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Food and Beverage Service Professional

Facilitator Guide How to Use the Facilitator’s Guide

This Facilitator’s Guide is designed to aid you in guiding students through Food and Beverage Service effectively and efficiently. The video lesson components and practical assessment components have been grouped into sessions – ‘Lesson Sessions’ and ‘Practical Assessment Sessions’ – making it easy to work through the content and to keep the relevant sections together.

1. Lesson Sessions

a) Desired outcomes:

Each session specifies ‘desired outcomes’. The desired outcomes are what the learner should understand or be able to do after they have completed the session. If the desired outcomes have not been achieved, the learner should repeat the lessons in the session until they are comfortable with the content.

b) Lessons:

This part of the session consists of the video lessons that form part of the subject. The lessons to be watched are outlined in a table format including the subject name, lesson title and duration of the video lesson.

c) Activities:

Each session also has an activity component, which contains activities related to the relevant lessons. These have often been designed to discuss how the content covered in the lessons applies to the particular standards and procedures at your establishment.

copyright lobster ink 2014 1

d) Total time:

The ‘total time’ is a guideline of how long the session should take. Some lessons may take more or less time than specified and will also depend on group size.

The last page of this document is an attendance register, which will help you keep track of the learners’ progress through the course.

e) Assessments:

Once the learners have watched all the lessons in a subject, they are ready to be assessed on that subject on their lobsterink.com profile. Entire subjects are sometimes covered within one session and some longer subjects are stretched over more than one session. Once all the content from a subject has been covered, the corresponding assessment is indicated under the session description.

2. Practical Assessment Sessions

At the end of each level, there is a practical assessment session. These sessions outline the practical assessments that must be completed by each learner, individually, before they can progress to the next level. Learners are encouraged to download and practise these practical assessments in advance.

These practical assessments can be downloaded from your profile on lobsterink.com, under the ‘Documents’ tab.


Level 1

Session 1

Desired outcomes:

• The learner understands the dining experience in terms of menu sequence and the service styles found in food and beverage service in general, as well as understanding which apply to the restaurant where they work.

• The learner understands the dining experience in terms of the Guest’s five senses.

Lessons:

Activity:

1. After watching the lessons on The Ten Phases of Service, Extended Menu Sequence, and Service Styles, discuss how these phases, sequences and styles compare and apply to the service sequence and style at your establishment.

2. As a group or individually, ask the learners to discuss ways in which they can better serve Guests in terms of the five senses at your establishment. Remember to think in terms of all the senses – sight, touch, smell, hearing and taste.

Total time: 40 minutes

Subject Lesson Duration

1.1 Understanding the Dining Experience

1. The Ten Phases of Service 06:52

2. Extended Menu Sequence 04:09

3. Service Styles 05:09

4. The Five Senses in Guest Areas 10:17

5. Five Senses – Interactive Analysis 03:29

TOTAL LESSON TIME: 29:56


TOTAL VIDEO LESSON TIME FOR LEVEL 1 – 4 hours 31 minutes

Assessment:

Learners are now ready to write the assessment 1.1 Understanding the Dining

Experience on their student profiles.


Session 2

Desired outcomes:

• The learner understands the standard organisational structure and roles found front of house and in the kitchen.

• The learner understands your establishment’s particular structure and where they fit in.

• The learner understands the importance of duties and checklists, knows their duties and acts accordingly.

Lessons:

Activity:

1. After watching the lesson on Who’s Who in Service? and Who’s Who in the Kitchen?, discuss with the group how the organisational structures introduced in these lessons compare to the structure at your establishment, and where each learner fits in.

2. Ask each learner to think of at least two ways in which teamwork and communication can be improved within your establishment’s organisational structure.

3. Discuss the duties of the learners within the group. Are your duties merely the tasks listed in your job description, or is there more to duties and teamwork?


Assessment:

Learners are now ready to write the assessment 1.2 Roles and Responsibilities on their student profiles.


1.2 Roles and Responsibilities

1. Who’s Who in Service? 05:00

2. Who’s Who in the Kitchen 03:00

3. Teamwork 03:43

4. Duties and Checklists 05:14

5. Sections and Position Numbers 06:26



Session 3

Desired outcomes:

• The learner understands the importance of hygienic practices and conducts themselves accordingly.

