F and B Manager

whole 6 intellectual nourishment and whoop it ups dish Unit code L/601/0463 QCF take 3 BTEC matter Credit value 10 point armment hours 60 Aim and purpose The aim of this social social unit is to modify learners to gain understanding of the splendor of the meal regard in fodder and plight advantage trading mental processs and skills to prep be, submit and brush up provision of aliment and toast serve. Unit introduction This unit introduces learners to basic concepts of nourishment pro give-up the ghost and to the skills, friendship and responsibilities demand in intellectual nourishment attend throughout the sector.The knowledge and skills acquired in this unit leave prep atomic number 18 learners for a supervisory lineament in sustenance process handicraftes. This unit all overwhelms only non-alcoholic boozes. Alcoholic insobrietys be covered in Unit 7 Alcoholic swallow helper. Learners ordain explore the factors involved in the meal stu pefy and will sport the opportunity to relate issues concerning value, quality, skill trains, satisf follow out, renovation and environment to guest expectations in a multifariousness of operations. Learners will involve to fig out the preparation and layout of a nutriment expediency operation, taking into account various factors such as equipment, staff rganisation and instigateicular client take. Learners will need to exhibit a professional approach and operable client service and nutrition service skills. Throughout the unit learners will stand the opportunity to fracture the skills reserve to a range of different parentagees, such as eating places, fast aliment for thought businesses, pub nutrition courts and coffee bars. It is important for learners to appreciate factors essential to node satisfaction and the result of these call for not being fully met. Learners will need to understand and apply paygrade techniques to solid viands service operations . education outcomesOn completion of this unit a learner should 1 Understand the importance of the meal experience in nourishment and wassail service operations 2 Be able to organise the preparation and layout of a victuals and drink service operation 3 Be able to provide viands and drink service and client service in a professional, upright and hygienic manner 4 Be able to freshen food and drink service provision. Edexcel BTEC Level 3 Nationals stipulation in Hospitality bit 1 February 2010 Edexcel confine 2010 1 Unit circumscribe 1 Understand the importance of the meal experience in food and drink service operationsMeal experience value for money quality of growth and service environment ambience suitability for purpose take aim of customer service timing Situations eat for pleasure or necessity eg business lunch, special occasion, meal with friends, wedding celebration, conference, function, during a shopping trip, in hospital, when traveling 2 Be able to organis e the preparation and layout of a food and drink service operation Operation types eg restaurant, pub, banquet, fast food, food court, coffee bar, transport providers (rail, air, sea)Preparation and layout health and safety considerations checking cleanliness of environment checking furnishings and equipment obtaining and preparing equipment determining layout of environment, the reception, bar area, tables and eating area menu requirements staff organisation briefing customer necessitate eg wheelchair access, children contingency planning 3 Be able to provide food and drink service and customer service in a professional, safe and hygienic mannerRequirements product knowledge adept skills trance procedures for operation eg have customer, taking order, confirming choice, serving food and beverages using provide method, ensuring honorarium Food service methods eg silver service, plate service, buffet, self-service, serveed service, room service, tax return service suitability of method for different operations constraints eg cost- authority, customer demand, timescale, staff skills, environment, layout confound service non-alcoholic eg soft drinks, bottled waters, teas, coffees service procedures and techniques cleaning and maintaining equipment eg uice dispensers, coffee machines trends eg interior designer waters, healthy drinking options Customer service situations communication method (face-to-face, on the telephone, in writing, by email) purpose eg providing instruction, giving advice, keeping records, providing assistance, dealing with problems, discourse complaints, dealing with food allergies Professional approach berth personal sort dress hygiene attentiveness body language attention to position relationships with colleagues communication skills eg listening, speaking, relaying messages and orders accurately and promptly team practise codes of practice Be able to check food and drink service provision Techniques collecting education sou rces of in framingation eg customers, colleagues feedback methods (qualitative, quantitative) eg questionnaires, comments books, staff meetings making reasoned judgements base on available information Criteria suitability of food and drink service provided environment, preparation and layout service provided (quality, speed) train of customer satisfaction value for money 2 Edexcel BTEC Level 3 Nationals detailation in Hospitality routine 1 February 2010 Edexcel Limited 2010 sound judgement and grading criteriaIn order to oral sex this unit, the record that the learner bows for legal opinion need to demonstrate that they underside meet all the acquisition outcomes for the unit. The assessment criteria for a fall in place describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evidence must(prenominal) show that the learner is able to To achieve a moral excellence