taBLe oF contentsemerit.ca/sites/cthrc/siteuploads/courses/fbm2/english...2. SkILLS Skills identify a general activity within the occupation: • may contain common knowledge standards,

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IntroductIon ..........................................................................................................................................................................1

standards overvIew .............................................................................................................................................................3

How are standards used? ...................................................................................................................................................5

IncreasInG recoGnItIon oF sKILLs.....................................................................................................................................6

JoB deFInItIon..........................................................................................................................................................................7

a. ProFessIonaLIsM ................................................................................................................................................................9

1. Exhibit professional conduct .................................................................................................................................................................................. 91.1 exhibit professionalism ............................................................................................................................................................................... 91.2 maintain professional appearance ........................................................................................................................................................... 91.3 practice good business ethics .................................................................................................................................................................101.4 manage diversity .........................................................................................................................................................................................101.5 participate in professional development ............................................................................................................................................. 11

2. Demonstrate leadership skills .............................................................................................................................................................................. 122.1 provide leadership ...................................................................................................................................................................................... 122.2 manage time ................................................................................................................................................................................................. 122.3 delegate work ..............................................................................................................................................................................................132.4 solve problems .............................................................................................................................................................................................13

3. Use communication skills ......................................................................................................................................................................................153.1 follow guidelines for effective communication ................................................................................................................................. 153.2 use communication tools .........................................................................................................................................................................163.3 plan meetings ..............................................................................................................................................................................................163.4 conduct meetings ....................................................................................................................................................................................... 173.5 communicate with management team ................................................................................................................................................18

4. Provide guest service ..............................................................................................................................................................................................194.1 monitor guest satisfaction .......................................................................................................................................................................194.2 handle concerns and complaints ...........................................................................................................................................................19

B. oPeratIons .........................................................................................................................................................................21

5. Use planning skills ...................................................................................................................................................................................................215.1 participate in organizational planning .................................................................................................................................................215.2 develop action plans ..................................................................................................................................................................................215.3 implement action plans ............................................................................................................................................................................21

6. Manage documents ................................................................................................................................................................................................226.1 maintain records..........................................................................................................................................................................................226.2 develop policies and procedures ...........................................................................................................................................................226.3 provide input into employee handbook ..............................................................................................................................................23

7. Manage risk ................................................................................................................................................................................................................247.1 implement risk management strategies ..............................................................................................................................................247.2 comply with provincial or territorial liquor legislation ....................................................................................................................247.3 comply with other legislation pertaining to operation ...................................................................................................................24

taBLe oF contents

05-11 National Occupational Standards for Food and Beverage Manager, Version 2.0 – ISBN 978-1-55304-820-6

8. Manage finances ......................................................................................................................................................................................................268.1 develop budget ...........................................................................................................................................................................................268.2 monitor budget ...........................................................................................................................................................................................268.3 monitor cash handling ..............................................................................................................................................................................27

9. Manage equipment and facilities .......................................................................................................................................................................289.1 manage use of technology .......................................................................................................................................................................289.2 purchase equipment ..................................................................................................................................................................................289.3 ensure equipment is properly operated and maintained ...............................................................................................................299.4 manage service contracts .........................................................................................................................................................................299.5 implement environmental sustainability program ...........................................................................................................................30

10. Control inventory .....................................................................................................................................................................................................3110.1 use inventory system .................................................................................................................................................................................3110.2 maintain inventory .....................................................................................................................................................................................3110.3 order products .............................................................................................................................................................................................3210.4 ensure receiving procedures are followed ..........................................................................................................................................32

11. Organize shifts ..........................................................................................................................................................................................................3311.1 schedule staff ...............................................................................................................................................................................................3311.2 follow opening procedures ......................................................................................................................................................................3311.3 manage shift .................................................................................................................................................................................................3411.4 follow closing procedures ........................................................................................................................................................................34

12. Manage functions ....................................................................................................................................................................................................3612.1 book functions .............................................................................................................................................................................................3612.2 organize functions ......................................................................................................................................................................................3612.3 supervise functions ....................................................................................................................................................................................3712.4 complete follow-up ....................................................................................................................................................................................37

c. HeaLtH and saFetY ...........................................................................................................................................................38

13. Apply sanitation and storage guidelines ..........................................................................................................................................................3813.1 apply sanitation guidelines ......................................................................................................................................................................3813.2 apply food and beverage storage guidelines .....................................................................................................................................3913.3 monitor handling of high-risk products ...............................................................................................................................................39

14. Apply safety and security guidelines .................................................................................................................................................................4114.1 enforce safety guidelines ..........................................................................................................................................................................4114.2 follow emergency guidelines ..................................................................................................................................................................4214.3 handle fire extinguisher ............................................................................................................................................................................4214.4 use Workplace Hazardous Materials Information System (WHMIS) .............................................................................................4314.5 enforce security guidelines ......................................................................................................................................................................43

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d. MarKetInG ......................................................................................................................................................................... 44

15. Market products and services ..............................................................................................................................................................................4415.1 build menu ....................................................................................................................................................................................................4415.2 implement menu .........................................................................................................................................................................................4515.3 analyze sales .................................................................................................................................................................................................4515.4 organize marketing activities ..................................................................................................................................................................4615.5 maintain competitive edge ......................................................................................................................................................................47

e. HuMan resource ManaGeMent ................................................................................................................................... 48

16. Hire staff .....................................................................................................................................................................................................................4816.1 determine staffing needs .........................................................................................................................................................................4816.2 develop job descriptions ..........................................................................................................................................................................4816.3 recruit staff ....................................................................................................................................................................................................4816.4 interview applicants ...................................................................................................................................................................................4916.5 follow selection process ............................................................................................................................................................................50

17. Train staff ....................................................................................................................................................................................................................5217.1 provide orientation to new staff .............................................................................................................................................................5217.2 organize staff training ...............................................................................................................................................................................5217.3 develop training outlines..........................................................................................................................................................................5317.4 conduct training sessions .........................................................................................................................................................................5317.5 establish in-house trainers .......................................................................................................................................................................54

18. Manage staff performance....................................................................................................................................................................................5518.1 coach staff .....................................................................................................................................................................................................5518.2 handle performance problems ...............................................................................................................................................................5518.3 conduct performance reviews ................................................................................................................................................................56

19. Dismiss or lay off staff .............................................................................................................................................................................................5819.1 dismiss staff ..................................................................................................................................................................................................5819.2 lay off staff ....................................................................................................................................................................................................5819.3 process resignations ...................................................................................................................................................................................59

20. Manage within union environment ....................................................................................................................................................................6020.1 prevent grievances .....................................................................................................................................................................................6020.2 respond to grievances ...............................................................................................................................................................................60

aPPendIx a – Essential Skills Profile ..........................................................................................................................................61

BIBLIoGraPHY ........................................................................................................................................................................ 84

Food and BeveraGe ManaGer coMPetencY FraMeworK ..........................................................................................85

acKnowLedGeMents ............................................................................................................................................................87

standards and certIFIcatIon deveLoPMent Processes .......................................................................................... 88

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FOOD AND BEVERAGE MANAGERVisitors to Canada’s restaurants, hotels, resorts, convention centres, cafés and pubs are more knowledgeable about food and drink than ever before. They expect professional, personal service and high quality products that reflect the latest dining trends, from organic or local ingredients to cutting-edge techniques and presentations. In institutional settings such as hospitals or military facilities, a high volume of diners with special dietary and nutritional requirements present a unique set of requirements for food and beverage managers.

BRINGING IT ALL TOGETHERWhether they work in a small neighbourhood restaurant, a hospital cafeteria or a large hotel, food and beverage managers are responsible for every aspect of a guest’s visit to their establishment. They supervise teams of servers, bartenders, wine stewards, hosts, support staff, and sometimes kitchen staff. By coordinating interactions between the dining room, bar and kitchen, food and beverage managers ensure that guests enjoy a seamless, perfectly timed dining experience.

PROTECT AND PROMOTEFood and beverage managers are often the face of their establishment, welcoming guests and monitoring their comfort and satisfaction throughout their visit. They are outstanding communicators, calmly directing staff under pressure and patiently handling guest requests, concerns and complaints. They play a direct role in the development of menus and marketing plans, and are responsible for implementation of those tools. Risk management is another important aspect of the job, and food and beverage managers oversee large budgets, safety issues and adherence to applicable legislation.

CAREER CHALLENGESDemand for food and beverage staff is growing across Canada, and turnover in the industry is traditionally high. Food and beverage managers must continuously address human resource issues and recruit, hire, train and retain qualified, talented and committed employees across the wide range of occupations that they manage. For those managing in a union environment, collective bargaining agreements present additional human resource challenges and require special knowledge and skill to manage.

IntroductIon

Food and beverage services is the largest industry group in the tourism sector, account-ing for about half of all tourism jobs in Canada. Food and beverage managers hold many different titles, includ-ing Director of Food and Beverage, Outlets Manager, Restaurant Manager, Bar Manager, Food Services Manager and Cafeteria Manager, to name a few.

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CAREER PATH AND RECOGNITIONMany food and beverage managers hold degrees or certificates in Hospitality Management or similar fields, while a large number obtain their job skills through hands-on experience in the food and beverage industry. They often spend time in entry-level positions such as kitchen helper or server, working their way up to mid-level roles like in-house trainer or dining room supervisor, and finally to the position of food and beverage manager. National Occupational Standards facilitate the professional development of food and beverage managers, provide a reference for employees to validate their experience and expertise, and may be used as a training tool in the pursuit of professional certification.

The following pages present the National Occupational Standards for Food and Beverage Manager, and explore the depth and breadth of the knowledge, skills and competencies required to perform the job of food and beverage manager with the consistency and professionalism that businesses and guests across Canada demand.

WHAT ARE STANDARDS?Standards are statements outlining the knowledge and performance required of an individual to be considered competent in an occupation. They are a comprehensive summary of the competencies (knowledge, skills and abilities) required for an occupation. By learning and mastering the content of these standards, employees will boost their knowledge and performance and meet industry expectations.

WHY DEFINE STANDARDS?Central to the mandate of the Canadian Tourism Human Resource Council is the enhancement of the image of hospitality within both the industry and the general public. Defining standards is one way to help increase understanding of the broad range of skills required of those working within this industry.

HOW THE STANDARDS ARE STRUCTUREDThe National Occupational Standards include the relevant competencies that food and beverage managers must master while working in a range of food and beverage settings across Canada. The standards are developed by food and beverage industry experts and are meant to be both comprehensive and inclusive.

1. MAJOR CATEGORIESFood and beverage manager competencies are organized in five major categories or functional areas:

• Professionalism

• Operations

• Health and Safety

• Marketing

• Human Resource Management

2. SkILLS Skills identify a general activity within the occupation:

• may contain common knowledge standards, which pertain to all subskills within that skill set

• contain one or more subskills

standards overvIew

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LetteR CORReSpOnDS tO MajOR CategORy

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3. SUBSkILLSSubskills identify a specific activity within the general skill:

• contain an Ability to section with bulleted points that make up the performance standard (i.e. the details outline how the subskill can be achieved), and describe performance at an expert level

• often contain a Knowledge of section, which (in addition to any common knowledge) is the underpinning knowledge for the performance standard

4. CONTEXTUAL INFORMATIONContextual information helps readers understand the relevance and importance of the skill to the occupation. Each subskill includes three types of contextual information:

• Rationale explains why the ability to perform the subskill is important to the occupation and organization

• LevelofImportance is determined by the impact the lack of knowledge or poor performance of the skill will have:

– If the impact of lack of knowledge or poor performance is low, the subskill is rated as important. – If the impact of lack of knowledge or poor performance is medium, the subskill is rated as very important. – If the impact of lack of knowledge or poor performance is high, the subskill is rated as critical.

• Frequency indicates approximately how often each subskill is performed. The ratings are:

– Periodically: performed as needed at regular intervals, e.g. build menu, develop budget – Routinely: performed habitually at regular intervals, e.g. plan meetings, maintain inventory – Daily: performed once or multiple times per day, e.g. comply with provincial or territorial liquor legislation, manage shift

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the emerit® national Occupational Standards for Food and Beverage Manager provide the industry with comprehensive performance and knowledge standards. these standards are essential to clearly outline what is required for success in this diverse industry.

Are you a FOOD AND BEVERAGE MANAGER?

USe tHe StanDaRDS aS a gUIDe tO:• learn more about the food and beverage • recognize the skills that you have to offer

services industry to employers and clients

• increase your job mobility • enhance your performance

• plan your professional development • plot your career path

Your job context and level of responsibility will determine if all or only selected competencies apply to you.

Are you a TRAINER, CURRICULUM DEVELOPER or PROGRAM MANAGER?

USe tHe StanDaRDS tO:• benchmark existing training programs • develop new training programs

• create new vocational qualifications • explore areas for research in the food and beverage services industry

Are you an EMPLOYER or OWNER? Do you MANAGE TEAMS?

USe tHe StanDaRDS tO:• define job requirements • identify workforce needs

• manage performance • provide orientation to new employees

• write job advertisements • plan learning and development activities

• conduct performance assessments • assess potential employees

• create job descriptions

How are standards used?

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SUPPORTINGMOBILITYFORFOODANDBEVERAGEMANAGERSDesignated organizations have developed industry-based standards to train and assess food and beverage managers. National and international professional associations have developed focused training and industry certifications to support their members’ training and development needs.

These emerit® National Occupational Standards for Food and Beverage Manager are the basis for job descriptions, recruitment, retention, training and assessment. They provide a common reference point, or benchmark, that enables recognition of prior learning for food and beverage managers. The Canadian Tourism Human Resource Council encourages credential-granting bodies to engage in mutual recognition activities to determine equivalencies and implement reciprocity agreements that increase credit for learning for the benefit of job incumbents, learners and the industry.

PROFESSIONALCERTIFICATIONProfessional certification is available, based on the emerit® National Occupational Standards for Food and Beverage Manager. The goal of any certification program is to identify and recognize individuals who meet a specified standard of competence in a field.

Employees gain the recognition of having proven themselves competent and increase their chances for job mobility and other opportunities. For employers, certification is a trusted way of recognizing competent employees and building a strong workforce.

The certification examinations are built directly from the National Occupational Standards following generally accepted testing principles. emerit® certification is voluntary. To become certified, industry professionals are required to complete a series of assessments and meet the experience requirements. The certification model is voluntary and the intent of certification is to recognize competence, not to regulate or control practices.

IncreasInG recoGnItIon oF sKILLs

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Food and beverage managers direct, plan and control all aspects of food and beverage services in restaurants, hotels, resorts, convention centres, private clubs, institutions (e.g. military, hospitals) and similar organizations.

Food and beverage managers require excellent sales and customer service skills, proven human resource management skills, and good communication and leadership skills. Desired knowledge for this position includes knowledge of the products, services, sector, industry and local area, and as well, knowledge of relevant legislation and regulations.