• The learner understands the importance of a clean, neat and hygienic uniform and conducts themselves accordingly.

• The learner understands the importance of hygienic practices in a food service environment.

Lessons:

Activity:

1. Download and hand out the practical assessment 1. Appearance, Hygiene and Uniform. Go through the points on the checklist and encourage learners to prepare before the official assessment at the end of Level 1.


Assessment:

Learners are now ready to write assessment 1.3 Appearance, Hygiene and Uniform on their student profiles.


1.3 Appearance, Hygiene and Uniform 1. Hygiene and Appearance 06:37

2. Uniform 07:18

3. The Waiter’s Toolkit 03:26

4. Hygiene in a Food Service Environment 06:21



Session 4

Desired outcomes:

• The learner understands the basic principles of good, positive body language and acts accordingly.

• The learner understands the importance of effective verbal and non-verbal communication with colleagues before, during and after service.

Lessons:

Activity:

1. Ask learners to make a list of the areas of body language with which they struggle, such as eye contact or open body language. At the same time, ask the learners to make a list of the areas of body language that they do well.


Assessment:

Learners are now ready to write the assessment 1.4 Basic Communication on their student profiles.


1.4 Basic Communication 1. Body Language – The Basics 08:03

2. Common Mistakes and Bad Habits 03:23

3. Communicating with Colleagues – Before Service 05:41

4. Communicating with Colleagues – During Service 05:29

5. Communicating with Colleagues – After Service 03:26



Session 5

Desired outcomes:

• The learner can identify the different types of cutlery used in service and knows each item’s purpose.

• The learner understands the importance of hygiene in delivering cutlery to the Guest.

Lessons:

Activity:

1. Discuss the cutlery covered in the session – are there any of these pieces of cutlery you do not have or use at your establishment? What do you use instead?


Assessment: None.


1.5 Cutlery 1. Introducing Cutlery 02:33

2. The Starter Knife and Fork 04:31

3. The Main Course Knife and Fork 03:24

4. The Fish Knife and Fork 03:41

5,.The Steak Knife 02:19

6. The Butter Knife 04:18

7. The Cheese Knife 03:01



Session 6

Desired outcomes:

• The learner can identify the different types of cutlery used in service and knows each item’s purpose.

• The learner understands the importance of hygiene in delivering cutlery to the Guest.

• The learner knows how to polish cutlery correctly.

• The learner knows the rules of handling and delivering cutlery.

Lessons:

Activity:

1. Discuss the cutlery covered in this subject – are there any of these pieces of cutlery you do not have or use at your establishment? What do you use instead?

2. Are there any pieces of cutlery that you use at your establishment that was not covered in this subject? What are they, and where are they placed on the setting?


Assessment:

Learners are now ready to write assessment 1.5 Cutlery on their student profiles.


1.5 Cutlery 8. The Oyster Fork 02:55

9. The Teaspoon and Demitasse Spoon 03:48

10. The Soup Spoon 01:59

11. The Dessert Spoon and Dessert Fork 03:38

12. Polishing Cutlery 04:25

13. The Rules of Cutlery 08:58



Session 7

Desired outcomes:

• The learner can identify the various pieces of crockery and glassware used in service.

• The learner knows how to polish crockery and glassware.

• The learner knows the rules for handling and delivering crockery and glassware.

Lessons:

Activity:

1. Download and hand out the practical assessment 2. Polishing Cutlery, Crockery and

Glassware. Go through the checks and ask the learners to practise and prepare before the official practical assessment at the end of Level 1.


Assessment:

Learners are now ready to write assessments 1.6 Crockery and 1.7 Glassware on their student profiles.


1.6 Crockery 1. Introducing Crockery 03:45

2. Polishing Crockery 03:57

3. The Rules of Crockery 04:11

1.7 Glassware 1. Polishing Glassware 04:09

2. The Rules of Glassware 03:24

3. Tumbler Glasses 05:26

4. Stemware 08:01



Session 8

Desired outcomes:

• The learner can identify the various linen items used in service.

