Develop and maintain food & beverage
product knowledge
D1.HBS.CL5.02
Trainer Guide
Develop and maintain
food & beverage product
knowledge
D1.HBS.CL5.02
Trainer Guide
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone:
(03) 9606 2111
Facsimile:
(03) 9670 1330
Acknowledgements
Project Director:
Chief Writer:
Subject Writer:
Project Manager:
Editor:
DTP/Production:
Wayne Crosbie
Alan Hickman
Alan Hickman
Alan Maguire
Jim Irwin
Daniel Chee, Mai Vu
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by Australian Aid through the ASEAN-Australia Development
Cooperation Program Phase II (AADCP II)
Copyright: Association of Southeast Asian Nations (ASEAN) 2013
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE
are not responsible for any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. Time of publication is indicated
in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from various stock photography
suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.
Additional images have been sourced from Flickr and are used under:
http://creativecommons.org/licenses/by/2.0/deed.en
http://www.sxc.hu/
File name: TG_Develop_&_mantain_F&B_product_knowledge_Final
Table of Contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 17
Recommended training equipment ............................................................................... 185
Instructions for Trainers for using PowerPoint – Presenter View ................................... 187
Appendix – ASEAN acronyms ...................................................................................... 189
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and
assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a „unit‟.
Each unit of competency identifies a discrete workplace requirement and includes:
Knowledge and skills that underpin competency
Language, literacy and numeracy
Occupational health and safety requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
1
Competency Based Training (CBT) and assessment – An introduction for trainers
Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an „element‟.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
Training
Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
On-the-job – in the workplace
Off-the-job – at an educational institution or dedicated training environment
As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant‟s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
Completion of the training program or qualification
Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
2
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Assessment (CBA)
This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
Consider individuals‟ experiences, learning styles and interests
Develop questions and activities that are aimed at different levels of ability
Modify the expectations for some participants
Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other‟s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
Acknowledges prior knowledge and experience – The learning activities should be
planned with participants‟ prior knowledge and experience in mind
Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
Enhances motivation – Learning is most effective when participants are motivated.
Various strategies should be used to arouse the interest of participants
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
3
Competency Based Training (CBT) and assessment – An introduction for trainers
Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)
Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
Undertake a variety of subject courses that are relevant to industry in the current
environment
Learn current industry skills, information and trends relevant to industry
Learn through a range of practical and theoretical approaches
Be able to identify, explore and solve issues in a productive manner
4
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency Based Training (CBT) and assessment – An introduction for trainers
Be able to become confident, equipped and flexible managers of the future
Be „job ready‟ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant‟s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorize and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energizing and it helps the reserved and less literate
to express their feelings.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
5
Competency Based Training (CBT) and assessment – An introduction for trainers
Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalize the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
6
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency Based Training (CBT) and assessment – An introduction for trainers
Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
Training and development programs
Formal education
Life experience
Apprenticeships
On-the-job experience
Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the „collection of evidence‟ in determining overall
competence.
This evidence can be collected:
Using different formats
Using different people
Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
7
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency must be proven regardless of:
Language
Delivery Method
Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the „elements of competency‟ and their associated „performance criteria‟.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
Work projects
Written questions
Oral questions
Third Party Report
Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do what
they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there are
many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues to
gather evidence about performance.
8
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency Based Training (CBT) and assessment – An introduction for trainers