JoB deFInItIon

ProFessIonaLIsMA

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1. Exhibit Professional Conduct 1.1 exhibit professionalism

Rationale:• to create a comfortable working environment • to lead by example • to maintain a high level of professionalism• to earn respect from both guests and staff • to meet and exceed guests’, staff members’

and suppliers’ expectations

Knowledge of:• own roles and responsibilities• importance of a professional image• organization’s expectations

ability to:• be:

– approachable, e.g. use open body language, be visible

– cheerful, e.g. smile – confident, e.g. be yourself, be comfortable with appearance and abilities

– consistent, e.g. always provide excellent service

– courteous, e.g. establish eye contact, acknowledge guests

– diplomatic, e.g. mediate disagreement without taking sides

– discreet, e.g. discuss personal or work issues away from guests

– empathetic, e.g. show concern for situation – enthusiastic, e.g. enjoy work – flexible, e.g. adjust to staff, guests’, suppliers’ and scheduling needs

– friendly, e.g. greet people warmly, use individual’s name when possible

– objective, e.g. set aside personal opinions and biases

– patient, e.g. spend time listening to guests – perceptive, e.g. anticipate guests’ needs

– proactive, e.g. plan activities ahead of time – punctual, e.g. meet commitments at set time

– sincere, e.g. ensure that body language is consistent with verbal message

• work calmly and efficiently • treat all guests equally • maintain open-door policy, i.e. be available

for staff members’ and guests’ concerns • exhibit professional conduct whether on

or off duty, e.g. when visiting competitor’s organization, when using facilities when not working

Level of Importance: critical

Frequency: daily

1.2 maintain professional appearance

Rationale:• to lead by example • to project professional image for self and

organization• to earn respect from guests and staff

Knowledge of:• organization’s policies related to hygiene

and appearance• good hygiene habits

ability to:• ensure uniform or clothing complies with

organization’s policy• maintain uniform or clothing• use fragrance, cosmetics and jewellery

in moderation • adopt good posture• use good personal hygiene, e.g. wash

hands frequently

Level of Importance: important

Frequency: daily

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ProFessIonaLIsMA 1.ExhibitProfessionalConduct

1.3 practice good business ethics

Rationale:• to project professional image of self and

organization• to create comfortable work environment • to promote professionalism in industry

Knowledge of:• legal implications of job responsibilities• applicable legislation, e.g. human rights,

Privacy Act

ability to:• promote practices that protect public and/

or bring credit to facility and industry, e.g. responsible beverage service

• maintain high standard of professionalism and integrity, e.g. avoid conflict of interest, be honest with suppliers

• respect confidentiality of privileged information, e.g. financial, strategic, staff

• respect rights of others • keep accurate records and information • cooperate with other industry members


Frequency: daily

1.4 manage diversity

Rationale:• to avoid prejudice in self and staff• to take advantage of underemployed

labour markets• to promote creativity and innovation• to enrich workplace• to gain competitive edge through diversity• to serve as a role model

Knowledge of:• benefits of a diverse workforce

• definition of diversity: – visible and invisible differences among people

– includes gender; age; ethno-culture; socio-economic status; mental, cognitive and physical abilities; sexual orientation; religion and spiritual practices; world view; family status; educational background; appearance; group affiliation; and organizational affiliation

• inclusive practices• strategies to accommodate individual needs

of staff• own values and biases• employment and human rights legislation• organization’s policies

ability to:• educate self about different aspects of

diversity• manage diversity of staff:

– protect staff from discrimination, harassment and unequal treatment

– recruit and promote staff with diverse backgrounds

– take own biases into account when reviewing employees’ performance

– share information, work and opportunities equally among staff

– accommodate differences, e.g. ask what can be done to make work environment a place where all can perform

– build on advantages diverse employees bring to workplace, e.g. unique skills

– educate staff about different aspects of diversity

• manage diversity of guests: – be sensitive to needs of all guests

Level of Importance: very important

Frequency: daily

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ProFessIonaLIsM A1.ExhibitProfessionalConduct

1.5 participate in professional development

Rationale:• to improve knowledge, skills and attitudes • to keep knowledge and skills current• to advance in career • to set example for staff

Knowledge of:• organization’s expectations• own strengths and areas needing

development• information sources• own learning preferences

ability to: • identify professional development needs:

– assess own performance – consider feedback from others – assess current trends and best practices

• develop personal goals for professional development:

– communicate plans and seek input from management team

• work towards personal goals, for example: – join professional and community associations

– network with industry professionals – participate in learning opportunities, e.g. attend courses and conferences

– access current information, e.g. Internet sites, industry magazines

• transfer learning to job


Frequency: periodically

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ProFessIonaLIsMA 2.DemonstrateLeadershipSkills

2. Demonstrate Leadership Skills 2.1 provide leadership

Rationale:• to provide clear vision for staff• to promote positive work environment • to increase productivity and sales • to minimize turnover• to give employees sense of responsibility and

ownership

Knowledge of:• different leadership styles• own strengths, weaknesses and biases• strengths and weaknesses of team members• needs and motivations of individual staff

members• motivational techniques• benefits of good leadership, e.g. increased

productivity, positive morale

ability to: • take responsibility for food and beverage

operations• lead by example• adjust leadership style to suit needs of

situation • maintain open lines of communication• provide staff with the resources and

environment needed for successful performance

• seek and respond to staff suggestions and concerns

• step in to assist staff when they need help• share knowledge and expertise • maintain focus, e.g. adhere to policies, adhere

to short- and long-term strategies • speak positively about industry, its trends and

growth opportunities

• plan for change: – define objectives and procedures for reaching them

– present plans to management team and staff

– take into account expected resistance

• strive to continually improve all aspects of business

• encourage teamwork among staff, for example:

– communicate team goals – empower staff to be part of decision-making process

– delegate tasks

• work as member of management team: – support initiatives – resolve management issues in management setting


Frequency: daily

2.2 manage time

Rationale:• to be more effective and efficient • to achieve goals

Knowledge of:• organization’s and own priorities • tasks that need to be completed• time management tools, e.g. software,

scheduler, personal digital assistant (pDa)

ability to:• set short- and long-term objectives:

– ensure objectives reflect goals of organization

– make certain objectives are measurable, realistic and achievable

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ProFessIonaLIsM A2.DemonstrateLeadershipSkills

• identify and prioritize tasks to be completed for each objective

• set critical dates for completion of tasks, considering:

– previous experience – other responsibilities that compete for time – resources available – possible delays – business levels, e.g. high volume versus low volume

• plan steps to achieve objectives: – record tasks to be completed in specific time periods, e.g. create to-do lists

– use technology to improve efficiency, where possible

• delegate tasks as necessary • assess progress toward objectives:

– share achievements, issues, problems and solutions with management team and staff

– identify new tasks that have arisen – make adjustments, as required, e.g. to timelines, appointments


Frequency: daily

2.3 delegate work

Rationale:• to improve efficiency • to increase staff morale • to develop and empower staff • to reduce stress and workload

Knowledge of:• barriers to effective delegation, for example:

– feeling threatened – attitude that oneself is the only one who can do it correctly

– lack of planning – shortage of qualified staff

• conditions required for successful delegation, for example:

– trust – good communication – planning – commitment of management to involve staff

• staff job descriptions

ability to:• determine what tasks can be delegated• choose staff member best suited to task:

– consider capabilities and limitations of staff members

– confirm employee’s willingness to accept additional responsibility

• outline expectations, e.g. time or date of completion, desired results:

– confirm delegate understands task

• monitor task in progress, e.g. ask for feedback, offer suggestions

• ensure task is completed as required: – if not, follow up as appropriate, e.g. re-assign task, provide coaching


Frequency: daily

2.4 solve problems

Rationale:• to improve efficiency• to minimize loss• to reduce mistakes• to increase guest satisfaction

Knowledge of:• problem solving techniques• previous problems and solutions

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ProFessIonaLIsMA 2.DemonstrateLeadershipSkills

ability to:• identify problem or issue at hand• review and assess different courses of action • select best solution • implement solution • accept responsibility for decisions


Frequency: daily

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ProFessIonaLIsM A3.UseCommunicationSkills

3. Use Communication Skills 3.1 follow guidelines for effective communication

Rationale:• to ensure messages are clear • to exchange information with co-workers,

suppliers and guests • to achieve desired results • to show respect to other parties

Knowledge of:• different methods and formats for

communication• mechanics of language, e.g. proper grammar,

punctuation, word usage, spelling• obstacles to communication, for example:

– language and/or cultural differences between sender and receiver

– differences in background, attitudes and values

– atmosphere of mistrust – hidden agendas – negative body language – size of operation, number of departments and employees

• enhancers of communication, for example: – an open mind – preparing thoughts in advance

ability to:• listen to messages:

– do not interrupt speaker – be aware of verbal and non-verbal messages, e.g. tone of voice, body language

– show interest in what is being said, e.g. nod, smile, use appropriate eye contact

– confirm understanding, e.g. paraphrase, ask questions

– respond to message appropriately, e.g. empathize, offer suggestions

• read messages: – scan for specific information – skim for general meaning – read for understanding – clarify understanding of message, e.g. ask questions, re-read

• deliver verbal messages: – speak clearly and loudly enough to be heard – use appropriate tone of voice – use professional, uncomplicated language – adjust timing, location and personal style as needed

– consider impact of message – ensure message is clear, concise and complete

– respect listener’s personal space – be aware of own and others’ non-verbal communication

– use support materials to reinforce message, e.g. handouts, email message

– confirm understanding, e.g. observe listener’s behaviour, ask questions

– clarify message as necessary, e.g. repeat, rephrase, show by example

• convey written messages: – use appropriate format and style – be clear – make use of plain language – use correct grammar – consider impact of message – be sure message is complete – proofread draft and revise as necessary – use support materials, e.g. attachments – ensure message is received and understood


Frequency: daily

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ProFessIonaLIsMA 3.UseCommunicationSkills

3.2 use communication tools

Rationale:• to provide communication options • to project a professional image • to save time

Knowledge of:• guidelines for different types of

communication• communication tools used by organization

ability to:• use telephone:

– answer promptly, e.g. within three rings – identify organization and oneself – speak clearly and pleasantly – greet caller, using name if known – provide requested information or transfer call to someone who can help

– focus on call, e.g. do not perform other tasks, give call your full attention

– record notes and messages that are complete and accurate

– when leaving messages, provide all required information

– use phone features, e.g. hold, text messaging

• use voice mail: – record announcement that is concise and professional

– update announcement as required – check answering machine/voice mail/pager frequently for messages

– respond to messages as soon as possible

• use fax machine: – include cover page with complete information, including number of pages being sent

– ensure fax machine has paper and ink

• use email: – use professional language – check messages regularly – follow organization’s security system, e.g. use passwords

• use Internet/intranet: – use search engines to find information – use social networking tools

• use logbook: – print or write legibly – record key information for next shift – follow organization’s policies, e.g. initial entries, use standardized acronyms

– review entries at beginning of shift

• use two-way radio: – use appropriate language and etiquette – ensure equipment is in operating condition, e.g. batteries are charged

– do not interrupt another transmission, unless it is an emergency


Frequency: daily

3.3 plan meetings

Rationale:• to ensure priority topics are addressed • to lay groundwork for effective and

efficient meetings • to create interest in upcoming meeting • to promote teamwork• to facilitate open communication

Knowledge of:• types of meetings, e.g. pre-shift meeting,

staff meeting, management meeting, one-on-one meeting

• agenda formats

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ProFessIonaLIsM A3.UseCommunicationSkills

ability to:• determine purpose of meeting, for

example, to: – introduce policy – discuss safety issues – explore and resolve problems – organize activities for shift

• arrange details of meeting, for example: – identify participants – choose date and time – select suitable location, e.g. consider number of participants and amount of privacy needed

– notify participants – arrange room set-up, e.g. u-shape, classroom style

– arrange for equipment, e.g. overhead projector, flip chart stand

– prepare visual aids and handouts

• identify topics to be discussed, e.g. review minutes from last meeting, seek input from staff

• allow time for feedback and discussion • distribute or post agenda in advance of

meeting, if applicable


Frequency: routinely

3.4 conduct meetings

Rationale:• to provide forum for staff to share opinions

and new ideas • to create common understanding of

expectations• to resolve issues • to create team atmosphere

Knowledge of:• facilitation techniques• meeting procedures• purpose of meeting

ability to:• ensure that meeting preparations are

complete, for example: – room is properly set up – materials are available, e.g. visual aids, handouts

• start on time • facilitate discussion• follow agenda:

– set parameters at beginning of meeting – keep conversation on topic – minimize disruptions – encourage input from all participants – adhere to timelines

• monitor audience, e.g. look for signs of lack of understanding

• record minutes and follow-up actions, e.g. date of next meeting, policy revisions, action plan

• end meeting by scheduled time • distribute or post minutes from meeting • evaluate effectiveness of meeting, for

example: – review agenda and goals – consider ideas generated



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ProFessIonaLIsMA 3.UseCommunicationSkills

3.5 communicate with management team

Rationale:• to maintain communication between

management levels • to build trust and confidence • to clarify expectations • to stay informed • to ensure focus on priority goals • to obtain guidance and advice

Knowledge of:• roles and responsibilities of other

management positions

ability to:• follow reporting procedures• present reports and recommendations

regarding: – operations – facility – staff development and performance – marketing activities – organizational plans

• invite feedback and discussion • make changes as directed and discussed:

– respond within established timelines

• submit formal plans as required• provide updates as required



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ProFessIonaLIsM A4.ProvideGuestService

4. Provide Guest Service4.1 monitor guest satisfaction

Rationale:• to be proactive • to increase guest satisfaction• to boost positive word-of-mouth advertising • to remove barriers to guest feedback

Knowledge of:• value of guest feedback• verbal and non-verbal communication• organization’s service standards• reasons that guests do not complain,

for example: – expectations were met or exceeded – believe complaining takes too much time or effort

– are embarrassed – are insecure or intimidated – feel complaining is impolite – believe complaint will not be resolved – have low expectations of products or services

– perceive lack of empathy to needs

ability to:• monitor floor operation • watch for rushed or disorganized staff

members • look for verbal and non-verbal indicators of

problems from guests, for example: – negative facial expressions – avoiding eye contact – fidgeting – overheard remarks made between guests

• check in with guests, e.g. stop at their table to ask about service and meal

• engage guests, e.g. develop conversation to put them at ease

• encourage and listen to direct feedback from staff and guests

• review guests’ comment cards/guest surveys


Frequency: daily

4.2 handle concerns and complaints

Rationale:• to prevent other guests from experiencing

same problem • to decrease negative word-of-mouth

advertising • to build confidence in organization• to encourage repeat business• to ensure situation or complaint is resolved

Knowledge of:• importance of resolving problem for service

recovery• organization’s policies and procedures• conflict resolution techniques• reasons that guests complain, for example:

– cost is too high – service is slow or inattentive – favourite menu item is unavailable – problem is recurring – portion size is inappropriate – quality of product is low – environmental issues, e.g. noise, lighting

ability to:• acknowledge concern or complaint as soon

as possible• conduct discussion with dissatisfied guest

away from other guests, if possible • obtain facts from guest and staff:

– ask open-ended questions – ask for all points of view

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ProFessIonaLIsMA 4.ProvideGuestService

• empathize with guest: – apologize for inconvenience – thank guest for voicing concern or complaint

• remain impartial: – take concern or complaint seriously, but not personally

• identify possible solutions: – consider available resources – ask for guest’s input

• respond to guest’s concern or complaint, for example:

– provide explanation if possible – notify guest of action to be taken

• follow up promptly: – ensure concern or complaint has been resolved

– record concern and action taken – encourage guest to return, e.g. give gift certificate

– take action to prevent similar occurrences in future

– provide feedback to staff, e.g. praise them for handling of situation

• remove self from situation and contact proper authorities if guest becomes violent or abusive


Frequency: daily

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5. Use Planning Skills 5.1 participate in organizational planning

Rationale:• to contribute to direction of organization• to contribute own skills and knowledge

toward improving organization• to be involved in business planning

Knowledge of:• strengths and weaknesses of organization• opportunities and threats facing organization• trends in food and beverage industry

ability to:• generate ideas• evaluate ideas • discuss ideas with management team• follow up on recommendations from

management team



5.2 develop action plans

Rationale:• to help reach long- and short-term goals• to make efficient use of resources• to determine feasibility of projects

Knowledge of:• organization’s goals and strategic direction• organization’s budget

ability to:• rank objectives in logical order• identify tasks required to achieve each

objective

• determine resources needed: – budget – personnel – tools and equipment

• establish timelines• evaluate risks• seek input from employees on plan• obtain approval from management, if required• make adjustments as required