• The learner understands how to handle linen correctly.

• The learner can fold the napkin folds covered in this session.

Lessons:

Activity:

1. Ensure that you have a napkin per learner, and while watching the lessons on the napkin folds, have the learners fold along with the video lesson. Pause where necessary.

2. Ask the learners to repeat the fold afterwards without the help of the video lesson.


Assessment: None.


1.8 Linen and Table Décor 1. The Fundamentals of Linen 06:30

2. Rules for Linen 05:01

3. The Simple Square Napkin Fold 01:57

4. The Simple French Napkin Fold 01:19

5. The Pyramid Napkin Fold 01:32

6. The Cutlery Napkin Fold 02:54

7. The Bread Pouch Napkin Fold 01:42

8. The Lily Napkin Fold 02:04



Session 9

Desired outcomes:

• The learner can fold the napkin folds covered in this session.

• The learner understands the various items of table décor used in service.

Lessons:

Activity:

1. Ensure that you have a napkin per learner and while watching the lessons on the napkin folds, have the learners fold along with the video lesson. Pause where necessary. Ask the learners to repeat the fold afterwards without the help of the video lesson.

2. Discuss with the learners the table décor that you use at your restaurant. Are there any particular pieces that weren’t covered in the lesson on Table Décor? If so, do these need any special preparation or care?


Assessment:

Learners are now ready to write assessment 1.8 Linen and Table Décor on their student profiles.


1.8 Linen and Table Décor 9. The Bird of Paradise Napkin Fold 01:41

10. The Bishop’s Hat Napkin Fold 01:53

11. The Diamond Napkin Fold 01:35

12. The Rosebud Napkin Fold 01:16

13. Linen during Service 05:15

14. Table Décor 06:28



Session 10

Desired outcomes:

• The learner knows how to set up the dining room from start to finish, including cleaning, preparing the tables and chairs, and setting the table.

Lessons:

Activity:

1. Discuss the Guest information or other information that influences how you set up the dining room at your establishment.

2. Discuss who is responsible for cleaning the dining room at your establishment, and the procedures for reporting problems to maintenance.


Assessment: None.


1.9 Setting up the Dining Room1. Getting the Guest Information 05:17

2. Cleaning the Dining Area 06:48

3. Tables and Chairs 05:53

4. Setting a Table 10:47



Session 11

Desired outcomes:

• The learner can set a table as per the establishment’s standard.

• The learner understands the purpose of the waiter’s station.

• The learner knows how to reset a table during service.

Lessons:

Activity:

1. Discuss the waiter’s station at your establishment. Is it front of house or back of house? Which service items are placed at the waiter’s station? Are there any items that the learners think would be useful to add to the waiter’s station to improve service?

2. Hand out the practical assessment 3. Setting a Table. Go through the checks and encourage learners to practise it before the official practical assessment scheduled for the end of Level 1.


Assessment:

Learners are now ready to write assessment 1.9 Setting up the Dining Room on their student profiles.


1.9 Setting up the Dining Room 5. A Focus On – Setting a Big Round Table 01:51

6. A Focus On – White Gloves 01:30

7. The Waiter’s Station 07:00

8. Resetting a Table during Service 02:45



LEVEL 1 – Practical Assessments

Practical Assessments to be conducted:

• Practical 1 – Appearance, Hygiene and Uniform

• Practical 2 – Polishing Cutlery, Crockery and Glassware.

• Practical 3 – Setting a Table.

All practical assessments can be downloaded from the lobsterink.com student and manager profiles, and contain all the instructions necessary to conduct the assessments.


Level 2

Session 13

Desired outcomes:

• The learner understands the basics of professional verbal and non-verbal communication with Guests.

• The learner understands the principles of professional hospitality language.

Lessons:

Activity:

1. Ask the learners to make a list of other ‘words to serve’ that they can think of, that is, words and phrases suited to good hospitality language.


Assessment:

Learners are now ready to write assessment 2.1 Basic Guest Communication on their student profiles.


2.1 Basic Guest Communication1. Basic Guest Communication 07:27

2. Words to Serve 06:51

3. The Centre Line 02:15



TOTAL VIDEO LESSON TIME FOR LEVEL 2 – 3 hours 23 minutes

Session 14

Desired outcomes:

• The learner understands the information they need to take a reservation professionally and completely.