A range of assessment methods to assess competency include:
Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals: slides, audio tapes
Case studies
Log books
Projects
Role plays
Group projects
Group discussions
Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant‟s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
9
Competency Based Training (CBT) and assessment – An introduction for trainers
Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
Pass Competent (PC)
Not Yet Competent (NYC)
Pass Competent (PC).
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as „Pass Competent‟
(PC).
The assessor will award a „Pass Competent‟ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be „Not Yet Competent‟ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be „Pass Competent‟.
10
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency standard
Competency standard
UNIT TITLE: DEVELOP AND MAINTAIN FOOD & BEVERAGE PRODUCT KNOWLEDGE
NOMINAL HOURS: 55
UNIT NUMBER: D1.HBS.CL5.02
UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to develop and maintain food and beverage product knowledge in a
range of settings within the in the hotel industries workplace context
ELEMENTS AND PERFORMANCE CRITERIA
UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Obtain product information on
food and beverages
Unit Variables
1.1 Research general information on food and
beverage products
1.2 Identify information required to fulfil
responsibilities of job role
1.3 Develop and maintain product knowledge in
line with job role and responsibilities
1.4 Identify features of specific food and
beverages which have potential customer
appeal
The Unit Variables provide advice to interpret the scope and context of this unit of competence,
allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
facilitates holistic assessment
This unit applies to all industry sectors that require food and beverage product knowledge within
the labour divisions of the hotel and travel industries and may include:
1. Food and Beverage Service
Information may be obtained from:
Trade magazines and feature newspaper articles
Food and beverage reference books
Element 2: Provide customers with relevant
food and beverage product knowledge
Recipes and menus
2.1 Offer advice on suitable combinations of
foods and food and beverages where
appropriate
Tastings and other promotional activities
2.2 Provide assistance to customers on
selection of food and beverage items
Internet
Trade shows, exhibitions, food and beverage festivals.
2
Food and cooking demonstrations
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
11
Competency standard
2.3 Respond courteously and authoritatively to
customer questions in relation to menus and
drink lists
2.4 Provide advice on menu items that reflect
the special dietary or cultural requirements of
customers
Sales representatives
Customers
Chefs, cooks and other food service personnel.
Food knowledge may be required for:
Appetisers
Soups
Meat, fish and seafood
Vegetables
Desserts and sweets
Snacks
Cheeses
Fruit
Salads
Pre-packaged food items
Specialist cuisine items.
Beverage knowledge may be required for:
Wines
Spirits
Liqueurs
Beers
Non-alcoholic drinks.
12
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency standard
Features should relate to:
The relationship between specific foods and beverages
Knowledge of specific foods, including characteristics, region of origin, expert opinions,
cultural aspects
Knowledge of specific beverages, including characteristics, region of origin, expert opinions,
vintages, value, cultural aspect
Foods and wines sourced from the local area
Enterprise menus, specials and trends.
Combinations of foods and food and beverages may relate to:
Customer preferences
Traditional combinations of foods and food and beverages
Balance of textures, colour and nutrition
Cultural.
Cultural requirements should include:
Kosher
Halal
Food exclusions for allergies and food intolerance
Vegetarian.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
Knowledge of the features of commonly prepared dishes as appropriate to the industry
sector
Knowledge of traditional accompaniments for different types of food
Knowledge of service styles for different types of food
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
13
Competency standard
Knowledge of compatibility of common food and beverage items
Knowledge of common cultural and dietary issues and options
Knowledge of special dietary requirements, including food exclusions for allergies and food
intolerance.
Linkages To Other Units
Provide a link between kitchen and service area
Provide food and beverage services.
Critical Aspects of Assessment
Evidence of the following is essential:
Demonstrated ability to update and maintain current and relevant food and beverage product
knowledge
Demonstrated ability to apply relevant food and beverage product knowledge
Demonstrated ability to offer customers options that reflect common cultural and dietary
issues
Demonstrated ability to provide customers options that reflect food exclusions for allergies
and food intolerance.
Context of Assessment
This unit may be assessed on or off the job
Assessment should include practical demonstration either in the workplace or through a
simulation activity, supported by a range of methods to assess underpinning knowledge
Assessment must relate to the individual‟s work area or area of responsibility
Assessment must include work activities that allow the candidate to respond to multiple and
varying customer service and communication situations that require the application of food
and beverage product knowledge relevant to work area, job role and area of responsibility.
14
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Competency standard
Resource Implications
Training and assessment to include access to a real or simulated workplace; and access to