5.3 implement action plans

Rationale:• to meet objectives• to effect change within organization

Knowledge of:• contents of action plan• leadership techniques

ability to:• communicate plan and goals to those involved• assign tasks and responsibilities• monitor tasks:

– ensure timelines and deliverables are met

• review and adjust plan as needed• measure results• evaluate outcomes• make recommendations for improvement



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oPeratIonsB 6.ManageDocuments

6. Manage Documents 6.1 maintain records

Rationale:• to ensure easy retrieval of information• to fulfill financial and legal obligations • to minimize liability

Knowledge of:• types of records, for example:

– payroll – personnel – maintenance – security – incident reports – inventory – sales

• records required by legislation• records required by collective agreement,

if applicable

ability to:• complete records as required• ensure information is current and accurate,

e.g. dates, calculations, inventory counts • store records using organization’s system• keep records with confidential information

in secure location• circulate, if applicable, e.g. to other

departments, union representative


Frequency: daily

6.2 develop policies and procedures

Rationale:• to encourage consistency in products, services

and treatment of staff • to clarify expectations for staff • to project desired image and philosophy • to ensure organization’s mission and goals

are met • to provide structure• to ensure organization is complying with

applicable legislation

Knowledge of:• purpose of policies and procedures• format of policies and procedures• areas commonly addressed by policies and

procedures, for example: – service standards – cash handling – inventory – opening and closing responsibilities – service staff grooming and dress code – staff conduct – safety – security

ability to:• identify areas of concern where policies and

procedures need to be updated or created: – review organization’s documents – seek input from management team and staff

• determine implications of policies and procedures, considering, for example:

– day-to-day operations – legal liabilities – insurance requirements – lease restrictions

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oPeratIons B6.ManageDocuments

• write or revise policies and procedures: – note changes in policies and procedures – indicate effective date

• communicate changes to staff and management, e.g. hold training sessions or staff meetings

• ensure policies and procedures are adhered to, e.g. monitor daily operations



6.3 provide input into employee handbook

Rationale:• to ensure content is current, relevant to

employees, and reflects organization’s mission and philosophy

• to profit from perspective of different individuals within organization

• to promote consistency and structure in workplace

• to increase knowledge and comfort level of new staff during orientation

Knowledge of:• purpose of employee handbook• common content of employee handbook,

for example: – organization history, mission, philosophy and structure

– policies

ability to: • review existing handbook:

– ensure content is comprehensive and up to date

• seek input from staff and management team• ensure information is presented in simple and

easy-to-read format • obtain approval from management team• distribute updates to employees



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oPeratIonsB 7.ManageRisk

7. Manage Risk7.1 implement risk management strategies

Rationale:• to minimize damage, injury and loss• to prevent potential accidents or incidents• to reduce liability• to ensure business continuity

Knowledge of:• loss prevention, e.g. security, incorporation,

copyright• risk financing, e.g. insurance, hold-backs,

payments, liens• risk control, e.g. safety precautions, employee

training, maintenance programs, health and safety plans, emergency response plan

ability to: • perform risk analysis, determining:

– what is exposed to loss or liability – what could cause loss or liability – who could suffer loss or liability – when damage or loss might occur – what financial consequences could occur – what damage could occur to reputation – what is the possible maximum loss – relative rank of the risk, e.g. high, medium, low

• select risk management strategies, e.g. secure storage areas, insurance

• implement strategies, e.g. train staff in risk control

• evaluate effectiveness of risk management strategies on ongoing basis



7.2 comply with provincial or territorial liquor legislation

Rationale:• to be a responsible employer • to avoid legal action • to ensure continued operations

Knowledge of:• provincial or territorial liquor legislation• guidelines and restrictions of liquor license

ability to:• meet with local officials, e.g. liquor or fire

inspector • post liquor licenses • ensure staff are trained in responsible

beverage service, i.e. how to serve liquor in accordance with provincial or territorial legislation

• monitor compliance with legislation


Frequency: daily

7.3 comply with other legislation pertaining to operation

Rationale:• to be a responsible employer • to avoid legal action • to ensure continued operations

Knowledge of:• federal, provincial or territorial, and municipal

legislation pertaining to operation, for example:

– human rights – public health – occupational health and safety employment standards

– fire safety

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ability to:• determine how legislation applies to

operation, for example: – refer to legislation – contact municipal or regional authority – take training course

• ensure staff are aware of legislation and related rights and responsibilities

• monitor compliance with legislation


Frequency: daily

oPeratIons B7.ManageRisk

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oPeratIonsB 8.ManageFinances

8. Manage Finances8.1 develop budget

Rationale:• to be cost-effective • to be financially accountable • to make informed business decisions • to set realistic goals

Knowledge of:• organization’s policies and procedures

ability to: • establish budget strategies based on:

– organization history, goals and strategic direction

– present economy – special events – promotions – industry trends

• use budget format to project: – sales – operating costs, e.g. labour, product, advertising, rent, utilities

– capital costs, e.g. new equipment, new facilities, renovations

• detail how funds will be spent, e.g. review previous budgets and allocations of funds

• break down revenue and costs to daily, weekly or monthly budget plans

• seek input from management team • create necessary budget statements • submit budget for approval • make amendments as required



8.2 monitor budget

Rationale:• to measure progress for specific period • to compare statements and operational

performance for specific period against budget standard

• to be financially accountable • to make informed business decisions • to analyze and control variances

Knowledge of:• budget terms• organization policies and procedures• cost control measures• service standards• budget strategies

ability to:• compare actual performance to projections:

– monitor revenue and expenses – review daily reports to ensure revenue and expenses are within guidelines, e.g. determine if cost percentages are meeting organization standard

– review incoming bills – analyze deviations from budget

• adhere to cost control measures: – implement strategies to bring actual performance closer to projections

• explore variances from projections: – reforecast results using current year-to-date data

– report discrepancies to immediate supervisor

• update strategies to meet or reflect current objectives

• make recommendations to ensure budget goals are met in relevant areas

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• implement changes to areas of operations, for example:

– purchasing – production – menu – staff training – scheduling


Frequency: daily

8.3 monitor cash handling

Rationale:• to minimize loss

Knowledge of:• organization’s policies and procedures, e.g.

pick-up, return and security of cash floats• foreign currency exchange rates

ability to:• maintain control over:

– safe – cash register – overages and shortages – voids – cash deposits – petty cash – accounts receivable – payment methods – coupons, promotions and give-aways

• allow only authorized people to access safe and cash drawers

• monitor bank procedures: – keep records of deposits – ensure deposits match net sales on revenue reports for period

– monitor daily receipts and cash register totals

– reconcile credit card deposits – interpret bank statements

• communicate policies and procedures to staff, e.g. hold staff meeting to explain details

• ensure staff adhere to policies and procedures, e.g. spot-check floats and guest checks

• follow up on deviations from policy, for example:

– demonstrate correct procedures to staff – improve security, e.g. use locks


Frequency: daily

oPeratIons B8.ManageFinances

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oPeratIonsB 9.ManageEquipmentandFacilities

9. Manage Equipment and Facilities9.1 manage use of technology

Rationale:• to increase efficiency• to improve work results, e.g. more consistent,

better quality

Knowledge of:• current technology being used in food and

beverage outlets, for example: – point-of-sale systems – temperature monitoring systems – communication software – office software – Internet/intranet

• operation and maintenance of technology, e.g. applications, troubleshooting, minor repairs

ability to:• determine how technology could benefit

organization, for example: – discuss with staff, management team and suppliers

– attend conferences and courses – review industry publications – visit other food and beverage outlets – use tutorials – seek information from Internet – visit trade fairs and exhibitions

• research technology with potential benefits to determine:

– product specifications and requirements – purchase and operational costs – training required for staff

• explore if benefits outweigh costs• plan implementation, if decision is to proceed

with purchase, for example: – location and space requirements – training for staff – maintenance and updates

• monitor implementation: – identify ways to improve application of technology in food and beverage operations

– track inputs, e.g. costs, staff time – track results, e.g. increased sales, reduced waste

• maintain and update technology as needed



9.2 purchase equipment

Rationale:• to ensure continuity in service • to meet operational needs of organization• to avoid loss

Knowledge of:• equipment used for food and beverage

production and service• budget allocated to equipment purchases• purchasing policies and procedures, e.g.

number of quotes required

ability to:• decide whether to purchase new equipment,

considering: – availability of funds for acquisition – reason for purchase or replacement – estimated initial costs, including delivery and installation

– estimated maintenance costs

• effect of not having equipment on efficiency, morale and operational goals

• clarify specifications of equipment, for example:

– manufacturer’s name – model – type – size – electrical or plumbing characteristics

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• identify sources for purchasing equipment • request quotes from vendors who meet

specifications• analyze quotes• select best vendor• obtain approval for purchase• contact successful vendor to order equipment



9.3 ensure equipment is properly operated and maintained

Rationale:• to provide safe work environment • to protect investment • to minimize equipment downtime • to increase efficiency and longevity of

equipment

Knowledge of:• operation and maintenance needs of each

piece of equipment• troubleshooting• minor repairs

ability to: • set up preventive maintenance and cleaning

schedule • train staff in, for example:

– operational procedures – procedures to follow in case of equipment breakdown

• ensure adherence to cleaning and maintenance standards for each piece of equipment:

– conduct spot checks – observe equipment in action

• identify recurring problems in maintenance log

• ensure records are kept, including: – serial number – voltage – place of purchase, cost and date of purchase – operating instructions – maintenance instructions – authorized repair agents for minor and major repairs

– copy of service contract, if applicable – results of spot checks – dates and types of preventative maintenance

– repair history, e.g. problem, date, cost of repairs, follow-up

• monitor warranty expiration and limitations on equipment

• determine adjustments and repairs that can be completed in-house, e.g. check power source, paper feed, fuses

• determine whether equipment should be replaced or repaired

• ensure repairs are completed as soon as possible

• follow up to ensure repairs are completed



9.4 manage service contracts

Rationale:• to prevent equipment breakdowns • to meet obligations of insurance carrier • to reduce maintenance costs • to validate warranties • to provide safe working environment

Knowledge of:• service requirements of each piece of

equipment• negotiation skills • terms of service contracts

oPeratIons B9.ManageEquipmentandFacilities

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oPeratIonsB 9.ManageEquipmentandFacilities

ability to: • select service contractor on basis of cost

and performance• negotiate service contract, for example:

– provision of emergency assistance – fee structure, including charges for parts and labour, and payment terms

– responsibilities of contractor and operator – conditions under which agreement may be void

• monitor service contracts, for example: – check services to ensure that maintenance is provided as per agreement

– refer to invoices to ensure that charges are as per agreement

– track contractor’s time spent servicing equipment



9.5 implement environmental sustainability program

Rationale:• to comply with environmental legislation

and guidelines• to make operation safer and healthier for staff

and guests• to meet consumers’ and other stakeholders’

expectations• to be a socially responsible employer

Knowledge of:• current and impending legislation and

guidelines• environmental trends• environmental best practices

ability to:• assess organization’s current environmental

performance, e.g. resource use, waste output• establish or update environmental policies,

for example: – invite suppliers to take back and reuse crates, pallets and other packaging

– buy from local producers – use biodegradable cleaning products – use re-usable cutlery, dishware and glassware

– use biodegradable packaging for take-out orders

– support suppliers with environmentally friendly products

– use bulk condiments rather than individual portion packs

– establish recycling stations for solid materials, e.g. glass, plastic, tin, compost

– use timers for lights and heating – purchase energy-saving equipment

• communicate environmental policies to staff and guests

• provide resources needed to implement policies

• encourage staff to take initiative and work as a team to implement environmental policies

• monitor and document environmental performance

• report activities to staff and management team

• modify policies and practices for continued environmental improvement



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oPeratIons B10.ControlInventory

10. Control Inventory10.1 use inventory system

Rationale:• to allow monitoring of costs • to identify discrepancies • to reinforce controls• to provide basis for purchasing • to adjust par stock levels according to use

Knowledge of:• par stock levels• organization’s inventory control system

ability to:• ensure inventory is secure:

– limit access to authorized personnel only

• use record-keeping system (e.g. stock sheets, log book) to track:

– par stock levels for all products – receipt of inventory – product used – spillage/waste

• form guidelines for internal requisition, e.g. ensure items are allocated to proper cost centre/department

• decide on schedule for counting inventory, e.g. at shift change, daily, weekly

• establish system for organizing inventory, e.g. by type of product

• count products and supplies on hand • calculate cost of goods sold:

– make adjustments, as required, e.g. for employee meals and comps

• determine variances: – compare counts to use, e.g. actual sales, ounces sold versus ounces used

• re-order products and supplies: – follow organization and supplier guidelines



10.2 maintain inventory Rationale:

• to provide basis for purchasing • to maintain fresh stock • to reduce waste • to maintain adequate inventory base • to plan for anticipated additional

inventory needs

Knowledge of:• inventory control system• operational budget

ability to:• determine par stock and production

levels, considering: – historical data – delivery cycle – storage space – upcoming events and promotions – pricing

• needs of other departments• document levels • count stock as required • compare existing stock to amount

required, considering: – expected use of existing stock – shelf life of products

• place orders• review par stock levels on regular basis:

– adjust as necessary



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oPeratIonsB 10.ControlInventory

10.3 order products Rationale:

• to ensure purchases meet quality standards

• to avoid shortages • to accurately define needs• to communicate effectively with suppliers• to encourage competitive pricing from

suppliers

Knowledge of:• organization’s product specifications• ordering procedures• terms of purchasing agreements, for

example: – line of credit available – delivery days – method and schedule of payment

ability to:• maintain supplier information, e.g. types

of goods supplied, contact information• create product list• comply with specifications for each

product • identify supplier options:

– compare prices and quality – negotiate prices if appropriate

• select supplier• place order• review product specifications on

regular basis: – update as necessary

• monitor performance of suppliers• maintain good working relationships

with suppliers• evaluate purchasing procedures and

revise, as appropriate



10.4 ensure receiving procedures are followed Rationale:

• to minimize fraud and waste • to maintain quality of product

Knowledge of:• quality standards• organization’s product specifications • receiving procedures• terms of purchasing agreements, for

example: – line of credit available – method and schedule of payment – delivery schedule, including acceptable times of day for delivery

ability to: • monitor receiving procedures, including:

– comparing invoices to purchase orders and products received

– rejecting unacceptable product – reporting irregularities to appropriate staff

– processing invoices – storing and securing product as required

– updating inventory

• correct any deficiencies



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oPeratIons B11.OrganizeShifts

11. Organize Shifts11.1 schedule staff

Rationale:• to minimize labour costs• to allow smooth operation of organization• to meet service standards

Knowledge of:• scheduling policies and procedures• terms of collective agreement, if

applicable• provincial/territorial legislation, e.g.

employment standards, occupational health and safety

• labour budget

ability to:• determine staffing level requirements,

considering: – volume expectations, e.g. daily, weekly – budget restrictions, e.g. productivity – collective agreements – training activities

• project labour costs for scheduling period• draft schedule, considering:

– hours of operation – strengths, weaknesses, experience and productivity of staff members

– overtime – breaks – level of business, e.g. special events, expected volume of sales

– employee safety, e.g. two people scheduled to close

– size of facility – staff requests, e.g. vacation – legislation – labour costs

• review schedule to ensure all shifts are covered

• finalize schedule • post and distribute schedule as required • notify staff members of changes made

after posting



11.2 follow opening procedures Rationale:

• to open on time• to improve efficiency • to increase staff performance and morale

Knowledge of:• opening duties to be completed by staff,

for example: – prepare cash floats – clean service and production areas – prepare facility for shift

