
1. Advice is offered on wines that complement or enhance the menu or food
choices.
2. Wines for special occasions and particular seasons are offered.
CONTENTS:
Wine suggestions on the food menu
Promoting house wines and other wine specials
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Bar or simulated area
Wine list
Different types of wine
METHODOLOGIES:
Lecture/discussion
Demonstration/role play
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
70. - 68 - CBC Food and Beverage Service NC III
LO3. DETERMINE WINE QUALITY
ASSESSMENT CRITERIA:
1. Wines are evaluated using accepted sensory evaluation techniques.
2. Information from the evaluation of wine is used to assist customers with wine
selections.
3. Optimum storage and cellar conditions are ensured and wines are stored
correctly according to type and style.
4. Where required, wine is served appropriately and at the correct temperature
according to type of wine and customer preference.
5. Wines are decanted according to variety, style and vintage.
CONTENTS:
Evaluating wines
Wine service
Wine storage
Decanting wines
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Wine list
Different types of wine
Bar or simulated area
Bar tools and equipment
METHODOLOGIES:
Lecture
Discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
71. CBC Food and Beverage Service NC III - 69 -
LO4. DEVELOP AND UPDATE WINE KNOWLEDGE
ASSESSMENT CRITERIA:
1. Research is conducted informally and formally to access current, accurate and
relevant information about wines.
2. Trends in customer tastes are identified based on direct contact and workplace
experience.
3. Assistance in the design, content and pricing of the wine list is provided as
required.
CONTENTS:
Updating wine knowledge
Market research
Pricing wines
CONDITIONS:
The students/trainees must be provided with the following:
Writing materials
References
Handouts
Wine list
Different types of wine
Bar or simulated area
Bar tools and equipment
METHODOLOGIES:
Lecture/discussion
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
72. - 70 - CBC Food and Beverage Service NC III
UNIT OF COMPETENCY : PLAN AND MONITOR ESPRESSO COFFEE SERVICE
(COFFEE SHOP)
MODULE TITLE : PLANNING AND MONITORING ESPRESSO COFFEE
SERVICE
MODULE DESCRIPTOR : This module deals with the skills and knowledge to plan and
monitor espresso coffee service, including ordering of coffee,
equipment and supplies and appropriate storage. It includes
specialist knowledge of coffee, its history and presentation in
a variety of hospitality settings. This module builds on the
module “Prepare and Serve Espresso Coffee.”
NOMINAL DURATION : 24 hours
QUALIFICATION LEVEL : NC III
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees must be able to:
LO1. Plan coffee service
LO2. Provide specialist advice on coffee and coffee service
LO3. Monitor quality and service of coffee
LO4. Monitor machines and equipment
73. CBC Food and Beverage Service NC III - 71 -
LO1. PLAN COFFEE SERVICE
ASSESSMENT CRITERIA:
1. Coffee menus are developed and selected taking into consideration profit
requirements and target markets.
2. Suppliers and/or roasters are selected and purchases are made according to
enterprise requirements, budget and quality.
3. Suppliers/roasters are liaised with to ensure coffee meets requirements.
CONTENTS:
Selecting coffee types and roasts
Costing coffee items
Selecting suppliers
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture
Demonstration
Hands-on
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
74. - 72 - CBC Food and Beverage Service NC III
LO2. PROVIDE SPECIALIST ADVISE ON COFFEE AND COFFEE SERVICE
ASSESSMENT CRITERIA:
1. Information on coffee is developed and updated.
2. Customer questions related to coffee and espresso coffee service are responded
to accurately.
3. Accurate information is provided to colleagues and staff on coffee and coffee
service.
4. Coffee and coffee appreciation is promoted at appropriate opportunities.
5. Accurate information on coffee and coffee styles is displayed for customers
where suitable
CONTENTS:
Coffee beans and characteristics
Types, blends and styles of coffee
Coffee service and presentation
Promoting products and services to guests
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture
Demonstration
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning
75. CBC Food and Beverage Service NC III - 73 -
LO3. MONITOR QUALITY AND SERVICE OF COFFEE
ASSESSMENT CRITERIA:
1. Coffee beans are evaluated to ensure freshness and appropriate oil content.
2. Grind is monitored to ensure correct size according to blend and/or roast style
required.
3. Espresso quality is evaluated through visual and other sensory evaluation
methods.
4. Coffee extraction and service are monitored according to enterprise practice,
ensuring quality and consistency.
5. Faults and problems in quality are diagnosed.
6. Feedback on coffee quality is sought from customers and staff.
7. Ensure that coffee is stored appropriately in suitable containers and conditions.
8. Ensure that coffee is presented correctly with suitable accompaniments.
9. Quality and temperature of milk served is assessed and textured correctly.
CONTENTS:
Characteristics of quality coffee
Evaluating coffee
Monitoring extraction time
Simple troubleshooting during machine breakdown
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture
Product experiments
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation/Evaluation of finished product
Oral questioning
76. - 74 - CBC Food and Beverage Service NC III
LO3. MONITOR MACHINES AND EQUIPMENT
ASSESSMENT CRITERIA:
1. Espresso machine and other equipment are monitored for efficiency and
reliability of operation.
2. Temperature and pressure are monitored.
3. Cleaning and maintenance practices are ensured to be in place.
4. Needs for new equipment and/or parts are identified and options evaluated.
5. Ensure that safe practices and procedures are followed in using machines and
equipment.
6. Service calls and replacement of worn parts are scheduled at appropriate times.
CONTENT:
Preventive maintenance system (Periodic maintenance tasks)
CONDITIONS:
The students/trainees must be provided with the following:
Coffee bar or simulated area
Different coffee machines and equipment
Coffee bar tools and supplies
METHODOLOGIES:
Lecture
Product experiments
Hands-on
Video viewing
ASSESSMENT METHODS:
Written test
Practical test
Observation
Oral questioning