workplace standards, procedures, policies, guidelines, tools and equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:
Case studies
Observation of practical candidate performance
Oral and written questions
Portfolio evidence
Problem solving
Role plays
Third party reports completed by a supervisor
Project and assignment work.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
15
Competency standard
Key Competencies in this Unit
Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies
16
Level
Examples
Collecting, organising and analysing
information
1
Collect information on a range of food and
beverage products
Communicating ideas and
information
2
Respond to customer queries and provide
accurate information
Planning and organising activities
2
Identify the most appropriate way to maintain
food and beverage product knowledge
Working with others and in teams
2
Respond to internal and external customer
requests that require product knowledge of
food and beverages
Using mathematical ideas and
techniques
-
Solving problems
2
Provide advice to customers with specific
dietary needs
Using technology
1
Use computers for research
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Notes and PowerPoint slides
Slide
Slide No
1.
Trainer Notes
Trainer welcomes students to class and encourages participation.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
17
Notes and PowerPoint slides
Slide
Slide No
2.
Trainer Notes
Trainer advises students this Unit comprises two Elements, as listed on the slide
explaining:
Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
Students can obtain more detail from their Trainee Manual
The course presents advice and information but where their workplace
requirements differ to what is presented, the workplace practices and standards
must be observed.
18
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
3.
Trainer Notes
Trainer advises students that assessment for this Unit may take several forms all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to students the methods of assessment that will be applied to them for
this Unit.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
19
Notes and PowerPoint slides
Slide
Slide No
4.
Trainer Notes
Trainer identifies for students the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General discussion
Trainer leads a general class discussion on student experience and knowledge about
food and beverages by asking questions such as:
How have you developed you F&B knowledge?
What sources/reference material have you used to gain and maintain your F&B
knowledge?
What have you done/might you do to determine the facts/information about a
dish/menu item you knew nothing about?
What information might a food waiter need to know about food items on their
menus?
What information might a drink waiter need about beverage items available from
the bar?
20
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
5.
Trainer Notes
Trainer stresses need for „product knowledge‟ defining it as knowledge about:
The venue – policies and procedures, layout, manager‟s name
Its facilities – what they are and where they are
Products and services offered for sale – more on this on following slides
The local area & country – geography, attractions, shopping, history.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
21
Notes and PowerPoint slides
Slide
Slide No
6.
Trainer Notes
Trainer explains all customer contact staff must have excellent levels of „product
knowledge‟ in order to:
Demonstrate professionalism – and create customer confidence
Promote dishes – and explain what they are
Recommend beverages – to match food with appropriate drinks
Generally assist customers – in relation to their time in the business and the
country.
22
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
7.
Trainer Notes
Trainer indicates food waiting staff need the following information (product knowledge)
about the products they sell:
Menu items (dishes offered on the menu - you should know what is available and
what is not
Serve sizes – what is big, small; the size of steaks
Prices – different prices for entrees, main courses; how eat-in prices differ from
take-away
Cooking styles – which dishes are Western; which items reflect local cuisine
Cooking times – which dishes are ready to serve immediately; how long will others
take to cook and be ready to serve
Ingredients – what ingredients are in the dishes; which ingredients are local
What is fresh and what is bought in, frozen, pre-prepared
Suitability for those with certain dietary or cultural requirements – which dishes suit
(for example) people of different faiths/religions and/or those with a variety of
health-related or diet-related needs
Cutlery and crockery required for service of individual menu items – so you know
what items to set at the table/provide for diners.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
23
Notes and PowerPoint slides
Slide
Slide No
8.
Trainer Notes
Trainer indicates for beverage service staff product knowledge should include
information about:
The drinks/mixed drinks available from the bar – including cocktails where
applicable
The brand names and types of spirits and liqueurs available
The table (still – red and white), sparkling („Champagne‟) & fortified wines (such as
sherry, port) available
The soft drinks available – including juices, aerated waters and mocktails
The beers available – draught and packaged: brands, country of origin, styles.
24
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
9.
Trainer Notes
Trainer continues to indicate for beverage service staff product knowledge should
include information about:
The pre-mixed/ready-to-drink beverages available
Prices – per glass; bottle
Knowledge about individual beverages – such as wine knowledge, how various
liqueurs may be served, the alcoholic strength of different liquors, whether products