• staffing requirements

ability to:• review log book• ensure closing duties of previous shift

have been completed• check arrival of staff:

– ensure adequate number of staff – verify proper attire

• confirm: – food and beverage specials for day – product shortages – back orders

• encourage and motivate staff• ensure staff opening duties are completed

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oPeratIonsB 11.OrganizeShifts

• hold staff briefing to cover, for example: – menu items, e.g. specials, substitutions and out-of-stock items

– questions – business forecast – review of service standards – reservations – marketing and promotions, e.g. special event, particular special

– new policies and procedures – motivation

• walk through facility to confirm readiness for opening

• ensure coordination between front and back of house

• take corrective action immediately as required

• unlock doors


Frequency: daily

11.3 manage shift Rationale:

• to ensure quality guest service• to maintain consistency • to coach staff• to provide management presence • to ensure smooth running of operation

Knowledge of:• service standards• organization’s policies and procedures• provincial/territorial legislation

ability to:• monitor operations during shift to ensure:

– adherence to policies, procedures and legislation

– adequate staff levels

– guest and staff safety – guest satisfaction – quality products, e.g. presentation, portion, preparation

– excellent service – promotion of products – clean, comfortable surroundings and atmosphere

– proper cash handling

• respond to needs, for example: – assist staff when necessary – restock supplies as needed, e.g. paper products in washrooms

– accommodate special requests

• follow up: – take corrective action, as necessary – use log book to report shift activity to next shift


Frequency: daily

11.4 follow closing procedures Rationale:

• to maintain appearance of facility• to improve efficiency, e.g. opening will

be easier • to maintain security of premises

Knowledge of:• closing duties to be performed by staff,

for example: – turn off equipment – store product properly and safely – extinguish candles – dispose of waste – organize recyclables – restock glassware for next shift

• organization’s policies and procedures

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oPeratIons B11.OrganizeShifts

ability to:• follow established inventory, cash and

point-of-sale procedures, e.g. clear point-of-sale system

• run daily reports, if applicable, e.g. sales reports, guest count

• complete documentation for shift, e.g. log entry, time sheets, labour/product cost records

• secure float and cash deposits, e.g. lock in safe

• remove menu inserts and clear reader boards

• ensure closing duties are completed• conduct security check, including

thorough walk-through of facility, e.g. check washrooms and stairwells, ensure staff have left building safely, ensure storage areas are locked

• set alarm, if applicable • ensure exits are secure


Frequency: daily

12. Manage Functions12.1 book functions

Rationale:• to meet guests’ needs• to diversify revenue sources

Knowledge of:• food and beverage products• facility features• organization’s policies and procedures

ability to:• answer inquiries of prospective convenor• gather information from confirmed

convenor• confirm ability to meet requirements

with chef• complete function sheet, for example:

– date – time – budget – food and beverage requirements – dietary needs or restrictions – audio-visual requirements – room set-up – number of confirmed guests



note: this subskill is performed more frequently in a hotel or banquet environment

12.2 organize functions Rationale:

• to meet guests’ needs• to provide staff with necessary

information and resources

Knowledge of:• details of function sheet

ability to:• book required space• schedule employees • check supplies• make arrangements to receive convenor’s

items (e.g. flowers) if applicable• communicate activities and

arrangements to employees• complete necessary documentation, e.g.

liquor permit, invoices• verify function details with convenor,

including payment details• confirm arrangements with outside

suppliers as date approaches




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oPeratIonsB 12.ManageFunctions

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oPeratIons B12.ManageFunctions

12.3 supervise functions Rationale:

• to provide quality control• to meet guests’ needs

Knowledge of:• details of function sheet• service standards• provincial/territorial and federal

legislation, e.g. responsible beverage service, health and safety

ability to:• communicate with convenor throughout

function• monitor employees’ needs, e.g. give breaks,

reassign duties • oversee food and beverage service• record head count:

– confirm with convenor

• ensure that tables are cleared after meal is completed

• monitor appearance of facility and surrounding areas, e.g. washrooms, lobby:

– ensure cleanliness and adequate supplies

• initiate clean-up procedures, e.g. return stock, linen and dishes; remove garbage




12.4 complete follow-up Rationale:

• to provide quality control• to fulfill commitments• to identify ways to improve functions

Knowledge of:• details of function sheet

ability to:• return rental items• contact convenor:

– check satisfaction – respond to convenor’s comments, e.g.

thank convenor, resolve complaint – conduct billing review

• inform employees of comments received from convenor

• seek feedback from staff about function • complete documentation, e.g. post-

event report




HeaLtH and saFetYC13. Apply Sanitation and Storage

Guidelines13.1 apply sanitation guidelines

Rationale:• to maintain sanitation standards of

operation• to encourage repeat business• to protect health of guests and employees • to avoid waste• to avoid legal actions

Knowledge of:• sanitation guidelines, e.g. Hazard analysis

Critical Control point (HaCCp)• areas that require monitoring, including:

– equipment/utensils – products – food handling – personal hygiene – housekeeping – non-food supplies – poisonous substances – warewashing and sanitizing – critical control for contamination hazards

– equipment temperatures – plumbing – ventilation – lighting – washrooms – waste – rodents and insects

• inspections and other sanitation-related services that should be provided by professionals

ability to:• develop or update checklists for

inspection procedures: – use Canadian Restaurant and Foodservices association (CRFa) Sanitation Code or provincial/territorial health guidelines

• train staff to meet sanitation standards of operation

• perform scheduled inspection on regular basis:

– use checklists – note infractions and corrective actions

• conduct spot checks outside of scheduled inspections

• guard against food contamination, for example:

– enforce good personal hygiene habits – ensure clean and sanitized utensils and food contact surfaces

– monitor handling of non-food supplies, e.g. linens, toxic materials, single-service items

• verify warewashing equipment is: – properly filled with chemicals – dispensing at appropriate concentrations

– clean and in proper operating condition, e.g. correct temperature

• ensure corrective actions are carried out, for example:

– use approved chemicals and procedures – eradicate insects and rodents

• work with local authorities: – establish working relationships with local health inspectors and municipal authorities

– assist with inspections as requested

• record and file internal and external inspections

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HeaLtH and saFetY C13.ApplySanitationandStorageGuidelines


Frequency: daily

13.2 apply food and beverage storage guidelines

Rationale:• to reduce waste • to maintain orderly storage area• to maintain product quality and prevent

food-borne illness• to control insects and rodents • to monitor rates of use of each product • to adhere to legislation

Knowledge of:• food and beverage storage legislation and

guidelines

ability to:• train staff how to store food and beverage

products• ensure door seals are intact • locate high-use items near entrance of

storage area, if possible • store food and beverage products

separately from cleaning products and equipment

• date-stamp and label products, e.g. note dates items are opened

• use first-in, first-out (FIFO) rotation • store perishables and dry goods according

to legislation requirements • make sure that for coolers and freezers,

for example, to: – place wine, liquor, beer and food on skids or shelves

– allow horizontal and vertical space around and between items

– store items at least 15 cm/6 in above floor

– store prepared food away from and above raw food

• verify proper temperature, lighting and humidity of food and beverage storage areas, e.g. freezers, refrigerators:

– place thermometer in warmest spot and ensure temperature range is appropriate

– record results

• ensure storage areas are free from: – dust and mildew – decaying food – odours – debris – insects and rodents

• check dated items before use: – take necessary action, e.g. return items for credit, dispose of items

• monitor waste and spillage • conduct spot checks to ensure guidelines

are being followed• take action to address discrepancies, e.g.

review security procedures


Frequency: daily

13.3 monitor handling of high-risk products Rationale:

• to reduce risk of contamination • to protect guests and staff• to reduce waste • to meet sanitation guidelines and

legislation

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HeaLtH and saFetYC 13.ApplySanitationandStorageGuidelines

Knowledge of:• items that are susceptible to

contamination, for example: – raw foods, e.g. meat, poultry, seafood, eggs

– milk and dairy products, e.g. cream-based liqueurs

• guidelines for Hazard analysis and Critical Control points (HaCCp)

• legislation and guidelines for safe handling of food and beverage products, e.g. temperature requirements for storing poultry, milk and seafood

ability to:• monitor critical control points during:

– purchasing and receiving – storage – thawing – cooking – cooling and chilling – re-heating

– hot-holding – distribution – service – multiple-step preparation – large volume and special preparations (non-routine)

• prevent cross-contamination, for example: – clean and disinfect kitchen equipment – clean and disinfect cutting boards – store cooked products above raw products

• communicate risks associated with high-risk menu items to staff

• conduct spot checks to ensure proper handling procedures are being followed

• take corrective action as needed


Frequency: daily

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HeaLtH and saFetY C14.ApplySafetyandSecurityGuidelines

14. Apply Safety and Security Guidelines14.1 enforce safety guidelines

Rationale:• to prevent potential accidents or incidents • to protect organization’s property• to reduce liability

Knowledge of:• safety legislation and guidelines, e.g.

occupational health and safety

ability to:• prepare for emergencies related to supply

of services, e.g. oil, gas, electric: – ensure all major service panels are clearly labelled

– establish procedures for emergency shut-off of services

– ensure that emergency lighting systems are in good working order

– post names and phone numbers of relevant local service authorities and other individuals, e.g. owner, manager

• liaise with local authorities: – establish working relationships with local safety inspectors and municipal authorities

• verify fire detection and fire extinguishing equipment is available and in proper operating condition:

– check smoke detectors, including batteries

– ensure fire extinguishers are correctly labelled, accessible and located close to potential fire sources

– inspect, test and service fire extinguishers according to municipal or provincial/territorial guidelines

• check that first-aid and emergency equipment is available as specified by provincial/territorial guidelines

• conduct safety inspections and spot checks of premises:

– look for fire hazards, including blocked stairways, fire exits or exits, improperly stored hazardous materials and improper ventilation

– identify and correct potential problems – record inspections and spot checks

• post procedures to be followed in case of fire, including:

– location of all fire exits and emergency exits

– building plan and escape routes – special instructions, e.g. restricted use of elevators

– responsibilities of staff and management for themselves, guests and facility

– any procedures regarding equipment, security and/or communication with municipal authorities

• communicate safe work practices to staff, e.g. discuss at staff meetings

• make sure staff are trained in safety and emergency guidelines

• ensure accident log book is completed after each incident including:

– date and time of incident – individuals involved – loss and/or damage incurred – actions taken in response – actions taken to prevent repeat occurrence



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HeaLtH and saFetYC 14.ApplySafetyandSecurityGuidelines

14.2 follow emergency guidelines Rationale:

• to increase guest and staff safety • to minimize impact of emergency

situation on individuals and organization • to ensure compliance with legislation

Knowledge of:• locations of emergency equipment, e.g.

first-aid kit, fire alarm, fire extinguisher • procedures for different types of

emergencies, e.g. flood, fire • qualified in-house emergency-response

personnel • telephone number of emergency

personnel or local authority, e.g. 911

ability to:• remain calm• act quickly • assist guests, if needed• assess level of risk to self• attend to immediate dangers first• report emergency:

– contact emergency personnel or delegate to responsible individual

– provide requested information, e.g. nature of emergency, location

– follow instructions, e.g. evacuate building

• direct emergency personnel to location of emergency upon their arrival

• record details of emergency, e.g. complete incident report

• follow up, if applicable, for example: – report to appropriate individuals, e.g. occupational health and safety committee, management team

– review staff training procedures



14.3 handle fire extinguisher Rationale:

• to protect property• to maximize public safety • to minimize damage and injury • to avoid possible misuse

Knowledge of:• symbols and combustive materials for fire

classes a, B and C

ability to: • attempt to control small fires only • use proper extinguisher for type of fire• maintain safe but effective distance

from fire • use p.a.S.S:

– pull safety pin – aim at base of fire – Squeeze trigger of extinguisher – Sweep from side to side, past edge of fire and back

• for Class a fires: – break fuel source apart and continue to soak with extinguisher

• for Class B fires: – continue discharging after flame is out to prevent flashback

• for Class C fires: – shut off electrical current as soon as possible



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HeaLtH and saFetY C14.ApplySafetyandSecurityGuidelines

14.4 use Workplace Hazardous Materials Information System (WHMIS)

Rationale:• to ensure safety of guests and staff• to minimize impact of emergency

situation on individuals and organization • to ensure compliance with legislation

Knowledge of:• key elements of WHMIS, including:

– labels on hazardous materials – material safety data sheets (MSDS) – worker education programs

ability to:• ensure staff follow manufacturer’s

instructions when using and storing chemicals or hazardous materials

• review and update employee training as needed:

– base training on chemicals and hazardous materials used

• ensure MSDS are accessible to all employees

• ensure personal protective equipment is available and used when necessary, e.g. rubber gloves, goggles



14.5 enforce security guidelines Rationale:

• to prevent security problems• to protect property and staff

Knowledge of:• organization’s policies and procedures

ability to:• limit distribution of keys, for example:

– distribute keys to authorized personnel only

– have individuals sign for keys – communicate that keys can only be duplicated with permission

– ensure all keys are collected from individual whose employment is terminated

• control use of organization’s property: – ensure employees sign property release form for any property taken off site

• provide secure area for: – staff member’s personal items during work hours

– lost and found items

• secure storage areas and high-cost items, e.g. fit liquor cabinets with locks

• conduct regular spot checks for security problems:

– identify potential security problems, e.g. access through back door, areas left unlocked

– ensure locks are in place when necessary

– make sure unauthorized personnel are not in areas where they should not be

• correct identified security problems immediately:

– notify staff members of any required changes in procedure

• record inspections and actions taken


Frequency: daily

MarKetInGD15. Market Products and Services

15.1 build menu Rationale:

• to make adjustments to existing menu, e.g. add or drop items, change portion or product in standard recipe

• to present product in an effective manner• to maximize contributions• to emphasize and promote organization

concept

Knowledge of:• food ingredients• methods of food preparation, e.g. roast,

bake, broil• beverage ingredients• methods of beverage preparation, e.g. stir,

build, blend• acceptable quality with regards to

appearance, temperature, aroma, taste and texture

• cost considerations• menu design principles• reasons to develop or modify menu• pricing methods• principles of sales and marketing

ability to:• review current menu, including:

– sales reports, e.g. costs, contribution margin

– feedback from staff and guests – menu engineering

• conduct market research, e.g. competitors’ products, trends

• consult with culinary team to: – review strengths and weaknesses of menu items

– discuss ideas for new menu items

• coordinate menu tastings: – invite key staff, e.g. other managers, senior kitchen and serving staff

– review presentation, taste, cost – provide feedback – make recommendations

• confirm menu item selections with chef• price menu items considering:

– cost of providing product, e.g. labour, cost of product, overhead

– competitors’ prices – guests’ expectations – general economic conditions – organization goals and policies – demand for product, e.g. trend towards specific product

• design menu considering menu engineering concepts, e.g. highlight new items, use boxes to highlight high-contribution items:

• adhere to truth in advertising guidelines, for example:

– do not substitute margarine for butter if butter is listed

– ensure items labelled as low-fat meet legislated requirements

• print menu, e.g. in-house, commercial printer:

– proofread sample before full production



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MarKetInG D15.MarketProductsandServices

15.2 implement menu Rationale:

• to create confidence of self, staff and guests

• to avoid liability, e.g. allergy problems • to encourage consistency in product and

presentation • to control costs and minimize inventory

Knowledge of:• organization’s policies and procedures• production steps for promotional

materials• new menu, including ingredients and

methods of preparation• service standards

ability to:• introduce staff to new menu, for example:

– conduct tastings – provide ingredient lists – indicate methods of preparation – show proper presentation – review sales strategies, e.g. wine pairings

• ensure point-of-sale system is updated• make sure website is updated• confirm promotional materials are

updated



15.3 analyze sales Rationale:

• to determine how well products are selling

• to review pricing strategies • to maximize sales • to gather information for menu building

Knowledge of:• point-of-sale system• sales concepts• organization’s sales targets

ability to:• generate reports from point-of-sale

system• review reports to determine:

– cost of sales for each category or item – percentage of total sales for each category or item

• analyze reports by identifying high- and low-:

– volume sales items – cost items – contribution margin items

• determine appropriate response, for example:

– change portion or product in standard recipe

– re-design presentation



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MarKetInGD 15.MarketProductsandServices

15.4 organize marketing activities Rationale:

• to increase sales • to introduce new product or service • to stimulate demand in down period • to enhance operation’s image • to create interest and attract new guests

Knowledge of:• current trends• present business concept • pricing objectives • results from past promotions, e.g.

response to coupon blitz • high- and low-selling menu items• high- and low-selling periods, e.g. daily,

weekly, monthly • competitors’ product and marketing

activities

ability to:• identify marketing opportunities, for

example: – advertising, e.g. print, electronic media, live remotes, reader boards

– in-house opportunities to make better use of existing resources, e.g. offer late-night desserts, promote dinner at lunch

– community involvement and partnerships, e.g. sponsorships, participation in local events

– building relationships with neighbourhood businesses and associations, e.g. local business improvement zones

– industry trends, e.g. designated driver programs

– cross-promotions (e.g. restaurant and gas station) and joint promotions (e.g. pair up suppliers)

• plan marketing activities: – consider effect on business concept – set objectives that are clear, specific and measurable, e.g. increase dessert sales by 25% for month

– assign associated costs and timelines to planned activities

– seek input from staff and management team

– test ideas, if appropriate, e.g. experiment with daily specials, change music selection

– present ideas to management team for approval, if required

• communicate plan to staff and management team, as required

• schedule staff and resources • delegate responsibilities • train staff • carry out marketing activities• monitor activities:

– document costs and results

• evaluate effectiveness of marketing activities, for example:

– compare actual to forecasted sales – measure changes in business levels, e.g. increased traffic or phone calls

• file information about marketing activities for future reference



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MarKetInG D15.MarketProductsandServices

15.5 maintain competitive edge Rationale:

• to be aware of actual and potential competition

• to stay alert to the need to change • to set competitive prices • to define market differences

Knowledge of:• competitors• current trends• target market

ability to:• select information to be collected about

competition, for example: – number of facilities – type of facilities – menu offerings and prices – number of seats – atmosphere – quality of product and service – advertising – community and business affiliations, e.g. owned by multinational corporation, political connections

– management and staff

• use strategies to collect information, including:

– conduct personal visits – use mystery shopper visits – use surveys – obtain public information – talk to industry peers – review competitors’ advertisements

• take advantage of competition, for example:

– implement promotions that challenge competition’s competitive advantage

– change own prices and/or menu offerings

– make direct comparisons, without naming competitor, to emphasize own strengths

– build on successes of competitors – promote signature items that emphasize property’s uniqueness



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HuMan resource ManaGeMentE

16. Hire Staff16.1 determine staffing needs

Rationale:• to match staffing levels to business

volume• to manage staff workload• to control labour costs

Knowledge of:• organization’s structure• business volume• organization’s policies and procedures

ability to:• identify human resource needs,

considering: – season – part-time versus full-time requirements – staff turnover – current workload of staff

• determine number of staff required: – assess departmental structure – determine positions required – determine staffing levels, i.e. number of staff required in each position during each shift



16.2 develop job descriptions Rationale:

• to define expectations for benefit of staff and management

• to allocate work in fair and efficient manner

• to assist in evaluation of individuals • to attract suitable individuals to positions

Knowledge of:• provincial/territorial and federal

legislation, e.g. human rights, employment standards

• collective agreement• content commonly included in job

descriptions, for example: – job title – general duties – specific tasks – reporting structure and title of direct supervisor

– tools and equipment used – qualifications required, including knowledge, skills and attitude

– hours of work, e.g. shifts, overtime – performance expectations – frequency and time frame of tasks – how performance will be evaluated

• sources of job descriptions, e.g. Internet, organization

ability to: • determine components required by

organization for job descriptions• adapt content for job descriptions to suit

organization• review and update job descriptions as

required



16.3 recruit staff Rationale:

• to ensure adequate staffing levels • to promote organization’s image as

desirable employer • to minimize financial impact of having

job vacancies

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HuMan resource ManaGeMent E16.HireStaff

Knowledge of:• organization’s policies and procedures• provincial/territorial and federal

legislation, e.g. human rights, employment standards

• characteristics of job that would attract job seekers, e.g. flexible hours

• internal recruitment methods, e.g. promotion, transfer, employee referrals, job posting

• external recruitment methods, e.g. newspaper ads, agencies, personal contact referrals, educational institutions, Internet job sites, job fairs

ability to:• respond to recruitment needs, for

example: – vacancies – expansion – position mergers – reclassification of duties

• choose recruitment methods, considering: – internal and external options – costs associated with method – target market, e.g. location, skill level, age range

– organization’s desired image

• create job advertisement or posting, including, for example:

– position title – major job responsibilities – education and work experience required

– required and preferred qualifications – contact person’s name – when and how to contact

• review advertisement or posting to ensure it:

– is precise and accurate – is consistent with organization’s image, e.g. logo, design

– complies with human rights legislation

• accept applications or résumés from candidates

• review applications or résumés: – compare application forms or résumés to job description

– eliminate applications that do not meet minimum requirements

• select applicants for interviews • contact applicants about status of

their applications as indicated in advertisement or posting



16.4 interview applicants Rationale:

• to increase chance of hiring right person for job

• to select person that fits best with organization’s philosophy

• to promote organization’s image as desirable employer

• to establish positive relationship with future employees


legislation, e.g. human rights, employment standards, personal information protection

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HuMan resource ManaGeMentE 16.HireStaff

• job and organization, for example: – organization’s philosophy and goals – job requirements and standards – details of position

• types of questions used in job interviews, e.g. open-ended, behavioural

• information about candidates that should be collected, for example:

– strengths and weaknesses – service attitudes, for both front- and back-of-house positions

– career goals – when candidate is available to start, if offered position

ability to:• prepare for interviews:

– determine if interview will be conducted by one interviewer or panel

– set schedule for interviews – confirm times with applicants – prepare list of questions relevant to information required

– establish objective criteria for rating applicants

– select quiet, comfortable place for interview where interruptions will be minimal

• conduct interview: – greet applicant and put at ease – treat all applicants as guests – provide information about organization and job

– solicit responses to questions – observe applicant’s body language – avoid leading applicants to responses – discuss mutual expectations – provide applicant with opportunity to ask questions

– explain selection process, e.g. indicate when decision will be made

– thank applicant – record results of interview, e.g. note observations, score responses



16.5 follow selection process Rationale:

• to hire most suitable individual for job




ability to:• rank applicants according to

predetermined criteria • check references of top-ranking

applicants: – verify information gathered in interview

– ask standard questions – check information about character and job history with former employers

• conduct additional interviews, if necessary, depending on:

– internal structure and policy of organization

– number of suitable applicants

• select most suitable applicant • make job offer, outlining:

– starting wage and benefits

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HuMan resource ManaGeMent E16.HireStaff

51

– starting date – probation period and performance review system

– work schedule – job description and responsibilities – overview of training – organization’s policy, e.g. dress code and grooming, staff entrance

– special conditions of employment, e.g. shift work

• contact next-most suitable applicant if selected applicant refuses

• have successful candidate sign job offer, if applicable

• notify unsuccessful interviewees that position has been filled, if applicable



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HuMan resource ManaGeMentE 17.TrainStaff

17. Train Staff17.1 provide orientation to new staff

Rationale:• to make staff feel welcomed and informed • to initiate proper training • to ensure consistency in staff knowledge • to reinforce goals and expectations of

organization • to establish realistic expectations among

employees • to enhance employee morale and

employee/management relations • to reduce turnover

Knowledge of:• purpose of orientation• new employees’ information needs

ability to:• establish or update orientation checklist

with information about: – organization’s philosophy, mission statement, vision, goals and objectives, history, structure

– policies and procedures, e.g. health and safety, emergency

– chain of command – products and services – facility layout – job information, e.g. job description, rate of pay, pay period, scheduling

– employee handbook – collective agreement, if applicable – employee forms, e.g. tD1, bank deposit – terms of probation – frequency of performance reviews – training activities overview

• schedule orientation: – ensure essential information is provided on or before employee’s first shift

– organize time, resources and personnel

• conduct orientation based on checklist• check employee’s understanding of job

functions: – encourage questions from employee – finalize documentation for employment, e.g. personnel file, signed orientation checklist



17.2 organize staff training Rationale:

• to provide employees with the ability to meet product and service standards

• to provide training that is comprehensive and coordinated

• to foster loyalty and commitment in employees

Knowledge of:• importance of training to staff and

organization’s success• training opportunities relevant to

employees

ability to:• determine training needs:

– review organization’s objectives – identify skills and knowledge required as outlined in job descriptions

– compare actual to expected performance

– note shortcomings – seek employee input – review past training objectives and results for suitability

– consider training needs and commitments noted on individual staff performance reviews

• identify training options: – consider both in-house and external training programs

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HuMan resource ManaGeMent E17.TrainStaff

• review budget: – analyze cost-effectiveness of training options

– consider costs versus benefits of proposed training to organization

– adjust budget if required

• select most suitable training options • schedule training:

– adjust work schedules to accommodate training

• keep record of training each employee completes



17.3 develop training outlines Rationale:

• to provide training suited to organization’s and employees’ needs

Knowledge of:• delivery methods, e.g. on-the-job,

classroom, online• format of training outlines• subjects to be covered• training techniques suited to different

learning styles

ability to:• determine if training will be done one-on-

one or in group setting • establish measurable and specific

learning objectives• define objectives in performance terms, as

indicated in job descriptions • decide on content • indicate time frames, allowing adequate

time for presentation, practice and follow-up activities

• identify resources and materials required, e.g. aids, handouts

• specify duration

• select methods of evaluating progress and outcomes

• choose follow-up activities



17.4 conduct training sessions Rationale:

• to promote training culture in organization

• to increase competency of staff, e.g. improved selling skills

• to provide staff with tools and expertise to enhance guests’ experiences

• to promote job satisfaction • to reduce stress, absenteeism and

turnover

Knowledge of:• training outline• facilitation techniques• subjects to be covered• training techniques suited to different

learning styles

ability to:• prior to session:

– determine who should attend training – tailor outline to trainees’ needs – inform employees about goals of training

– prepare self and materials

• at beginning of session: – review goals, activities and evaluation method

– clarify purpose of training

• during session: – follow training outline – put trainees at ease, e.g. minimize fear and lack of confidence

– encourage questions

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HuMan resource ManaGeMentE 17.TrainStaff

– reinforce participation with positive feedback

– supply information and demonstrate procedures

– adjust pace to suit needs of trainees – offer opportunities for practice – provide immediate feedback on progress toward learning goals

– test understanding of information – solicit feedback about content of training session and trainer

• after session: – make recommendations to employee’s supervisor

– note recommended improvements to training outline and delivery, e.g. change activities, update training aids, modify personal presentation techniques



17.5 establish in-house trainers Rationale:

• to provide quality in-house training • to provide consistency in staff knowledge

and service standards• to benefit from expertise and experience

of employees • to increase comfort level of employees

through peer support • to increase job satisfaction and

development opportunities for in-house trainers

Knowledge of:• service standards• organization’s policies and procedures

ability to:• choose employees who demonstrate

desired training qualities, including: – credibility with other staff – good communication skills – ability to be flexible – patience – knowledge of performance standards – consistent performance to standards – interest in training

• provide training to designated in-house trainers that covers required skills and knowledge:

– subject matter expertise – creating training activity checklists and training aids

– demonstration skills – questioning skills – coaching skills – providing positive reinforcement – giving constructive feedback – conducting evaluations – encouraging learning

• provide opportunity to practice training, e.g. role play, conduct small training session

• define parameters of training responsibilities, e.g. how often training will occur, positions and skill levels of trainees

• recognize trainers’ contributions, e.g. offer incentive or wage premium



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HuMan resource ManaGeMent E18.ManageStaffPerformance

18. Manage Staff Performance18.1 coach staff

Rationale:• to help staff improve their performance• to help staff increase their comfort levels

and job satisfaction• to improve organization’s performance• to ensure consistency of performance• to validate training

Knowledge of:• importance of feedback and coaching• methods of recognizing and rewarding

employees

ability to:• create a positive, comfortable

environment to put employees at ease• clarify expectations• observe employees on the job• provide feedback on desired and

undesired behaviours• give feedback to employees as soon

possible, depending on the situation• reinforce desired behaviours, e.g. say, “you

performed that task very well.”• correct undesired behaviours:

– specify what they did and should have done instead in positive manner

– demonstrate task, if appropriate

• offer praise in public and constructive criticism in private

• do not overload employees with information:

– select information to share based on value it has for learners’ and organization’s performance

• be available for employees who have questions

• tailor coaching to individual employees: – consider what motivates each employee to improve his/her performance

– adjust communication style to suit his/her preferences

• use mistakes as a learning opportunity, e.g. provide feedback about how to handle situation next time


Frequency: daily

18.2 handle performance problems Rationale:

• to maintain productivity • to improve staff morale • to avoid liability • to maintain integrity of discipline process • to create safe and fair work environment

Knowledge of:• organization’s policies and procedures• conflict resolution• factors that affect employee performance,

for example: – workplace conditions, e.g. ventilation, layout, number of hours worked

– availability and condition of tools and equipment

– personal problems – management actions, e.g. inconsistency, favouritism

– relationship between performance and rewards, e.g. compensation

– treatment by guests – opportunities to participate in decision-making process

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HuMan resource ManaGeMentE 18.ManageStaffPerformance

ability to:• respond consistently and fairly to

behaviour problems • identify problems and deal with them as

soon as possible• investigate and review all facts before

acting: – speak to all individuals involved in situation

– listen and respond to employees

• refrain from: – addressing discipline problems when emotionally charged, i.e. allow time for emotions to subside

– confronting individual in front of guests or other employees

• discuss performance that is below standard:

– review organization’s policies

• involve employee in setting up plan to improve performance, e.g. agree on expectations and goals

• follow up• if disciplinary action is required:

– treat disciplinary action as opportunity to correct undesirable behaviour

– explain to employee why action is warranted, e.g. performance, conduct

– review consequences of employee’s actions

– ask employee to respond – determine level of disciplinary action, e.g. oral warning, written warning, suspension, dismissal

– apply any appropriate penalties suited to undesirable behaviour consistently

– identify desirable behaviour for future

• document discussions and any disciplinary action:

– ask employee to sign document – file document in employee’s file

• send copy of record of disciplinary action to employee and to union representative, if necessary

• provide coaching and counselling, if appropriate



18.3 conduct performance reviews Rationale:

• to improve staff performance and morale • to improve organization’s performance • to document performance

Knowledge of:• job description• performance expectations • factors that affect employee performance• organization’s policies and procedures

ability to:• prepare for performance review:

– review employee file to collect information about previous reviews, reprimands, promotions

– rate employee performance against job description using established review form, if available

– seek input from management team – encourage employee to assess own performance

– set date and time – select private and comfortable place

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HuMan resource ManaGeMent E18.ManageStaffPerformance

• greet employee and put at ease • discuss present position and long-term

goals, considering: – employee self-assessment – strengths and weaknesses – training needs – employee’s career goals

• talk about changes in job description and new performance expectations

• advise employee of changes to wages/salary, if necessary

• ask employee to identify short-term goals: – set time frame

• offer honest feedback and encouragement, e.g. positive reinforcement, constructive criticism:

– offer recommendations for improvement

• set date for next review • after performance review:

– document the review, noting obligations of both parties and employee’s comments

– have both parties sign review – place review in employee’s file

• follow up, e.g. provide additional training, monitor progress



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HuMan resource ManaGeMentE 19.DismissorLayOffStaff

19. Dismiss or Lay Off Staff19.1 dismiss staff

Rationale:• to maintain integrity of organization’s

reputation • to protect investment • to avoid liability • to maintain staff morale • to create safe work environment



• organization’s policies and procedures• terms of collective agreement, if

applicable

ability to:• be aware of potential allegation of

wrongful dismissal: – seek legal advice, if required

• advise employee of dismissal in private: – have witness/union representative present

• take security measures, for example: – ensure employee pays outstanding accounts

– collect organization’s property, e.g. picture identification, keys and passes, credit cards, purchase orders, tools and equipment

– escort employee from premises – change access and security codes, if necessary

• process dismissal immediately: – finalize payroll – remove from organization’s benefits program

– provide separation documents, e.g. record of employment

– provide details of compensation and benefits, if applicable, e.g. holiday pay, group insurance

– provide copies of other documentation, if requested, e.g. written warnings, organization policy, performance reviews

• follow up, for example: – notify others who may be affected, e.g. guests, employees, suppliers

– complete personnel file



19.2 lay off staff Rationale:

• to have employee leave on positive note




ability to:• advise employee of layoff in private:

– have witness present – state reason for layoff and effective date

• offer assistance, if applicable, e.g. counselling

• provide feedback on employee’s performance and efforts

• ask for feedback and recommendations for improvement

• discuss possibility of rehiring

• take security measures: – ensure employee pays outstanding accounts

– collect organization’s property, e.g. keys

• follow up, for example: – finalize payroll – provide separation documents – notify others who may be affected – complete employee’s file



19.3 process resignations Rationale:

• to have employee leave on positive note • to use employee’s feedback to improve

organization • to retain employee if possible

Knowledge of:• value of exit interviews• provincial/territorial and federal


• terms of collective agreement, if applicable

ability to:• accept written resignation• conduct exit interview:

– determine reason for resignation – provide feedback on employee’s performance and efforts

– ask for feedback and recommendations for improvement

• consider opportunities to keep employee on staff, e.g. re-train for alternate position, provide raise

• follow up, for example: – collect organization’s property – ensure employee pays outstanding accounts

– provide separation documents – complete personnel file – notify others who may be affected, e.g. suppliers, employees

– finalize payroll and remove employee from organization’s benefits package



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HuMan resource ManaGeMent E19.DismissorLayOffStaff

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HuMan resource ManaGeMentE 20.ManageWithinUnionEnvironment

20. Manage Within Union Environment20.1 prevent grievances

Rationale:• to handle complaints before they become

formal grievances

Knowledge of:• terms of collective agreement• conflict resolution

ability to:• ensure that employees or their

supervisors communicate concerns immediately

• provide forum for employees to express their comments and concerns, e.g. employee feedback cards

• investigate employee comments or concerns

• give serious consideration to all comments or concerns

• resolve comments and concerns as promptly as possible

• encourage employees to participate in problem-solving



20.2 respond to grievances Rationale:

• to encourage workplace harmony • to address employees’ concerns • to meet requirements of collective

agreement • to create closure on outstanding issues

Knowledge of:• terms of collective agreement

ability to:• maintain positive approach • define nature of grievance • collect information and review facts • meet with employees and union

representatives to discuss grievance • determine appropriate action • communicate action in writing to union

representative, through human resource department, if applicable



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a. readInG text .....................................................................................................................................................................62

B. docuMent use .................................................................................................................................................................. 64

c. wrItInG .............................................................................................................................................................................. 66

d. nuMeracY ...........................................................................................................................................................................67

e. oraL coMMunIcatIon .....................................................................................................................................................72

F. tHInKInG sKILLs .................................................................................................................................................................75

1. Problem Solving ......................................................................................................................................................................................................752. Decision Making ......................................................................................................................................................................................................763. Critical Thinking ......................................................................................................................................................................................................774. Job Task Planning and Organizing .....................................................................................................................................................................785. Significant Use of Memory ...................................................................................................................................................................................786. Finding Information ...............................................................................................................................................................................................79

G. worKInG wItH otHers .....................................................................................................................................................79

H. coMPuter use ................................................................................................................................................................... 80

I. contInuous LearnInG ....................................................................................................................................................81

J. otHer InForMatIon .........................................................................................................................................................82

1. Physical Aspects ......................................................................................................................................................................................................822. Attitudes ....................................................................................................................................................................................................................833. Future Trends Affecting Essential Skills ............................................................................................................................................................83

A AppendixessentIaL sKILLs ProFILe

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AppendixA essentIaL sKILLs ProFILe

INTRODUCTIONFood and beverage managers direct, plan and control all aspects of food and beverage services in restaurants, dining rooms, hotels, resorts, convention centres, private clubs, institutions (e.g. military, hospitals) and similar organizations.

Food and beverage managers require excellent sales and customer service skills, proven human resource management skills, and good communication and leadership skills. Desired knowledge for this position includes knowledge of the products, services, sector, industry and local area, as well as knowledge of relevant legislation and regulations.

The most important Essential Skills for food and beverage managers are:

• Oral communication

• Critical thinking

• Job task planning and organizing

A.READINGTExT

Reading text refers to reading material that is in the form of sentences or paragraphs. Reading text generally involves reading notes, letters, memos, manuals, specifications, regulations, books, reports or journals. Reading text includes:

• forms and labels if they contain at least one paragraph;

• print and non-print media such as computer screen and microfiche text; and

• paragraph-length text within charts, tables and graphs.

The Reading Text Complexity Rating Scale ranges from Level 1 (least complex) to Level 5 (most complex). The typical text reading tasks of food and beverage managers are at Complexity Levels 2 to 4. Their most complex text reading tasks are at Complexity Level 4.

Examples

Food and beverage managers:

• read short text passages in catalogues and product information sheets. For example, restaurant managers read about equipment in suppliers’ catalogues. They read about special features and characteristics in product information sheets from suppliers. (2)

• read email messages and letters. For example, banquet and catering service managers read customers’ questions about menus, prices and services in faxed letters and email messages. Restaurant managers read email messages and letters in which suppliers confirm the availability of requested equipment. Managers in licensed establishments read about upcoming training seminars on socially responsible liquor services in letters from provincial ministries of health. (2)

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Appendix

• read short text passages on labels and in forms. For example, they read descriptions of equipment breakdowns and other incidents in logbooks. They read about customers’ areas of concern in comment forms. They read application notes, warnings and other text on labels of cleaning products. They read instructions for the safe handling and storage of these chemical products and notes about first aid in material safety data sheets. (2)

• read manuals and guides. For example, they may read nutrition guides to gain knowledge about food allergies and intolerances and restricted diets such as vegetarian, Heart Smart and high fibre/low protein. Restaurant managers may read software manuals and help files to review the operations needed to create work schedules, control product inventories, track sales and identify frequent customers. (3)

• read articles and features in newsletters and trade magazines. For example, they read articles and features in trade publications to stay abreast of trends in sustainable development, marketing, nutrition, hygiene and food safety. Banquet and catering service managers read articles in trade magazines to obtain ideas for menus, food presentation and table settings. (3)

• read short reports. For example, food concession managers read incident reports to clarify their understanding of recommendations to be implemented. They read audit reports to obtain confirmation of improvements to service and identify service features that fall below standards. (3)

• read standards, codes, rules and regulations. For example, they may review liquor legislation to verify regulations concerning the posting of licenses. They may review health, safety and sanitation legislation, and codes and regulations to ensure compliance. Food and beverage managers in hospitals and other organized workplaces may review clauses in collective agreements to find details of extended leaves for workers. (4)

ReadingProfile

PurposeforReadingTypeofText To scan for specific

information/to locate information

To skim for overall meaning, to get the ‘gist’

To readthe full text to understand or to learn

To read the full text to critique or to evaluate

Forms

Labels

Notes, Letters, Memos

Manuals, Specifications, Regulations

Reports, Books, Journals

OtherInformation

Food and beverage managers in bilingual communities may be required to read in both official languages.

AessentIaL sKILLs ProFILe

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B.DOCUMENTUSE

Document use refers to tasks that involve a variety of information displays in which words, numbers, icons and other visual characteristics (e.g. line, colour, shape) are given meaning by their spatial arrangement. Workplace examples of documents include graphs, lists, tables, blueprints, schematics, drawings, signs and labels.

If a document includes a paragraph of text, as may be the case on a label or a completed form, it is also included in section A. Reading text. Documents requiring the entry of words, phrases, sentences and paragraphs are also included in section C. Writing.

The Document Use Complexity Rating Scale ranges from Level 1 (least complex) to Level 5 (most complex). The typical document reading tasks of food and beverage managers are at Complexity Levels 1 to 3. Their most complex document reading tasks are at Complexity Level 3.

Examples


• locate data on labels and signs. For example, they scan labels on cleaning products to identify product names, hazardous ingredients, concentrations and other data. Managers for food service contractors, caterers and mobile food services identify street names on signs when travelling to new work sites. (1)

• obtain information from sketches, pictures and photographs. For example, they scan coloured photographs in trade magazines when searching ideas for menus, food presentation and table settings. (2)

• locate data in lists, tables and schedules. For example, they scan suppliers’ price lists to confirm prices on food and beverage products. They scan production preparation lists to determine duties to assign to staff. They scan tables to locate data such as hourly wages and hours worked by employees. They scan staff schedules to confirm workers’ shifts. (2)

• enter data into lists, tables and schedules. For example, they enter items to be discussed into meeting agendas. They enter data on sales, expenses, inventories and orders into various tables. They enter dates, hours and employees’ names into staff schedules. (2)

• locate data in forms. For example, they locate data such as dates and times of incidents, names of individuals involved, damages incurred and actions taken in logbooks. They locate the names, addresses and years of experience of applicants in job application forms. Catering service and banquet managers locate data such as dates, customers’ names and addresses, product identifiers, quantities ordered and modes of payment in purchase order forms. (2)

• locate dimensions, distances and other data on maps and scale drawings. For example, managers for food service contractors, caterers and mobile food services identify addresses for food deliveries on street maps. They may obtain dimensions of dining rooms on floor plans of venues for upcoming events. (2)

• enter data into forms. For example, they may enter names of representatives, types of goods supplied, minimum orders required and lines of credit available into vendor identification forms. They may enter data such as ingredients, amounts, methods of preparation, sizes of servings, methods of presentation, selling prices, costs and contribution margins into menu identification forms. They require data from several secondary sources to complete these forms. (3)

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Appendix

• locate data and identify trends in graphs. For example, they may scan graphs to identify industry trends and growth opportunities in the sale of food and beverage services. They may also analyze graphs to identify relationships between accommodations and food and beverage operations in hospitality businesses. (3)

ExamplesofCreatingDocuments


• create lists, tables and schedules. For example, they prepare lists of products to be purchased for menu items. They create wine and liquor lists. They create tables to track sales, inventories and orders. They prepare calendars and staff schedules for the production and delivery of food and beverage services to customers.

• may create sketches to illustrate place settings, seating plans and traffic flows. For example, catering service managers in convention centres may sketch seating plans for maîtres d’hotel and wait staff to facilitate setting up tables at catered events.

DocumentUseProfile


• read signs, labels or lists.• complete forms by marking check boxes, recording numerical information or entering words, phrases, sentences or texts of

a paragraph or more. (The list of specific tasks varies depending on what was reported.)• read completed forms containing check boxes, numerical entries, phrases, addresses, sentences or texts of a paragraph or

more. (The list of specific tasks varies depending on what was reported.)• read tables, schedules or other table-like text.• create tables, schedules or other table-like text.• enter information on tables, schedules or other table-like text.• obtain specific information from graphs or charts.• interpret information on graphs or charts.• interpret scale drawings (e.g. blueprints or maps).• take measurements from scale drawings.• make sketches.• obtain information from sketches, pictures or icons.


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C.WRITING

Writing includes:

• text writing and writing in documents such as filling in forms; and

• non-paper-based writing such as typing on a computer.

The Writing Complexity Rating Scale ranges from Level 1 (least complex) to Level 5 (most complex). The typical writing tasks of food and beverage managers are at Complexity Levels 1 to 4. Their most complex writing tasks are at Complexity Level 4.

Examples


• write reminders, notes to co-workers and short text entries in logbooks and forms. For example, they write notes to inform co-workers that inventories of particular items are low and that new supplies have been ordered. Catering service and banquet managers write brief comments about clients’ orders in purchase order forms. (1)

• write email messages and short letters. For example, banquet and catering service managers write email messages to answer customers’ questions about menus, prices and services. Restaurant managers write email messages to ask suppliers about the availability of equipment. They write letters of complaint to suppliers when products are damaged and below quality standards. (2)

• may write minutes of staff meetings. They summarize discussions, record decisions made and note items requiring follow-up. They use clear and concise language to ensure all parties share a common understanding of what was said. (2)

• write policies, procedures and standards. For example, they may write procedures for preventing incidents and responding to emergencies. They may write procedures for the safe and sanitary maintenance of facilities, equipment and supplies. They may write cash handling standards, dress codes and standards of service. (3)

• write job descriptions. They describe general duties, specific tasks to be performed, tools and equipment to be used, performance expectations, qualifications needed and other requirements. They must be explicit and precise to reduce ambiguity and possibilities for misinterpretation. (3)

• may write texts for leaflets, brochures, newspapers, newsletters and Internet sites to promote their food and beverage service establishments. For example, catering service and banquet managers write leaflets, brochures and texts for websites. They describe their organizations’ menu items and personalized services. They may also write newsletter articles about topics such as matching wines to foods. They gather, select and rewrite information from various sources for mixed audiences of industry professionals and gourmets. (4)

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Appendix

WritingProfile

PurposeforWritingLength

To organize/ to remember

To keep a record/to document

To inform/ to request information

To persuade/ to justify a request

To present an analysis or comparison

To present an evaluation or critique

To entertain

Texts requiring less than one paragraph of new textTexts rarely requiring more than one paragraph

Longer texts

OtherInformation

Food and beverage managers in bilingual communities may be required to write in both official languages.

D.NUMERACY

Numeracy refers to the use of numbers by workers and the requirement to think in quantitative terms in order to complete tasks. Two aspects of numeracy have complexity ratings: numerical calculation and numerical estimation.

Numerical calculation is rated within four different application settings as specific knowledge of concepts or procedures are exclusive to each setting:

• Money math—financial transactions, such as handling cash, preparing bills or making payments;

• Scheduling or budgeting and accounting math—managing time and money as resources, planning and monitoring their use, assessing best value, reducing waste;

• Measurement and calculation math—measuring and describing the physical world; and

• Data analysis math—analysis of numerical data such as extrapolation of information and determination of trends or statistically significant effects.

Numerical estimation refers to tasks involving any estimation (i.e. an approximation based on judgement) that results in a number.


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NumericalCalculation

The Numerical Calculation Complexity Rating Scale ranges from Level 1 (least complex) to Level 5 (most complex). The numerical calculation tasks of food and beverage managers involve:

• Money math at Complexity Levels 2 and 3;• Scheduling or budgeting and accounting math at Complexity Levels 2 to 4;• Measurement and calculation math at Complexity Level 1; and• Data analysis math at Complexity Level 3.