• The learner understands the information contained a the day sheet.

Lessons:

Activity:

1. Discuss the reservation process at your establishment. Make a list of the Guest information that you require to make a reservation, and compare it to the information discussed in the lesson.


Assessment: None.


2.2 Basic Hosting Skills 1. The Hosting Station 04:42

2. Taking a Detailed Reservation 08:09

3. Scenarios 07:30

4. Reading the Day Sheet 04:12



Session 15

Desired outcomes:

• The learner is able to greet and seat the Guest professionally and according to the establishment’s standards.

Lessons:

Activity:

1. Divide the learners into pairs. Ask the pairs to do a role-play applying the steps learnt in this session, by playing out the greeting and seating process. One learner plays the Guest and the other plays the reception headwaiter. Ask each pair to perform the process to the rest of the group, then discuss how they did.


Assessment: None.


2.2 Basic Hosting Skills 5. The Greeting 06:54

6. Coats and Bags 02:35

7. Escorting the Guest 00:55

8. Seating the Guest 03:38

9. Seating – The Finer Details 06:56

10. The Orientation and Menu Delivery 04:48



Session 16

Desired outcomes:

• The learner is able to describe the service style(s) at your establishment professionally and in an appealing manner.

• The learner can bid the Guest farewell in a professional manner.

• The learner knows the lost-property procedure at your establishment.

Lessons:

Activity:

1. Discuss the types of service styles at your establishment, and ask each learner to write a description for the Guest, following the tips and outlines discussed in this session.

2. Divide the learners into pairs. Ask the pairs to do a role-play applying the steps learnt in lesson 12. The Farewell. Ask one learner to play the Guest and the other to play the server. Ask each pair to perform the process to the rest of the group then discuss.

3. Discuss the lost-property procedure at your establishment and ensure that learners know the steps to follow when finding lost property.


Assessment:

Learners are now ready to write assessment 2.2 Basic Hosting Skills on their student profiles.


2.2 Basic Hosting Skills 11. A Focus On – Describing the Service Style 02:06

12. The Farewell 04:39

13. Dealing with Lost Property 01:09

14. Interactive Analysis – Good host/Bad host 04:20



Session 17

Desired outcomes:

• The learner can identify the different trays used in service, and knows which trays are appropriate for delivering different food and beverage items and equipment.

• The learner can carry and deliver glasses using a tray.

• The learner knows the uses for trolleys in service and how to display and move a trolley through the dining area.

Lessons:

Activity:

1. Fetch the trays used at your establishment and compare them to the trays in this subject. Which trays are used for which types of service?

2. Fetch a two martini glasses and fill them with water. Ask the learners to take turns practising carrying the glasses on a lined tray and placing them on the table.


Assessment:

Learners are now ready to write assessment 2.3 Trays and Trolleys on their student profiles.


2.3 Trays and Trolleys 1. Understanding Trays 05:45

2. Carrying Trays 06:18

3. Attention to Detail – Carrying Trays 01:52

4. The Buddy System 02:19

5. Trolleys 01:57



Session 18

Desired outcomes:

• The learner can take a drinks order professionally and correctly.

• The learner understands the terminology involved in taking a drinks order.

Lessons:

Activity:

1. Divide the learners into groups of three or four. Ask one learner in the group to play the server and the rest to play the Guests. Each group must then play out taking a drinks order, in which each ‘Guest’ orders a mixed drink, such as vodka tonic or whisky and soda. Remind the ‘servers’ to pay particular attention to their choice of words. Rotate the roles so that every learner has a chance to play the server.

Note: In taking a mixed drink order there are a series of questions that are important to ask. Depending on the particular drinks orders chosen by their colleagues, the learner should ask the following questions: • ‘Would you like a single or a double tot?’ (Single or double?) • ‘Which type of glass would you prefer?’ (Glass) • ‘Would you like ice and lemon with your drink?’ (Ice and garnish)

2. After every learner has had a turn, discuss with the group which of these questions are appropriate for which drinks – for example, which long drinks are served with lemon, and which drinks can be served in different glassware.