grade the evidence must show that, i n addition to the pass criteria, the learner is able to P1 explain the importance of the M1 meal experience in food and drink service situations IE 4 P2 organise the preparation and ayout of a food and drink service operation SM 1, 2, 3, 4, 5, 7 P3 demonstrate competent skills M2 show license and in providing food and drink confidence in providing food service with appropriate tutor and drink service support P4 show a professional attitude at all times with relevant personal, social, technological and customer service skills SM 1, 2, 3, 4, 5, 7 P5 review food and drink service M3 guess a food and drink provision. service operation and make IE 6 recommendations for advance using agreed criteria and relevant data. To achieve a distinction grade the evidence must show that, n addition to the pass and chastity criteria, the learner is able to analyse the suitability of different methods of service, operational procedures and levels of customer service in food service operations D1 show naughty levels of confidence, product knowledge and skills when providing food and drink service D2 assess a food and drink service operation, making justified recommendations for improvement, and fuck off an action plan for implementation. PLTS This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria.It identifies opportunities for learners to demonstrate sound application of the referenced elements of the skills. IE independent enquirers RL reflective learners SM self-managers CT creative thinkers Key TW team workers EP effective participators Edexcel BTEC Level 3 Nationals spec in Hospitality Issue 1 February 2010 Edexcel Limited 2010 3 Essential guidance for tutors Delivery Professionalism in the hospitality industry is vital to both the success of the hospitality business and to learners future careers.Future employers will expect recruits to demonstrate a profe ssional attitude to their work, to themselves, to colleagues and to their employers. Tutors must take great care throughout their work to honor the importance of maintaining the right professional attitude, in terms of personal, social, technical and customer service skills when working with and communicating with some others. It is important that learners are make sensitive of different types of food and drink service operations and the situations and contexts to which they are suited.While or so centres whitethorn prefer to concentrate on traditional restaurant operations, the unit is designed to ensure that learners are prepared for employment in a range of food and drink service operations. It should be noted that this unit includes non-alcoholic beverages, and delivery should include the preparation and service of a range of teas, coffees and other non-alcoholic drinks. Tutors should be aware of developing trends in food and drink products and go in the hospitality industr y, and should ensure that learners understand both the nature of the trends and their come to on hospitality operations.Much of the delivery will be through applicative sessions. These could be back up through work placement prior to assessment to modify learners to develop food and drink service skills. Both functional sessions and work placements should be planned to enable a range of food service situations to be considered and to enable learners to apply their skills to these varied situations. Learners will besides need to consider a variety of customer service situations that may arise through food and drink service. They could practise their skills through case plays of simulated scenarios.Learners should develop criteria to evaluate implementation relating to severally scenario and practise evaluating their aver and others performance. Recording type plays using video and/or audio cassettes would assist selfmilitary rating. This unit could be delivered jointly wit h Unit 7 Alcoholic Beverage function and could too be delivered alongside Unit 5 supervisory Skills in the Hospitality Industry, as it offers the opportunity to organise and supervise a team in the delivery of food and drink service. The application of evaluation techniques and criteria will also make a valuable ontri simplyion to learners future percentage as supervisors in the hospitality industry. 4 Edexcel BTEC Level 3 Nationals stipulation in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in confederacy with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessmentIntroduction to the unit and the programme of learning. conference discussion about food and drink service operations. Tutor definition of key terms. Visits to hospitality businesses and observation of food and drink service operations follow-up poster showing food and drink service operations within the businesses. Learners interview a member of staff from their own debut on the importance of the meal experience in food and drink service operations. Visits to hospitality businesses to find out about different food and drink service situations.Assignment 1 The Importance of the Meal Experience in Food and Drink Service Operations (P1, M1) Learners produce a foundation about the importance of the meal experience in food and drink service operations based on visit. Group discussion to contain types of operation for different types of hospitality businesses. Videos or role-plays of preparation and layout of a food and drink service operation. Role-play exercises organising the preparation and layout of a food and drink service operation. Assignment 2 Organising the Preparation and Layout of a Food and Drink Service Operation (P2)Ba sed on organising the preparation and layout of a food and drink service operation for real customers. Videos or role plays of providing food and drink service. Learners work alongside staff in their own institution providing food and drink service receive feedback. Role-play exercises providing food and drink service. Assignment 3 Providing Food and Drink Service and Customer Service (P3, P4, M2, D1) Based on providing food and drink service to real customers. Learners investigate review techniques and criteria used in a business.Assignment 4 Review of Food and Drink Service furnish (P5, M3, D2) An investigation of a business or related to a scenario leash to a piece of written work. Tutorial support and feedback. Self-initiated learning time. Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 5 Assessment Any evidence submitted for criteria requiring the practical demonstration of skills, eg role plays or the ability to work independently, must be supported by observation sheet(s) signed by the assessor identifying how and why specific criteria have been met.The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how assessment can be grouped to allow learners to progress to the higher grades however, they are not prescriptive. P1 M1 To achieve P1, learners must explain the importance of the meal experience, based on their work experience or visits to a variety of businesses. Learners should include a minimum of three different situations in their explanation, covering each of the meal experience criteria.M1 requires learners to analyse in detail at least two different food and drink service operations, focusing on all aspects of the meal experience, operational issues and customer service. P2 For P2, learners need to show they can organise and implement the preparation and layout of the environment before starting the service. enjoin could be gathe red through observation by the tutor of team briefings or a written brief together with evidence of a single practical exercise when the learner has had specific responsibility.P3 P4 M2 D1 To achieve P3, learners need to demonstrate food and drink service skills. This can be prove in the form of video tapes or witness testimonies from assessors and supported by written descriptions of the practical scenario. The evidence could, for the most part, come from the same practical situations as for P2. Although learners must show competent skills, at pass level it is expected that they will require guidance and support. render for P4 could be in the form of video or witness testimonies from assessors.The witness testimonies should separate fitted information to confirm that the requirements of achieving a professional approach to personal, social, technical and customer service skills have been met, as have levels of teamwork and communication. The evidence for M2 must show that le arners are capable of using initiative and show confidence and independence in food and drink service and customer care skills. Evidence should come from real-life food and drink service situations, and could be linked with Unit 26 Industry-related Project in Hospitality.Learners competence in meeting this criterion should be evidenced by an observation sheet with reference made to how and why the learner has achieved M2. To achieve D1, witness testimonies and/or observation sheets should give detailed information to confirm that the learner has demonstrated a high level of personal and technical skills. Examples of effective technical skills at this level could be a learner who is able to anticipate customer needs and can demonstrate customer service to a standard which is over and above that normally expected. 6 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 P5 M3 D2 To achieve P5, learners are required to review food an d drink service provision using appropriate evaluation techniques and criteria and should provide evidence which shows understanding of the need to measure the performance of a food service operation. The criteria should be specific and measurable. Examples of appropriate criteria could be all tables are to receive orders within 15 minutes or the menu should reflect good value for money compared to other identical businesses. Learners should also explain the benefits of this approach.This can be done in cosmopolitan terms and need not be linked to a specific food service project, although evidence could be linked with Unit 26 Industry-related Project in Hospitality. Evidence for M3 will build on the criteria place in P5. The criteria used could be predetermined by the assignment brief, but learners should relate the evidence to a specific practical scenario and produce valid recommendations for improvement. Learners should collect data from reliable sources, eg customer comment c ards and feedback from colleagues, rather than basing the whole review on their own opinion.Evidence for D2 could be in the form of a presentation or a written report. Joint evaluation as part of a team would not be acceptable. Learners must set their own criteria for assessing a food and drink service operation and make recommendations for improvement that are justified and prioritised. The action plan should be realistic and achievable in the context of the chosen food and drink operation. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, virtuousness and distinction criteria in the assessment and grading grid.This is for guidance and it is recommended that centres either deliver their own assignments or adapt any Edexcel assignments to meet local needs and resources. Criteria covered Assignment title Scenario P1, M1 The Importance of the Meal Experience in Food and Drink Service Operations Learners take the role of Learners take in a restaurant manager and need to presentation for use with produce a presentation about brand-new staff. the importance of the meal experience in food and drink service operations for use with new staff. P2 Organising the Preparation and Layout of a Food and Drink Service OperationLearners continue in the role Role play or work placement of restaurant manager and supported by observation are required to organise the sheets. preparation and layout of a food and drink service operation. P3, P4, M2, D1 Providing Food and Drink Service and Customer Service Learners continue in the role of restaurant manager and are required to provide food and drink service to real customers. Role play or work placement supported by observation sheets. P5, M3, D2 Review of Food and Drink Service cookery Learners continue in the role of restaurant manager and are asked to review the food and rink service provision. Learners produce material in adapted format questionnaires, check lists. Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Assessment method 7 Links to National Occupational Standards, other BTEC units, other BTEC quali? cations and other relevant units and quali? cations This unit forms part of the BTEC Hospitality suite. This unit has particular cogitate with the following unit titles in the Hospitality suite Level 2 Level 3 Service of Food at Table Alcoholic Beverage Service Service of Alcoholic and Non-Alcoholic DrinksFood Service Organisation Essential resources It is essential for the delivery of this unit that learners have access to a real or simulated food service environment. Appropriate food and drink service equipment must also be provided, such as cappuccino machines, icemakers, blenders and other specialist equipment including glasses and china. Employer exercise and vocational contexts Visits and work experience with local food and drink service providers would provide learne rs with an insight into food and drink service and help learners develop the skills required in different businesses providing food service.Developing hospitality industry links would enhance the delivery of this unit. Indicative reading for learners Textbooks Ceserani V and Foskett D The possibility of Catering, 11th random variable (Hodder Arnold, 2007) ISBN 9780340939260 Hayter R Food and Drink Service, 2nd Edition (Thomson Learning, 1996) ISBN 9781861526878 Lillicrap D and Cousins J Food and Beverage Service, 7th Edition (Hodder Arnold, 2006) ISBN 9780340905241 journal Caterer and Hotelkeeper Reed Business Information Websites www. bha. org. uk British Hospitality connexion www. caterersearch. com Caterersearch Hospitality news www. catersource. om Catersource Education, products and news for caterers www. cookeryonline. com Cookeryonline Food, cookery and hospitality resources www. fdf. org. uk Food and Drink Federation www. people1st. co. uk People 1st Sector Skills Council for Hospitality, Leisure, Travel and Tourism 8 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit.Skill When learners are Independent enquirers P1 explaining the importance of the meal experience in food and drink service situations IE 4 P5 reviewing food and drink service provision IE 6 Self-managers P2 organising the preparation and layout of a food and drink service operation P3 demonstrating competent skills in providing food and drink service with appropriate tutor support P4 showing a professional attitude at all times with relevant personal, social, technical and customer service skills SM 1, 2, 3, 4, 5, 7Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning. Skill When learners are Reflective learners assessing their food and drink service provision RL 1. Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 9 Functional Skills Level 2 Skill When learners are ICT Use ICT systems Select, act with and use ICT systems independently for a complex task to meet a ariety of needs Use ICT to effectively plan work and evaluate the effectiveness of the ICT system they have used Manage information storage to enable efficient retrieval Follow and understand the need for safety and credentials practices Troubleshoot ICT Find and subscribe to information Select and use a variety of sources of information independently for a complex task Access, search for, select and use ICTbased information and evaluate its fitness for purpose ICT Develop, present and excrete information Enter, develop and format information independently to suit its significance and urpose including ? text and tables ? images ? numbers ? records Bring together information to suit capability and purpose Present information in ways that are fit for purpose and audience Evaluate the selection and use of ICT tools and facilities used to present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists 10 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 Skill When learners are MathematicsUnderstand routine and non-routine problems in a wide range of familiar and unacquainted with(predicate) contexts and situations Identify the situation or problem and the mathematical methods needed to set about it Select and apply a range of skills to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage organ ising a food and drink service operation Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations Draw conclusions and provide mathematical justifications incline Speaking and listening make a range of ontributions to discussions and make effective presentations in a wide range of contexts discussing the importance of the meal experience presenting an evaluation of a food and drink operation and action plan. recital compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Writing write documents, including lengthened writing pieces, communicating information, ideas and opinions, effectively and persuasively Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 February 2010 Edexcel Limited 2010 11