Examples


• may count cash and make change for sales of food and beverage products. (Money math) (2)• calculate and verify purchase order and invoice amounts. For example, they calculate and verify line amounts, taxes,

volume discounts and totals on purchase orders. (Money math) (3)• determine the lowest prices for materials and equipment. They check prices offered by several suppliers and determine

which suppliers offer the lowest prices. (Scheduling or budgeting and accounting math) (2)• may determine the costs and fair selling prices of menu items. They take into account the unit costs of ingredients and

labour, the number of servings per unit, the costs per portion and desired mark-ups. They factor in the probability of waste. (Scheduling or budgeting and accounting math) (3)

• may calculate amounts for accounts receivable and payable, bank reconciliations and summaries in general ledgers. For example, self-employed food and beverage managers add and subtract business transactions not listed on bank statements to produce monthly bank reconciliations. (Scheduling or budgeting and accounting math) (3)

• prepare resource allocation matrices, calendars and work schedules. For example, hotel food and beverage managers prepare calendars and staff schedules for the operation of kitchens, dining rooms and bars. They have to adjust calendars and schedules frequently because of sick leaves, staff shortages and other unexpected circumstances. (Scheduling or budgeting and accounting math) (4)

• prepare budgets. They calculate fixed costs for items such as linens and uniforms. They take into consideration the unit costs of labour and materials for food and beverage production. They factor in the probability of obtaining volume discounts. They need to be fairly accurate to minimize budget variances. (Scheduling or budgeting and accounting math) (4)

• collect and analyze financial data to improve profitability. For example, they analyze deviations from budgets and expected sales; they compare budgeted amounts to actual expenditures and expected sales to actual sales for all food and beverage products purchased and sold. They identify items that were underestimated and trends in prices of food and beverage supplies to improve the accuracy of future cost estimates and adjust prices. (Scheduling or budgeting and accounting math) (4)

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Appendix

• may calculate amounts for payroll, utility and tax accounts. For example, self-employed food and beverage managers calculate payroll amounts. They multiply hours worked by hourly rates and then deduct federal and provincial income taxes, contributions to pension plans and employment insurance fees. They must use different hourly rates for overtime and holidays. (Scheduling or budgeting and accounting math) (4)

• may prepare financial statements. For example, self-employed food and beverage managers prepare balance sheets, income and expense statements, and statements of cash flow. (Scheduling or budgeting and accounting math) (4)

• measure times, temperatures, volumes and weights. For example, cafeteria managers measure the temperatures of refrigerators, ovens and prepared foods to ensure food safety and to comply with public health regulations. Food service managers in long-term care facilities measure response times between residents’ requests for food and beverage services and the provision of services. Canteen managers measure volumes and weights of dry and wet food ingredients according to amounts specified in recipes. (Measurement and calculation math) (1)

• manage large inventories of materials, products and equipment. For example, they manage inventories of food and beverage products for sale. They manage inventories of food and beverage supplies, linens and smallware items. They establish desirable inventory levels and calculate turnover rates. They adjust inventory levels to reflect changing needs. They count inventories and calculate quantities needed to bring inventories to desirable levels. (Data analysis) (3)

• collect data and calculate basic statistics to describe food and beverage service operations and manage productivity. For example, food service managers in nursing homes calculate workloads such as average numbers of food deliveries made by aides to balance workloads. Cafeteria and canteen managers may calculate per-customer costs and compare these measures to recognized food cost standards. (Data analysis) (3)

NumericalEstimation

The Numerical Estimation Complexity Rating Scale ranges from Level 1 (least complex) to Level 4. The numerical estimation tasks of food and beverage managers are at Complexity Levels 1 to 3.

Examples


• estimate times to accomplish job tasks using past experience as a guide. For example, banquet managers may estimate times required to set up facilities prior to events and clean up afterwards. (1)

• estimate quantities of food and beverage supplies and human resources needed for food and beverage operations. For example, restaurant managers estimate numbers of workers required for service. Catering service managers use established guest-to-server ratios and adjust for complexity of menu items and distances between kitchens and tables. They may also estimate amounts of food needed, given numbers of guests and standard portion sizes. (2)

• estimate sales volumes for upcoming months. For example, they consider sales trends in previous months and years, strengths of local economies and general business conditions to predict sales volumes that may be achievable. (3)


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MathSkillsProfile

a. MathematicalFoundationsUsed

NumberConcepts

Whole Numbers Read and write, count, round off, add or subtract, multiply or divide whole numbers. For example, reading numbers of meals served; counting inventories; subtracting bottles on hand from bottles at start to determine numbers consumed; dividing numbers of guests by numbers of servers.

Integers Read and write, add or subtract, multiply or divide integers. For example, reading temperatures of food and beverage storage areas.

Rational Numbers—Fractions

Read and write, add or subtract fractions, multiply or divide by a fraction, multiply or divide fractions. For example, reading sizes of parts in equipment manuals; adding fractions of hours on time sheets when calculating overtime; multiplying by fractions of hours when calculating labour costs.

Rational Numbers—Decimals

Read and write, round off, add or subtract decimals, multiply or divide by a decimal, multiply or divide decimals. For example, reading, writing and rounding off sales amounts; totalling purchase order amounts; multiplying by the unit prices of menu items when preparing invoices and bills; calculating a cost of sales for each menu item.

Rational Numbers—Percentages

Read and write percentages, calculate the percentage one number is of another, calculate a percentage of a number. For example, reading mark-ups expressed as percentages; calculating percentage discounts for large quantities of smallware items; calculating federal and provincial sales taxes.

Equivalent Rational Numbers

Convert between fractions and decimals or percentages, convert between decimals and percentages. For example, expressing sales of a menu item as a fraction or percentage of total sales; expressing labour costs as a fraction or percentage of actual sales; converting discount and tax rates expressed as percentages into decimals in order to perform calculations.

Other Real Numbers Use powers and roots, scientific notation. For example, reading annual budgeted expenses in thousands of dollars.

PatternsandRelations

Equations and Formulae

Solve problems by constructing and solving equations with one unknown; use formulae by inserting quantities for variables and solving. For example, inserting sale prices and fixed and variable expenses into equations to determine break-even points.

Use of Rate, Ratio and Proportion

Use a rate showing comparison between two quantities with different units, use a ratio showing comparison between two quantities with the same units, use a proportion showing comparison between two ratios or rates in order to solve problems. For example, using foreign exchange rates to calculate values of different currencies used by customers; using established guest-to-server ratios; using proportions to scale staff requirements as a function of expected clientele numbers.

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See Document Use for information on:

• using scale drawings.

ShapeandSpatialSense

Measurement Conversions

Perform measurement conversions. For example, converting product and equipment dimensions from Imperial to SI measuring units.

StatisticsandProbability

Summary Calculations

Calculate averages, calculate rates other than percentage; calculate proportions or ratios. For example, calculating average numbers of guests served per week; calculating per-customer costs; calculating the proportions of sales coming from beer, wine, liquor and food.

Statistics and Probabilities

Use statistics and probabilities. For example, collecting, classifying and analyzing data to describe food and beverage service operations and manage productivity.

See Document Use for information on:

• using tables, schedules or other table-like text;

• using graphical presentations.

b. HowCalculationsArePerformed

Food and beverage managers perform calculations:

• in their heads.

• using pen and paper.

• using calculators.

• using computers.

c. MeasurementInstrumentsUsed

Food and beverage managers measure:

• time—for example, using clocks, timers and watches.

• weight or mass—for example, using scales.

• liquid volume—for example, using measuring cups and other graduated containers.

• temperature—for example, using thermometers.


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They use the:

• System International measurement system.

• Imperial measurement system.

E.ORALCOMMUNICATION

Oral communication pertains primarily to the use of speech to give and exchange thoughts and information.

The Oral Communication Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). The typical oral communication tasks of food and beverage managers are at Complexity Levels 2 and 3. Their most complex oral communication tasks are at Complexity Level 3.

Examples


• give directions to workers and discuss ongoing tasks with them. For example, restaurant managers discuss menus with chefs and notify serving staff of out-of-stock menu items. (2)

• negotiate prices and coordinate deliveries of products with suppliers and customers. For example, they may negotiate prices of high-volume food and beverage items with suppliers. Managers working for catering and mobile food services coordinate deliveries of food with customers. Hotel food and beverage managers negotiate prices and dates with customers for the use of facilities for banquets and receptions. (2)

• discuss technical matters with co-workers, colleagues and suppliers. For example, banquet managers discuss promotional strategies and prices for banquet services with co-workers from other departments. They discuss new technologies for waste and energy management with co-workers, colleagues and suppliers. (3)

• lead discussions at staff meetings. For example, they lead discussions about topics such as staff schedules, customer service and changes to policies, procedures, operations and facilities. They congratulate workers for their achievements and promotions. They also brainstorm solutions to problems such as staff shortages. (3)

• provide advice to customers. For example, catering service managers provide advice to customers on the selection of menus for special events. They question customers to identify their preferences and budgets and to acquire information about particular dietary requirements, food intolerances and allergies. They answer questions from customers and recommend menus to suit their needs. (3)

• lead and facilitate training sessions. For example, restaurant managers may train their staff on a new technology to relay orders from front of restaurant to kitchen. They demonstrate procedures and facilitate discussions. They question trainees to ascertain their understanding of procedures. They establish trust and encourage trainees’ active involvement in the learning process. (3)

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Appendix

ModesofCommunicationUsed

Food and beverage managers communicate:

• in person.• using the telephone.• using a two-way radio or other such means.

OtherInformation

Food and beverage managers in bilingual communities may be required to communicate orally in both official languages.


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Appendix AessentIaL sKILLs ProFILe

F.THINkINGSkILLS

Thinking skills differentiate among five different types of cognitive functions. However, these functions are interconnected and include:

1. Problem Solving

2. Decision Making

3. Critical Thinking

4. Job Task Planning and Organizing

5. Significant Use of Memory

6. Finding Information

1. ProblemSolving

Problem solving involves problems that require solutions. For example, a mechanic solves problems (e.g. the car shakes when driven over 80 km/hr) by eliminating probable causes until the correct one is identified and remedied. Most problems concern mechanical challenges, people or situations.

The Problem Solving Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). The typical problem solving tasks of food and beverage managers are at Complexity Levels 2 and 3. Their most complex problem solving tasks are at Complexity Level 3.

Examples


• face equipment failures that may adversely affect the timely preparation and serving of food and beverages. They refer to user manuals to troubleshoot the equipment. If they are unable to repair the equipment, they ask co-workers for assistance or call authorized repair technicians. (2)

• face staffing shortages on particular days. They contact casual and on-call employees to check their availabilities. If they cannot find enough replacement workers, they revise their own schedules and work later than originally planned. They may have to reschedule any remaining work. (2)

• find that food and beverage products received from suppliers are of inferior quality or damaged. For example, restaurant managers may receive fruit and vegetables that are not sufficiently fresh. In such situations, they ask chefs or purchasers to seek refunds from suppliers. (2)

• find that customers’ orders have not been prepared or delivered properly and effectively. For example, restaurant managers receive complaints from customers who are angry because the service is slow or because they have been served the wrong meals. In such situations, managers ensure that the requested meals are prepared and served as quickly as possible. They may also offer compensation to encourage customers to return. (2)

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• find that some workers fail to follow rules and to behave as expected. For example, restaurant managers find that some cooks do not follow health and safety regulations in the preparation of meals. In consultation with chefs, they meet with the workers involved to discuss the underlying reasons for substandard work and remind them of employment requirements. (3)

2. DecisionMaking

Decision making refers to making a choice among options.

Decision making occurs during problem solving, but not all decision making is part of problem solving. It is, therefore, presented as a separate thinking skill. For example, buyers for retail outlets regularly make decisions about which suppliers to buy from, i.e. they select from the options for particular types of merchandise. This is not problem solving.

The Decision Making Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). The typical decision making tasks of food and beverage managers are at Complexity Levels 2 and 3. Their most complex decision making tasks are at Complexity Level 3.

Examples


• assign job tasks to co-workers such as chefs, cooks, waiters, bartenders and food service supervisors. They consider co-workers’ individual academic background, skills, experience, interests, strengths, weaknesses, workload and availability. (2)

• select suppliers for materials and equipment. For example, they select suppliers for cleaning equipment and materials. They also select suppliers for food and beverage products. They consider factors such as quality, reliability, prices and invoicing procedures. (2)

• select employees to act as in-house trainers. They consider employees’ credibility with other staff, communication skills, flexibility, patience, performance and interest in training. (2)

• select products and services to be offered. For example, managers of restaurants, cafeterias and other food services select menu items in consultation with chefs and owners. They consider factors such as organizational image, service style and location, appeal to customers, demographic data, efficient use of food supplies, and food production methods. (3)

• select content, media and tools for job advertisements and marketing. For example, they select duties and qualifications to emphasize for job advertisements. They select media such as newspapers, television networks, Internet sites and trade magazines to promote the food and beverage service establishments they manage. They consider factors such as audience size, cost and corporate philosophy. (3)

• decide how employees will be trained to use new equipment safely and efficiently. Before making their decisions, they have to study several options for training resources, location, duration and delivery based on cost and availability. They may have to take into account employee overtime needs in terms of off-shift training or replacement. Past training decisions provide only limited guidance, since they do not relate to the same equipment. (3)

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Appendix

3. CriticalThinking

Critical thinking is the process of evaluating ideas or information, using a rational, logical thought process, and referring to objective criteria to reach a rational judgement about value or to identify strengths and weaknesses.

Critical thinking may be an element in other thinking skills. For example, judgement is sometimes required to evaluate the choices offered during the course of decision making and to evaluate solutions proposed as a result of problem solving. In other cases, critical thinking is an independent job task.

The Critical Thinking Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). The typical critical thinking tasks of food and beverage managers are at Complexity Levels 2 and 3. Their most complex critical thinking tasks are at Complexity Level 3.

Examples


• assess hygiene and safety in food and beverage service establishments that they manage. They inspect the cleanliness of serving dishes and utensils, working surfaces, refrigerators, other storage areas, sinks, washrooms and floors. They check that tools, equipment and food are properly stored when not in use. They review training records to ensure compliance with Workplace Hazardous Materials Information System requirements. (2)

• assess the suitability of candidates applying for jobs. They review résumés to identify relevant work histories and educational achievements, interview potential candidates and analyze qualifications. (3)

• evaluate the performance of personnel. For example, they evaluate the performance of serving staff. They consider each worker’s accuracy in taking food orders and keeping records, knowledge of menu items, interactions with customers and co-workers, and punctuality. (3)

• assess the quality of products, services and facilities at food and beverage operations that they manage. They analyze food and beverages served for adherence to standards such as temperature, appearance, taste, aroma and texture. They verify that service, maintenance and decor standards are met and maintained. They may recommend improvements to products, services and facilities as a result of their assessments. (3)

• assess the operational effectiveness of food and beverage establishments that they manage. As part of these assessments, they review operational procedures. They observe workers as they carry out job tasks. They verify that tasks have been performed according to procedures, designated materials and equipment have been used, and health and safety regulations have been respected. They may revise operational procedures as a result of their assessments. (3)


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4.JobTaskPlanningandOrganizing

There are two aspects to Planning and Organizing: job task planning and organizing and organizational planning.

Job task planning and organizing refers to the extent to which workers plan and organize their own tasks.

Organizational planning refers to the job incumbent’s involvement in the organization’s broader planning and organizing tasks (i.e. planning and organizing the work of others, operational planning, strategic planning).

The Job Task Planning and Organizing Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). Food and beverage managers plan and organize their job tasks at Complexity Level 4.

Description

Food and beverage managers plan and organize job tasks to ensure the quality of products and services, satisfy the needs of customers and enhance profitability. Their ability to manage priorities, schedule their own activities and coordinate them with those of others is critical to their success. Equipment failures, shortages of labour, customer complaints and other unforeseen circumstances force them to reorganize job tasks frequently.

OrganizationalPlanning

Food and beverage managers plan, organize, direct and control the work of personnel operating restaurants, bars, cafeterias and other food and beverage services. They are responsible for assigning tasks to co-workers such as chefs, cooks, waiters, bartenders and food service supervisors.