Assessment: None.


2.4 Drinks Service 1. Understanding Drinks Service 04:07

2. Water Service 02:28

3. Bar Terminology 03:00

4. Taking a Drinks Order 06:11



Session 19

Desired outcomes:

• The learner can serve drinks professionally and correctly.

• The learner can clean spills professionally, efficiently and safely.

Lessons:

Activity:

1. Discuss the various drinks served at your establishment. What are the pressure points of the various drinks? For example, beer can be difficult to pour, or cocktails take longer to make, espressos get cold quickly. Discuss possible solutions for these challenges given your establishment’s particular setup.

2. Hand out copies of practical assessment 4. Drink Service and encourage learners to practise before the official assessment at the end of Level 2.


Assessment:

Learners are now ready to write assessment 2.4 Drinks Service on their student profiles.


2.4 Drinks Service 5. Serving Drinks 07:19

6. Serving Drinks – The Finer Details 03:32

7. Clearing Spills 04:50



Session 20

Desired outcomes:

• The learner can provide bread and canapé service professionally, according to the standard at your establishment.

Lessons:

Activity:

1. After watching the lessons on different types of bread service, discuss which one best describes the type of bread service at your establishment.

2. Fetch the equipment necessary for your establishment’s style of bread service and have the learners practice providing bread service to their colleagues. In the case of silver service, practise making tongs with a fork and spoon and picking up the bread. Also ask the learners to recommend the bread to their colleague using an apt description.


Assessment:

Learners are now ready to write assessment 2.5 Bread Service on their student profiles.


2.5 Bread and Canapé Service 1. Bread Service at the Table 04:07

2. Bread Baskets and Trays 04:25

3. The Silver Service of Bread 03:52

4. Attention to Detail – Bread Service 02:58

5. Canapé Service 02:42



Session 21

Desired outcomes:

• The learner understands the function and importance of the food and beverage passes.

Lessons:

Activity:

1. After watching the lessons on the pass, have a discussion with the group about the similarities and differences with the pass at your establishment. Some questions you might discuss, include: • Does your kitchen have a pass manager, or does the chef expedite?

• Do you also call it ‘the pass’ or does it have another name, such as ‘the window’? • Do you use handwritten dockets or do you have an automated system?


Assessment:

Learners are now ready to write assessment 2.6 Introducing the Pass on their student profiles.


2.6 Introducing the Pass 1. The Food Pass 05:29

2. The Beverage Pass 03:09



Session 22

Desired outcomes:

• The learner understands the checks to be done before delivering dishes to the table.

• The learner can carry and deliver plates in an elegant and controlled manner.

Lessons:

Activity:

1. Ask the learners to practise carrying three plates and delivering them to a table of their colleagues. Ensure that they are able to place the plates correctly, for ladies’ first, and that the plates are kept level. Remind the learners that they must also present the dish to their Guests using a short description.


Assessment:

Learners are now ready to write assessment 2.3 Trays and Trolleys on their student profiles.


2.7 Table Service – The Details1. Understanding Table Service 04:34

2. Carrying Plates 05:46

3. Preparation – Four-minute check 04:16

4. Preparation – One-minute check 02:43

5. Delivering Plates to the Table 03:52



Session 23

Desired outcomes:

• The learner understands the checks that need to be conducted after dishes have been delivered to the table.

• The learner knows when and how to clear plates.

• The learner knows when and how to decrumb a table.

Lessons:

Activity:

1. Hand out the practical assessment 5. Table Service and talk it through with the learners. Encourage them to practise before the official practical assessment conducted at the end of Level 2.


Assessment: None.


2.7 Table Service – The Details6. Delivering Plates on Trays 02:56

7. Delivering Different Dishes 03:04

8. Two-Minute Check 04:25

9. When to Clear Plates 03:31

10. How to Clear Plates 02:34

11. Decrumbing a Table 02:18



Session 24

Desired outcomes:

• The learner can replace ashtrays correctly.

• The learner understands how to do continuous checks in the dining room.

• The learner understands how to deliver silver service.