are domestic or imported
Knowledge about matching menu items to menu items
Glassware for the service of all drinks.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
25
Notes and PowerPoint slides
Slide
Slide No
10.
Trainer Notes
Trainer states all staff should have general information about the venue itself, such as:
Opening hours – when the venue opens and shuts; when the bars and dining areas
open and shut
Methods of payment accepted – in terms of cash, foreign money, exchange rates,
credit cards, cheques, „charge to room‟
Booking policies and procedures – including need for deposits and requirements in
relation to booking confirmations
Complaint handling procedures – the standard procedures for handling complaints
from customers about F&B products and/or service: what is allowed, what may be
done to fix a complaint situation
Facilities and services available elsewhere in the venue
Names of managers/owners – and how long they have been there
Legal issues – as they apply to issues such as the service of liquor and safe food
handling; health and safety.
26
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
11.
Trainer Notes
Trainer notifies trainees they can obtain product information from the following internal
sources:
Menus, drink lists, wine lists and cocktail lists – many of these contain descriptions
about beverages and dishes
Taste the products – subject to whatever workplace restrictions apply, one of the
best ways to really learn about food and beverages is to „experience‟ them – smell
them, feel them, taste them!
Recipes – for information on individual dishes such as ingredients and cooking
styles
Experienced staff – such as chefs, cooks, cellar staff, senior F&B service staff,
purchasing officers, bottle shop sales assistants, managers and owners.
Class Activity – Handouts
Trainer obtains recipes, sample menus, drink lists, cocktail lists and similar from local
venues and:
Distributes to class
Explains their layout and contents
Identifies how trainees can gain product knowledge from what they contain.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
27
Notes and PowerPoint slides
Slide
Slide No
12.
Trainer Notes
Trainer continues to identify internal sources of product knowledge:
Operational manuals – for details relating to the way things should be done in the
room/property
Policies and procedures manuals – for background information about the venue
Wrapping and packaging material – many items are delivered in packaging that
contains information about the product
Doing a tour of the premises – to meet staff, find the locations of departments and
facilities, and to generally learn about the property
Talking to customers – to benefit from their experience/s, what they have learned
and their preferences.
Class Activity – Handouts
Trainer obtains operational, policy and procedure manuals, wrapping and packaging
material and similar from local venues and:
Distributes to class
Explains their layout and contents
Identifies how trainees can gain product knowledge from what they contain.
28
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
13.
Trainer Notes
Trainer identifies „external‟ sources of gaining product knowledge:
Product suppliers – by asking direct questions to the sales office or sales
representatives, or by asking them to send you product information sheets
The media – it must become standard practice for you to read, watch or listen to
anything that relates to food and beverages: this should include reading, watching
and listening to the general media as well as obtaining and reading trade
magazines and journals
Books – see what your local library has, check out the newsagents, visit the local
library
Internet – loads of information is available through targeted searches: see below
for some examples
Trade shows, exhibitions and F&B festivals – keep an eye on the media and
invitations sent to your employer. Make the time to go – many shows/exhibitions are
free to industry personnel and they are a great way to establish industry networks
and keep abreast of what is happening in the industry
Food and cooking demonstrations – you can always learn something from these
events even where they are conducted by a company with a vested interested in
promoting their range of products
Promotional activities – many suppliers run promotional events to advertise their
products and you should attend these whenever possible. Trade magazines, local
media and invitations sent direct to your workplace are the best sources of when
and where these are conducted.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
29
Notes and PowerPoint slides
Class Activity – Internet Research
Trainer arranges for class to have internet access and suggests trainees visit the
following sites to view the sites, take notes and gain product knowledge:
http://www.foodbeverageasia.com/
http://www.interbevgroup.com/group-asean.php
http://asiasociety.org/lifestyle/food-recipes
http://en.wikipedia.org/wiki/Asian_cuisine
http://www.deliciousasianfood.com/
http://www.asianfoodgrocer.com/category/asian-beverages
http://www.responsibleresearch.com/Beverages_in_Asia.pdf
http://www.drinksmixer.com/cat/1/7/
http://www.spicecuisine.com/glossary.php.
30
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
14.
Trainer Notes
Trainer identifies more specific information required by food staff stressing:
Knowledge must relate to the individual workplace
Generate product knowledge relating to your job position first – then expand this
knowledge out into other areas, products and services.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
31
Notes and PowerPoint slides
Slide
Slide No
15.
Trainer Notes
Trainer explains trainees need to know about the following to gain thorough product
knowledge:
Appetisers are menu items offered for guests to eat prior to their main course. They
may include:

Hors d‟oeuvres

Canapés

Antipasto

Tapas

Finger foods

Sandwiches
–
You need to know what ingredients are used, what things taste and look
like, what they cost, how long they will take to prepare and cooking styles
Soups are a traditional course on many menus; soups provide low food cost items
for many premises. Soups may be classic or contemporary, may be served hot or
cold and can reflect ethnic flavours from many countries. Options include:
32

Clear soups

Broths

Purées

Cream soups

Bisque.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
33
Notes and PowerPoint slides
Slide
Slide No
16.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Meat includes:

Beef

Lamb

Veal

Goat

Pork
Cuts and options vary between the meat item but can include:

Steaks

Chops and/or cutlets

Mince

Joints for roasting
You need to know the cuts being used, whether things are fresh or frozen, the type
of product being used as well as what things taste and look like, what they cost,
how long they will take to prepare and cooking styles
You also need to know the answer to the question “Is it tender?”
34
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
35
Notes and PowerPoint slides
Slide
Slide No
17.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Poultry includes whole birds or cuts and includes:

Chicken

Turkey

Squab

Pheasant

Duck

Goose
Commonly used options are whole birds (cooked whole) and/or legs, wings and
breast
You need to know the cuts being used, whether things are fresh or frozen, the type
of product being used as well as what things taste and look like, what they cost,
how long they will take to prepare and cooking styles.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
36
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
18.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Fish may be fresh, frozen or preserved and can be obtained from the sea of from
freshwater. Fish can include:

Flat fish and round fish

Whole fish and fillets

Whitefish

Oily fish
Seafood includes:

Shellfish (also known as „crustaceans‟) – generic term for seafood from a fish
with a shell (such as crayfish, crabs, lobster, prawn, shrimp)

Molluscs – octopus, cuttlefish, squid, clams, whelks, winkles, mussels,
scallops, cockles, oysters
You need to know the type of fish or seafood being used, whether things are fresh
or frozen (a very common question in relation to fish and seafood) as well as what
things taste and look like, what they cost, how long they will take to prepare and
cooking styles.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
37
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
38
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
19.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Desserts are served after the main course and also known as „sweets‟
In some properties a separate menu is used for desserts
Desserts can be either hot or cold – many are served with sauces - and include:

Puddings

Pies, tarts and flans

Fritters – Banana fritters, or pineapple fritters

Custards and creams

Prepared fruit – fruit which has been peeled and cut ready for eating

Charlottes – such as Apple Charlotte

Bavarois and mousse

Soufflé

Sabayon

Meringues

Crepes and omelettes

Sorbets

Ice cream

Bombes

Parfaits.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
39
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
40
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
20.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Snacks are light meals, commonly provided for people who are in a hurry or who
are not especially hungry
One characteristic of a „snack‟ is that it can often be easily taken away by the
purchaser
Snacks can include:

Hot chips and potato wedges

Biscuits, crisps and crackers

Hot dogs

Pies, pasties and sausage rolls

Croissants

Sandwiches and rolls

Baguettes

Hamburgers

Ploughman‟s lunch – cheese, greens and pickled onion
Some snacks can also be meals – for example, a slice of pizza is a snack, but a
whole pizza is a meal.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
41
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
42
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
21.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Cheese can be made from cow, sheep or goat‟s milk. Basic cheese options
include:

Soft cheeses – Brie, Camembert and cottage

Semi-soft cheeses – Edam and Gouda

Hard cheeses – cheddar and Parmesan

Blue vein cheese (such as Gorgonzola, Stilton and Roquefort) – coloured by an
edible penicillin mould
Cheese can be used in sauces or served on its own on a cheese platter.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
43
Notes and PowerPoint slides
Slide
Slide No
22.
44
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Pasta can be bought-in as „dried‟ pasta and re-constituted on-site, or it may be
made fresh on-the-premises
Pasta comes in a wide variety of types (flat, tubular and shaped) and sizes and
may be filled or plain
Pasta is traditionally served with a variety of sauces – can also be used in soups
and as a substitute for potato
•
Examples of pasta include:

Gnocchi

Spaghetti

Fettuccini

Lasagne

Tagliatelli
Noodles are made from flour (wheat) and water, and/or eggs

In many ways they are similar to pasta.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
•
Actual samples of foods, and/or
•
Texts books, and/or
•
Internet sites
to illustrate the food items identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
23.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Vegetables are traditionally used as an accompaniment to a main dish
Some vegetables can also be used in salads
Examples include:

Root vegetables – potatoes, onions, carrots

Green vegetables – broccoli, sprouts, celery, peas, beans, spinach, cabbage

Tomatoes – technically a „fruit‟ but commonly referred to as a vegetable.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
45
Notes and PowerPoint slides
Slide
Slide No
24.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
A growing focus on healthy eating has seen increased up-take of fruit in premises
Fruit is almost mandatory with breakfasts, and supplied free-of-charge by some
properties to house (in-room) guests and/or at reception
Fruit options include:

Pieces and platters of fresh fruit – pineapple, watermelon, apples, bananas,
rambutan, jackfruit, star fruit, mango