5. SignificantUseofMemory

Significant use of memory includes any significant or unusual use of memory for workers in the occupational group. It does not include normal memory use that is a requirement for every occupation.

Examples


• remember portions of standards, codes, rules and regulations governing their work.• remember health and safety policies and procedures.• remember security codes to access computers and networks.• recall the faces and names of the many workers, suppliers and customers dealing with them in order to facilitate

communication and build rapport.

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Appendix

6.FindingInformation

Finding information involves using any of a variety of sources including text, people, computerized databases or information systems.

Finding information is highlighted in this section as an essential job skill. However, workers’ use of various information sources may be referred to in other sections such as A. Reading Text, B. Use of Documents, E. Oral Communication and H. Computer Use.

The Finding Information Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). Food and beverage managers’ tasks that involve finding information are at Complexity Levels 2 and 3.

Examples


• find information about customers. For example, catering service and banquet managers find information on customers’ needs, preferences and budgets by asking them. They find information on customers’ orders by searching files and databases. (2)

• find information about new approaches, methods, procedures and technologies relevant to their work. For example, they find new ideas for menus, food presentation and table settings by consulting colleagues, attending food industry fairs and searching trade publications and websites. (3)

G.WORkINGWITHOTHERS

The Essential Skill of Working with others examines the extent to which employees work with others to carry out their tasks. Do they have to work cooperatively with others? Do they have to have the self-discipline to meet work targets while working alone?

The Working with Others Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). Food and beverage managers work with others at Complexity Level 4.

Description

Food and beverage managers coordinate and integrate job tasks with co-workers and colleagues. They direct and lead food service supervisors, chefs, cooks and serving staff to ensure timely, competent and efficient preparation and serving of food and beverages. In large establishments, they also work closely with managers from other departments such as purchasing to satisfy customers’ needs and enhance profitability.


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ParticipationinSupervisoryorLeadershipActivities


• participate in formal discussions about work processes or product improvement.• have opportunities to make suggestions on improving work processes.• monitor the work performance of others.• inform other workers or demonstrate to them how tasks are performed.• orient new employees.• make hiring recommendations.• make hiring decisions.• select contractors and suppliers.• assign routine tasks to other workers.• assign new or unusual tasks to other workers.• identify training that is required by, or would be useful for, other workers.• deal with other workers’ grievances or complaints.

H.COMPUTERUSE

Computer use indicates the variety and complexity of computer use within the occupational group.

The Computer Use Complexity Rating Scale ranges from Level 1 (least complex) to Level 5 (most complex). The computer use tasks of food and beverage managers are at Complexity Levels 2 and 3.

ComputerUseProfile


• use word processing. For example, they write, edit and format text for letters, procedures and job descriptions using word processing programs. They supplement text with imported photographs and scans. They use formatting features such as font styles and sizes, columns and heading levels. (2)

• use graphics software. For example, they may use drawing programs to illustrate seating plans and traffic flows. They may also create slide shows using presentation software. In order to develop effective presentations for co-workers, they import scanned images, digital photographs, word processing files and spreadsheet tables. (3)

• use databases. For example, they create and modify databases to track product inventories and purchase orders. They also search, display and print data from these databases. (3)

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Appendix

• use spreadsheets. For example, they create staff schedules, budget forecasts and invoices using spreadsheet programs. They create spreadsheets to track hours worked by employees. They embed formulas to perform calculations. (3)

• use bookkeeping, billing and accounting software. For example, self-employed food and beverage managers use accounting programs to record financial transactions, calculate payroll and prepare paycheques, invoices and financial statements, such as balance sheets and income and expense statements. (3)

• use communications software. For example, they use email programs to exchange email messages and attachments with customers, co-workers and suppliers. (2)

• use the Internet. For example, they use browsers to access product catalogues on suppliers’ websites and complete order forms. They also use browsers to access newsletters and forums. They perform keyword searches to obtain information about menus, recipes, special diets, competitors and legislation. (2)

• use other computer and software applications. For example, restaurant managers may use point-of-sale software to create work schedules, control product inventories, track sales and reservations, identify frequent customers and manage prices. (3)

I.CONTINUOUSLEARNING

Continuous learning examines the requirement for workers in an occupational group to participate in an ongoing process of acquiring skills and knowledge.

Continuous learning tests the hypothesis that more and more jobs require continuous upgrading, and that all workers must continue learning in order to keep or to grow with their jobs. If this is true, then the following will become Essential Skills:

• knowing how to learn;

• understanding one’s own learning style; and

• knowing how to gain access to a variety of materials, resources and learning opportunities.

The Continuous Learning Complexity Rating Scale ranges from Level 1 (least complex) to Level 4 (most complex). Food and beverage managers perform Continuous Learning tasks at Complexity Level 3.

Description

Continuous learning is an integral part of the work of food and beverage managers. They are expected to stay abreast of trends in equipment, sustainable development, marketing, nutrition, hygiene and food safety. On a day-to-day basis, they learn by talking to co-workers, customers, colleagues and suppliers, touring trade shows, browsing the Internet and reading widely. They also attend conferences, training courses and seminars given by universities and provincial and territorial associations on topics such as management and socially responsible liquor services.


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HowtheLearningOccurs

Learning may be acquired:

• as part of regular work activity.• from co-workers.• through training offered in the workplace.• through reading and other forms of self-study:

– at work. – on worker’s own time. – using materials available through work. – using materials obtained through a professional association or union. – using materials obtained on worker’s own initiative.

• through off-site training: – during working hours at no cost to the worker. – partially subsidized. – with costs paid by the worker.

J.OTHERINFORMATION

Other information summarizes additional information collected during interviews with job incumbents and focus groups with occupational experts.

In addition to collecting information for this Essential Skills Profile, interviews with job incumbents also asked about the following topics.

1. PhysicalAspects

BodyPositionFood and beverage managers make use of several body positions in their day-to-day work. They sit to work at their computers, make phone calls, read and drive to work sites. They may walk and stand to coordinate and inspect the work of chefs, cooks and serving staff.

LimbCoordinationFood and beverage managers use upper limb coordination and hand-eye coordination to operate computer equipment and peripherals such as keyboards and pointing devices. Banquet managers in smaller establishments may use multiple limb coordination to assist their staff when setting up facilities prior to events and cleaning up afterwards.

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Appendix

StrengthFood and beverage managers use limited to average strength for tasks such as pushing, pulling and lifting tables, chairs and equipment.

OtherSensoryRequirementsExcellent vision, smell and taste are required to inspect the appearance, aroma and texture of food and beverages. Good hearing is needed to communicate effectively with food service supervisors, chefs, cooks and serving staff.

2. Attitudes

Food and beverage managers must enjoy working with people and directing operations. They must be able to instil motivation in workers and convey enthusiasm to customers. Attention to detail, patience, flexibility, diplomacy, fairness and firmness are required in dealing with workers, suppliers and customers.

3. FutureTrendsAffectingEssentialSkills

Food and beverage managers will need improved essential skills to manage advances in information technologies and to accommodate a population with growing health and environmental concerns. Tomorrow’s clientele will be increasingly concerned about nutrition, local food consumption, and decreasing energy use and water consumption. To respond to these needs, food and beverage managers will have to further their knowledge of dietary menus and environmentally sustainable ways to operate restaurants, bars, cafeterias and other establishments. This will place a growing demand on them to be effective learners, find information quickly and think critically. They will also need enhanced computer use skills to exploit new technologies for the planning, production and delivery of food and beverage services to customers.


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BIBLIoGraPHYBryan, K. (2003). Diversity Strategy, Southern California Edison, Rosemead California. Retrieved from http://www.astd.com.

Hofstede, G. (n.d.). Cultural Dimensions. Retrieved from http://www.geert-hofstede.com.

Author (n.d.). Global Diversity at Work. Retrieved from http://www.diversityatwork.com/tools_self.html.

Author (n.d.). Sowing the Seeds of Change: An Environmental Teaching Pack for the Hospitality Industry. Copyright owned by International Hotel and Restaurant Association (IH&RA), the United Nations Environment Programme, Division of Technology, Industry and Economics (UNEPDTIE) and the International Association of Hotel Schools (EUHOFA International). Retrieved from http://www.unep.fr/scp/publications/details.asp?id=2991.

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acKnowLedGeMentsThe Canadian Tourism Human Resource Council would like to recognize the following individuals and organizations for their expertise, time and energy, without which the development of these standards and the associated certification program would not have been possible.

ARNOLD, RICHARD; Beacon Hall Golf Club; Aurora, ONBAILEY, DAVID; The Globe Café; Nanaimo, BCBARBOUR, KATHY; Ches’s Snacks Ltd.; St. John’s, NLBOGARDO, STEPHEN; Movenpick Canada; Toronto, ONBOURIGAULT, PHILIPPE; Northern Alberta Institute of Technology (NAIT); Edmonton, ABBROWN, ALITA; Southern Alberta Institute of Technology (SAIT); Calgary, ABDARK, JAMES; Winnipeg Convention Centre; Winnipeg, MBEMERY-LUCKETT, ROCHELLE; Saskatchewan Tourism Education Council; Saskatoon, SKEINARSSON, JASON; Boston Pizza; Winnipeg, MBENRIGHT, RICHARD; Boston Pizza; Winnipeg, MBFORD, CAROLE ANNE; Bridie Molloy’s Pub and Eatery; St. John’s, NLFRASER, DWANIE; Travers Food Group; Edmonton, ABFRASER, VICTORIA; Department of National Defence - Canadian Military; Gatineau, QCGINGRAS, DANNY; Steak-Frites St-Paul; Montreal, QCGOMES, RUI; Sutton Place Hotel; Toronto, ONHICKEY, ALBERT; Hotel & Restaurant Management Faculty (Westervelt College); London, ONHOBBS, CINDY; Radisson Hotel Saskatoon; Saskatoon, SKHORNE, SUSAN; Susan Horne & Associates; Willowdale, ONKEATING, MIKE; Delta St. John’s Hotel & Conference Centre; St. John’s, NLKENNEDY, JAMES; Canadian Federation of Chefs and Cooks; Vancouver, BCKERETSCHKO, ROBERT; Consolidated Restaurants; Halifax, NSLAMONT, JACK; Intercontinental Hotel; Toronto, ONMALONEY, JAMES; Delta Bessborough; Saskatoon, SKMARTIN-DAVIS, LISA; The Majestic; St. John’s, NLMENEILLY, ALANNA; Rimrock Resort Hotel; Banff, ABPAGE, DAVID; Page Hospitality; Toronto, ONPANDYA, BIM; Delta Hotel Regina; Regina, SKPERRY, SHAUN; Sooke Harbour House; Sooke, BCPOWELL-DAVIDSON, CARRIE; Parksville, BCRIDGWAY, ROBERT; Garrison Foods & Quartering, CFB Borden; Borden, ONRUSSELL, LARRY; Canadian Tourism Human Resource Council; Ottawa, ONSANCEAU, JULIEN; Les Milles Pâtes; Montreal, QCSELIG, HOWARD; Valley Nutrition & Food Services; Middleton, NSSETH, SANJIV; University Health Network, Toronto General Hospital; Toronto, ONSTEWART, TRACY; Casino Regina; Regina, SKVEENHUIS, SHAUNA; Banff Lifts Limited; Banff, ABVISMEG, FRANK; FV Hospitality; Toronto, ON

We apologize if we have overlooked any contributors to this project. Please let us know if you are aware of any omissions.

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DevelopedforIndustrybyIndustry

Industry expertise and experience is the key ingredient to emerit® National Occupational Standards. Extensive participation by a representative group of tourism sector professionals plays a critical role in the development and validation process.

The CTHRC collaborates with those who work in and are affected by an occupation to produce realistic and comprehensive occupational standards. Job incumbents, supervisors, educators and other industry representatives, from participating provinces and territories, participate in a variety of activities to develop and ratify the final standards. These activities include surveys, interviews, focus group sessions and standards review and validation activities. Job incumbents are extremely valuable sources of information for defining the scope, tasks, knowledge, skills and attitudes required. By obtaining information directly from the most knowledgeable individuals, the CTHRC ensures that the standards contain accurate, relevant and practical information.

StepsintheDevelopmentProcess

There are three steps to the standard development process:

1. Exploring the Job Profile: The scope of the occupation and the types of activities and tasks performed in an occupation are determined through a variety of research methods. A qualified person often referred to as a “job analyst” develops draft standards by analyzing existing written information on the occupation, as well as by conducting surveys, interviews and focus groups. A common activity is to bring a representative group of stakeholders together for a face-to-face or a series of virtual meetings to define the occupation.

2. Reviewing/Validating the Draft Standards: A larger group of subject matter experts are then asked to provide feedback on the draft standards. This allows the job analyst to obtain impartial feedback from beyond the original stakeholder group, thus helping to ensure that sufficient scope of the occupational domain is captured and that content is relevant.

3. Finding Consensus and Ratifying the Standards: When a stakeholder ratifies the document, he or she accepts the standards as valid. If during the ratification stage a stakeholder identifies an issue and suggests a specific change, then a formal process is undertaken to resolve the issue and finalize the content of the standards. Once pan-Canadian consensus on the scope, tasks and competencies is achieved, standards are published and made readily available to the industry.

emerit®National Occupational Standards are recognized in the Canadian tourism sector and internationally because they are valid, relevant, practical and, most importantly, developed by industry for industry.

Do you have any feedback regarding these National Occupational Standards? Please email [email protected] and any feedback will be reviewed and flagged for future updates.

standards and certIFIcatIon deveLoPMent Processes

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RecognizingCompetence

Industry-defined credentials play an important role in increasing and recognizing professionalism and competence in tourism. emerit® Professional Certification is competency-based, which means that it:

• is based on industry-defined National Occupational Standards; and• defines a level of performance that industry expects.

Professional certification assesses both the knowledge and performance required to be considered competent in an occupation.

emerit® Professional Certification benefits workers, operators and the tourism sector as a whole. Workers receive recognition for good performance, increase their opportunities for advancement and may be able to receive credit for entry into formal training programs. Operators benefit from qualified staff through increased productivity and guest satisfaction. In addition, the industry’s and the general public’s image of the tourism sector is enhanced.

StepsintheDevelopmentProcess

There are three steps to the certification development process:

1. Developing the Assessment Tools: A qualified team of people, often referred to as “assessment specialists,” create assessment instruments that measure the knowledge and skills at the level defined in the National Occupational Standards. Usually there are two types of assessments—one that measures application of knowledge and one that measures performance of skills and demonstration of attitudes.

2. Pilot testing of Instruments: Assessment specialists collaborate with industry professionals to develop valid and reliable assessments. To ensure the assessments meet international standards in testing science, they are administered to a representative group of industry professionals. The pilot participants complete the assessments as if they were certification candidates and provide feedback. The assessment specialists then analyze the results and consider feedback to refine the assessments.

3. Reviewing and Finalizing the Assessment Tools: A final round of revisions is performed before assessments are final. A group of industry professionals come together, virtually or face-to-face, to discuss final revisions to the assessments. An assessment specialist guides the group in the review process. This ensures the assessments are at the right level of difficulty and measure what they are supposed to measure. The group reviews every exam question and sets the percentage required to pass the performance assessment. At this time, the industry professionals also define the amount and type of work experience required for a candidate to become certified. Once group consensus has been reached on all details, the assessment instruments are published and candidates can register to complete the assessments and become certified.

As workers complete assessments to become certified, a third-party testing provider collects statistics to monitor the quality of the assessments. Revisions are made if necessary.

emerit® Professional Certification is available for front-line, supervisory and management occupations. emerit® certification recognizes workers as leading professionals in the industry. They earn the right to display their professional designation on business cards and résumés.