Lessons:

Activity:

1. Discuss the smoking policy at your establishment and ensure that learners know where the designated smoking areas are.

2. Practise replacing ashtrays using the two-ashtray technique displayed in the lesson.


Assessment: None.


2.7 Table Service – The Details12. Guests who Smoke 04:43

13. Replacing and Removing Ashtrays 02:36

14. Continuous Checks in the Dining Room 03:23

15. A Focus On – Silver Service 03:45





• Practical 4 – Drinks Service

• Practical 5 – Table Service



Level 3

Session 25

Desired outcomes:

• The learner knows how to prepare menus before service.

• The learner knows techniques for learning the menu.

• The learner can communicate the menu information and recommend dishes to Guests.

Lessons:

Activity:

1. As a group, go through the menu at your establishment and break it up in the way done in the lesson on 2. Learning the Menu. This is done by dividing the menu up into their courses, then in terms of their main ingredient, then side dishes and accompaniments.


Assessment: None.


3.1 Menu Preparation 1. Preparing the Menu 02:47

2. Learning the Menu 07:03

3. Practising your Communication 06:22



TOTAL VIDEO LESSON TIME FOR LEVEL 3 – 1 hour 5 minutes

Session 26

Desired outcomes:

• The learner identifies unknown terms in the menu and finds out what they mean.

• The learner understands common allergens found in food.

• The learner understands common dietary requirements, and which foods are allowed under each.

Lessons:

Activity:

1. Go through your menu with the group and highlight any difficult terms the learners don’t understand. Arrange for the chef or maître d’ to come explain the terms in the following session.

2. From your menu, ask the learners to identify which menu items can be recommended to Guests with the following dietary requirements: • Vegetarian Guests. • Vegan Guests. • Halal Guests. • Kosher Guests.


Assessment:

Learners are now ready to write assessment 3.1 Menu Preparation on their student profiles.


3.1 Menu Preparation 4. Learning Difficult Terms 02:12

5. Allergens 04:17

6. Special Dietary Requirements 04:36



Session 27

Desired outcomes:

• The learner knows the steps to making a menu recommendation.

• The learner knows how to tailor menu items to different types of Guests.

• The learner understands chalkboard menus and how to present them.

Lessons:

Activity:

1. Ask learners to prepare a menu recommendation and deliver it to their colleagues.

2. Divide the learners into groups. Assign a ‘Guest type’ to each group, and ask how they would tailor their recommendation to that type of Guest. Guest types can include: • A health-conscious Guest. • A very hungry Guest. • A Guest who is in a hurry. • A romantic couple. • Child Guests. • Business people. • Other Guest types who visit your establishment regularly.


Assessment:

Learners are now ready to write the assessment 3.2 Menu Recommendation on their student profiles.


3.2 Menu Recommendation 1. The Recommendation Step by Step 05:24

2. Tailoring your Recommendation 05:24

3. A Focus On – Chalkboard Menus 01:49



Session 28

Desired outcomes:

• The learner understands the different dockets used in the docket system, what information is included on each, and why.

• The learner understands how a docket system ensures that information is handed over from the Guest to the kitchen.

Lessons:

Activity:

1. Docket systems differ from establishment to establishment. Compare the docket system at your establishment to the docket system in this subject. Consider some of the following points: • How is it similar? • How does it differ? • Do the same principles apply? • Do you include additional information not included in the lessons? • Is there docket information included in the lesson which you do not currently include?

Would it be useful to include it in future?


Assessment:

Learners are now ready to write the assessment 3.3 The Docket System on their student profiles.


3.3 The Docket System 1. Understanding the Docket 02:44

2. The Waiter’s Docket 03:53

3. The Flow of a Docket 03:19



Session 29

Desired outcomes:

• The learner is able to take full, correct orders in a professional manner.

• The learner understands the concept of ‘staggering’ orders, and the ways in which this can be done.

Lessons:

Activity:

1. Hand out the practical assessment 6. Taking Guests’ Orders and talk it through with the learners. Encourage them to practise before the official practical assessment conducted at the end of Level 3.


Assessment:

Learners are now ready to write the assessment 3.4 Taking Guests’ Orders on their student profiles.


3.4 Taking Guests’ Orders 1. Taking Guests’ Orders Step by Step 04:04

2. Staggering Orders 03:12



Session 30

Desired outcomes:

• The learner knows when to prepare and present the bill.

• The learner knows how to handle different kinds of payments and gratuities.

Lessons:

Activity:

1. Discuss the methods of payment at your establishment, including cash, credit card, crediting it to the Guest’s room and vouchers. What are the procedures for dealing with each of these payments? Do any of them require a particular procedure?


Assessment:

Learners are now ready to write the assessment 3.5 Payment and the Bill on their student profiles.


3.5 Payment and the Bill 1. Presenting the Bill 03:59

2. Payments and Gratuities 04:00




Practical Assessment to be conducted:

• Practical 6 – Taking Guests’ Orders



Level 4

Session 31

Desired outcomes:

• The learner understands aperitifs, digestifs and cigar service.

• The learner knows the appropriate times to offer aperitifs, digestifs and cigar service.

Lessons:

Activity:

1. Discuss the aperitif offering at your establishment, including aperitifs for all times of the day. Now discuss with the group which aperitifs they would recommend for breakfast, lunch and dinner respectively.

2. Ask each learner to make a recommendation of an aperitif to a colleague.

3. Discuss the digestifs available at your establishment, and ask each learner to do a recommendation for a digestif.

4. Discuss the smoking policy at your establishment, and where the learners might offer the Guest cigar service, if applicable.


Assessment:

Learners are now ready to write assessment 4.1 Aperitifs, Digestifs and Cigar Service on their student profiles.


4.1 Aperitifs, Digestifs and Cigar Service

1. Introducing Aperitifs 04:15

2. Introducing Digestifs 03:42

3. Cigar Service 04:33




Session 32

Desired outcomes:

• The learner understands the procedures of wine service.

• The learner is able to deliver wine service correctly and professionally.

Lessons:

Activity:

1. Arrange with the sommelier or chef at your establishment to join the session and go through the restaurant’s wine list. Discuss the different wines, as well as which dishes on the food menu pair well with which wines on the wine list.

2. Discuss the different methods of opening wine covered in the video lesson – which of the methods do you use at your establishment?

3. Download and hand out the practical assessment 7. Wine Service and talk through the checks. Encourage learners to practise before the official practical assessment at the end of Level 4.


Assessment: None.


4.2 Wine Service 1. Taking a Wine Order 05:15

2. Presenting the Wine 04:08

3. Opening a Bottle of Wine 04:27

4. The Three Methods of Opening Wine 02:34

5. Serving Wine 04:03



Session 33

Desired outcomes:

• The learner understands the purpose and procedure of decanting wine and acts accordingly.

• The learner understands how to adapt wine service for wine by the glass.

Lessons:

Activity:

1. Discuss your establishment’s standards for decanting wine. Do you use a decanting basket? Do you decant the wine using a service cart? How does the decanting procedure correlate or differ to the method used in the video lessons.

2. Fill the decanters you use at your establishment with water and ask the learners to practise pouring from them elegantly, and without spilling or splashing. Remember to note that the learners must pour even amounts in each glass.

3. Discuss the standards for serving wine by the glass at your establishment. Do you serve the wine in a carafe or pour from the bottle at the table? Which wines on your wine list are available by the glass?


Assessment:

Learners are now ready to write assessment 4.2 Wine Service on their student profiles.


4.2 Wine Service 6. Understanding Decanting 04:10

7. Understanding Old Wine 02:49

8. How to Decant Wine 06:14

9. Tips for Decanting 02:46

10. Wine by the Glass 04:11



Session 34

Desired outcomes:

• The learner understands the procedures of sparkling wine service.

• The learner is able to deliver sparkling wine service correctly and professionally.

Lessons:

Activity:

1. Discuss the standard at your establishment for dressing a bottle of sparkling wine.

2. Download and hand out the practical assessment 8. Sparkling Wine Service and talk through the checks. Encourage learners to practise before the official practical assessment at the end of Level 4.


Assessment:

Learners are now ready to write assessment 4.3 Sparkling Wine Service on their student profiles.


4.3 Sparkling Wine Service 1.Understanding Sparkling Wine 02:21

2. Taking an Order and Presenting Sparkling Wine

04:46

3. Opening and Serving Sparkling Wine 05:06



Session 35

Desired outcomes:

• The learner understands the procedures of coffee and tea service.

• The learner is able to deliver coffee and tea service correctly and professionally.

Lessons:

Activity:

1. Discuss the tea offering at your establishment and each tea’s steeping time. How do the different times affect tea service to Guests?

2. Download and hand out the practical assessment 9. Coffee and Tea Service and talk through the checks. Encourage learners to practise before the official practical assessment at the end of Level 4.


Assessment:

Learners are now ready to write assessment 4.4 Coffee and Tea Service on their student profiles.



• Practical 7 – Wine Service

• Practical 8 – Sparkling Wine Service

• Practical 9 – Coffee and Tea Service



4.4 Coffee and Tea Service 1. Coffee Service 05:13

2. Teas and Tea Service 04:24



Level 5

Session 36

Desired outcomes:

• The learner is able to deal with complaints in a professional, efficient manner.

• The learner can adjust their service for different types of complaining Guests.

Lessons:

Activity:

1. Divide the learners into pairs, one to play the server and one to play the Guest. Assign one type of complainer to each pair. Ask each pair to act out a complaint situation according to their type of complaining Guests, and follow the guidelines set out in the relevant lesson for dealing with each type.


Assessment:

Learners are now ready to write assessment 5.1 Dealing with Complaints on their student profiles.


5.1 Dealing with Complaints 1. Getting Ready to Deal with Complaints 03:37

2. The Principles of Dealing with Complaints 07:35

3. Guests with Unrealistic Expectations 03:39

4. The Drama Queen Complainer 04:22

5. The Serial Complainer 03:31

6. The Non-Complainer 03:01




Session 37

Desired outcomes:

• The learner is able to adapt the principles of service to different areas and situations.

Lessons:

Activity:

1. Discuss the different types and styles of service at your establishment, including different meals, different times of day and different areas. How can service be adjusted for each of these at your establishment? What are there special touches particular to these situations that would really wow the Guest?


Assessment:

Learners are now ready to write assessment 5.2 Adapting Service on their student profiles.


5.2 Adapting Service 1. Lounge Service 03:54

2. Pool Service 03:56

3. Breakfast Service 05:41

4. A Focus On – Tableside Service 03:33



Session 38

Desired outcomes:

• The learner is able to adapt the principles of service to different types of Guests.

Lessons:

Activity:

1. Discuss the different types of Guests that frequent your establishment. Do you have a large number of Guests from a particular nationality, age or language? How can you make their time at your establishment most comfortable?

2. Discuss which types of tailoring can be done for the Guest without special permission from management, and which types of tailoring need to be confirmed with management first.


Assessment:

Learners are now ready to write assessment 5.3 Tailoring Service on their student profile.


5.3 Tailoring Service 1. Understanding Tailoring 03:12

2. Tailoring for Special Occasions 04:44

3. Tailoring for Couples 02:23

4. Tailoring for Elderly Guests 01:45

5. Tailoring for Families and Children 02:43

6.Tailoring for Business People 03:04

7. Tailoring for Food Enthusiasts 02:40

8. Tailoring for Special Needs 03:06

9. Tailoring for Return Guests 02:29



Session 39

Desired outcomes:

• The learner understands some of the common mistakes waiters make during service, and knows the steps to take to rectify these mistakes.

Lessons:

Activity:

1. Discuss the different waiter types with the learners. Do they recognise themselves in any of the lessons? How do they think they can improve on these mistakes or bad habits?


Assessment:

Learners are now ready to write assessment 5.4 Types of Waiters on their student profile.

Subject Lesson Duration5.4 Types of Waiters 1. The Klutz 03:38

2. The Snob 02:08

3. The Joker 02:42

4. The Grump 02:54

5. The Newbie 03:03

6. The Spinner 02:43

7. The Talker 01:22



TOTAL VIDEO LESSON TIME FOR FOOD AND BEVERAGE SERVICE PROFESSIONAL – 11 hours 42 minutes

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