Fresh fruit salad – available with or without cream, yoghurt or ice cream

Tinned fruit – such as pears, peaches and apricots

Dried fruit – dried apricots, figs, sultanas, raisins and currants.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
46
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
25.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Healthy eating has also seen the popularity of salads rise
Salads may exist as a stand-alone menu item (such as a „Warm Chicken Salad‟) or
as an accompaniment to a main course dish – such as Green Salad or a mixed
salad
Salads may be classical or contemporary, varying in ethnic and cultural origins,
served either cold, warm or hot, and may contain a variety of cooked and uncooked
ingredients
Dressings are applied to some salads
Salad vegetables include:

Lettuce – various types

Tomato – including cherry tomatoes

Radishes

Celery

Onions and spring onions

Shredded cabbage – in coleslaw (salad made with shredded/grated cabbage,
onions, carrots, seasoning and mayonnaise)

Mushrooms

Carrots
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
47
Notes and PowerPoint slides

Beetroot

Peppers – red, green and yellow
Many „vegetables‟ can be used as „salad vegetables‟ and many „salad vegetables‟
can also be used as „vegetables‟.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
48
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
26.
Trainer Notes
Trainer continues introducing and explaining foods that staff should know about:
Pre-packaged food items include:

Food items are items bought in from suppliers and sold behind the bar or in
other retail areas – they include items such as chips and nuts

Portion control items – these are the single/individual serve units such as pats
of butter and margarine, sachets of sugar and sugar substitute, foils of jams and
sauces

Any food item bought-in and served (or sold) „as is‟ – such as cakes and
cheesecakes
Some pre-packaged foods may:

Require some basic preparation – such as boiling or heating

Be further prepared prior to service by the addition of extra ingredients and/or
sauces to enhance presentation and taste.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
49
Notes and PowerPoint slides
Slide
Slide No
27.
Trainer Notes
Trainer introduces concept of „specialist cuisine food items‟ explaining they may include:
Special cuts of meat (for example, eye fillet) or products grown under special
conditions (such as grain-fed beef and organic vegetables)
National dishes – see following slide
Signature dishes – see later slide
Other specialist food see later slide.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
50
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
28.
Trainer Notes
Trainer continues to tell students about concept of „specialist cuisine food items‟:
National dishes – it is vital you understand the traditional national dishes of the
country in which you work
Many tourists visit your country and your workplace to experience the local cuisine
and you must know:

The names of these dishes

The ingredients in them

Any relevant history – (as applicable) how and when they were invented; who
they were named after

The cooking processes used to produce them

Their flavours

Serve size and how it served

Cost.
Class Activity – Question and Answer Session
Trainer asks trainees to:
List national dishes
Identify ingredients of each

Describe cooking processes

Describe flavours and appearance

Explain how they are served/presented.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
51
Notes and PowerPoint slides
Slide
Slide No
29.
Trainer Notes
Trainer continues to tell students about concept of „specialist cuisine food items‟:
Signature dishes
Venues may – or may not – have one or more „Signature dishes‟. These are dishes
the venue (or the chef) is famous for
Many visitors will come to the venue just for this possibly world-renowned dish
Signature dishes may be a local/regional dish or from another culinary area
Venues will strive to always have the Signature dishes available, all the time the
venue is open.
52
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
30.
Trainer Notes
Trainer continues to tell students about concept of „specialist cuisine food items‟:
Other food items that could be seen as „specialist‟ in some properties could
include:

Offal

Aromatics, flavourings, spices, spice mixes and herbs

Garnishes

Seeds and nuts

Grains, rice and pulses

Fungi

Preserves, condiments and accompaniments.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
53
Notes and PowerPoint slides
Slide
Slide No
31.
Trainer Notes
Trainer continues to tell students about concept of „specialist cuisine food items‟
highlighting other specialist foods may be „special‟ in one venue but common in another
– it is there lack of common usage in this case which make them special.
Fruits, vegetables, flowers and salad items – not commonly available/used
Aquatic plants such as seaweeds
Specialist cheeses and dairy products
Sweeteners such as palm sugar, honey and glucose
Fats and oils
Local food items/ingredients.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of foods, and/or
Texts books, and/or
Internet sites
to illustrate the food items identified on this slide.
54
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
32.
Trainer Notes
Trainer introduces the beverage knowledge students may need stressing:
Need to know what the venue offers/has available for purchase – start with learning
this and expand on it
Need to learn brand names of products – so an alternative can be offered if the one
the customer wants is not available/stocked.
Class Activity - Class Exercise/Internet Research
Trainer asks trainees to give brand names for the following spirits (internet research
may be used if appropriate):
Whisky/Scotch
Rum
Gin
Vodka
Brandy.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
55
Notes and PowerPoint slides
Slide
Slide No
33.
Trainer Notes
Trainer informs trainees they should be able to answer the following questions about
the beverages they have for sale in their workplace:
Which ones are suitable drinks for aperitifs
Which ones are suitable for drinking during and after a meal
Suggested basic wine and food combinations
What they taste like, look like, smell like and where they come from
What their alcoholic strength is.
56
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
34.
Trainer Notes
Trainer adds extra details about the information trainees need to learn about beverages:
Whether they are domestic or imported beverages
Information specific to wines – details relating to wine makers, wine styles, wine
growing areas, grape varieties, wine characteristics and information relating to wine
shows and the wine industry
Size of serves, bottles, cans and glasses
The variety of ways in which different liquors can be served.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
57
Notes and PowerPoint slides
Slide
Slide No
35.
Trainer Notes
Trainer presents „wine knowledge‟ beginning by explaining the basic production process
for white table wine:
Grapes are harvested
Grapes are crushed at the winery - to release free-run juice
Pressing occurs – to remove all available juice
Sulphur dioxide is added – to prevent yeasts that are naturally occurring on the
grapes from starting an unwanted and unpredictable natural fermentation process
The juice (called „must‟ at this stage) is chilled – and allowed to settle
Must is filtered – through a centrifuge to remove large particles/matter not wanted
in the final product.
58
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
36.
Trainer Notes
Trainer finalises production process for white wine:
A commercially prepared yeast is added to the must – to start a fermentation
process that is predictable and stable
Fermentation occurs under refrigeration – to control the heat generated during the
fermentation process
Fermentation is stopped when the wine has reached the required level of dryness
or sweetness – or as the wine maker‟s scientific and taste-testing observations
indicate
Yeast protein, skins and other residue are allowed to settle out – and the wine is
pumped out to undergo a 'fining' (filtering) process to remove the unwanted matter
generated during the fermentation process
The wine is aged (sometimes in wood but often in large stainless steel tanks (the
„tank farm‟ at the wineries) – it is then bottled, may be bottle aged and is then sold.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
59
Notes and PowerPoint slides
Slide
Slide No
37.
Trainer Notes
Trainer explains basic process for making red wine, explaining:
Red wine can only be made from red wine grapes. The main difference between
the production of red and white table wines is that in red wine production, the grape
juice is allowed to spend time in contact with the grape skins to pick up colour (and
tannins which play critical roles in the ageing of the wine).
The basic process for red wine making is:
Grapes are harvested
Grapes are crushed - and juice stays in contact with skins
Winemaker determines how long juice stays on the skins
Grapes pressed to extract all the juice and other juice may be added – many red
table wines are „blends‟ of different grape varieties
Fermentation occurs
Wine is fined, filtered and stored in wood
Bottled for age and then sale.
Class Activity – Guest Speaker
Trainer arranges for wine representative to attend and:
Talk to class about wine making procedures
Provide samples and conduct guided tasting
Supply examples of wine (tasting) notes.
60
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
38.
Trainer Notes
Trainer gives trainees more information about wines explaining they may be classified
in various ways:
Red or white – usually refers to „still, table‟ wine to differentiate from „sparkling‟
Varietal or generic – see following slides
Sparkling – see following slides
Fortified – see following slides.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
61
Notes and PowerPoint slides
Slide
Slide No
39.
Trainer Notes
Trainer presents information on Varietal wines explaining;
„Varietal‟ wines are wines made from one (or more) nominated grape varieties –
the name of this/these grapes appears on the label of the bottle
Where a wine claims that the wine is made from a certain grape variety, the wine
must be made from a minimum percentage of that stated variety
Where a wine claims to be made from grapes of a certain year, then a minimum
percentage of the wine must be from that specified year
Where a wine claims it comes from a nominated area, then a minimum percentage
of the wine must come from the stated area.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of wine/s, and/or
Texts books, and/or
Internet sites
to illustrate the wines identified on this slide.
62
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
40.
Trainer Notes
Trainer gives examples of white varietal grape varieties:
Chardonnay – a full-flavoured dry white wine
Chenin Blanc – a pleasant fruity 'drink now' wine with a refreshing acid finish
Rhine Riesling – a delicate wine with fruit character and a trace of sugar that varies
hugely depending on the region in which it is grown
Sauvignon Blanc – a dry white wine with distinct varietal flavour (melon, pineapple,
tropical fruit)
Semillon – a dry, crisp white wine
Traminer – a fresh and fruity wine with a spicy smell and taste
Common bottle size is 750 mls.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of wine/s, and/or
Texts books, and/or
Internet sites
to illustrate the wines identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
63
Notes and PowerPoint slides
Slide
Slide No
41.
Trainer Notes
Trainer gives examples of red varietal grape varieties:
Cabernet Sauvignon – an aromatic red with berry, mint, capsicum and blackcurrant
highlights
Malbec – a fruity, soft wine
Merlot – another fruity and aromatic red reminiscent of plums, pumpkins and
fruitcake
Pinot Noir – a lighter style red, thin in taste and colour
Shiraz – this grape produces fine full-flavoured reds that vary greatly from region to
region; often blended
Common bottle sizes are 200 mls, 750 mls and 1 litre.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of wine/s, and/or
Texts books, and/or
Internet sites
to illustrate the wines identified on this slide.
64
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
42.
Trainer Notes
Trainer introduces generic wines stating:
„Generic‟ is the term used to describe wines are made to a style, usually naming a
European location as its origin, such as Hock, Moselle, Claret and Burgundy
Generic white wines include:

Chablis - a very dry, flinty wine

Hock - a very dry white wine

Moselle - a popular and pleasantly semi-sweet wine, less sweet than
Sauternes

Riesling - drier than Moselle: often described as fruity and has its fruitiness
confused with sweetness

Sauternes - produced from fully ripe grapes; a very sweet wine

White Burgundy - a fairly dry white with full flavour
Generic red wines include:

Burgundy - a soft and fruity red wine

Claret - a dry red with more astringency than burgundy.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of wine/s, and/or
Texts books, and/or
Internet sites
to illustrate the wines identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
65
Notes and PowerPoint slides
Slide
Slide No
43.
Trainer Notes
Trainer introduces „blended wines‟ stating:
•
Blended wines, as the name suggests are made from two or more grape
varieties
•
This may be done by a wine maker to create a unique taste, to mask a
deficiency in one grape (such as lack of colour, lack of flavour) or because of
economic necessity (some grape varieties are cheaper than others)
•
A blended wine is not to be seen as inferior to a straight varietal wine – it is just
different.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
•
Actual samples of wine/s, and/or
•
Texts books, and/or
•
Internet sites
to illustrate the wines identified on this slide.
66
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
44.
Trainer Notes
Trainer introduces „sparkling wines‟ stating:
•
The word „Champagne‟ is now legally reserved for sparkling wine produced
from the Champagne region in France
•
All other similar wines are called by the generic term „sparkling wine‟
•
Sparkling wines may be made using one of four options, each producing vastly
different quality products – see following slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
67
Notes and PowerPoint slides
Slide
Slide No
45.
Trainer Notes
Trainer lists the four main methods for making sparkling wine:
Méthode champenoise – Naturally carbonated wine
The traditional way of producing sparkling wine is using the French method known
as „méthode champenoise‟, whereby bubbles naturally occur in the bottle as a result
the fermentation process
Many sparkling wines are made using this process and highly regarded around the
world as outstanding of the champagne style even thought they are not by strict
definition „champagne‟
This method is also called „méthode traditionelle‟, or „méthode classique‟.
Carbonated or Injection method
This is the cheapest and quickest method and the one producing the lowest quality
sparkling wine
The base wine is placed in a closed tank and chilled. Carbon dioxide is pumped in
under pressure and absorbed into wine: cola and lemonade is made in the same
way
This method produces wine with comparatively large bubbles which disappear
quickly in the glass. The wine may be called 'Carbonated wine'.
Cuvee close, Charmat, Bulk or Tank method
The base wine is pumped into stainless steel tanks, where yeast and sugar is
added to start a second fermentation (the first fermentation has happened to get the
initial base wine)
68
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
It is this second fermentation which puts the bubbles in the wine
The wine is allowed to settle, filtered and transferred to another tank – still under
pressure – where it receives a dose of sweetener/liqueur for the desired level of
sweetness.
Transfer method
This represents a compromise between the Charmat method and the best, most
expensive and most time-consuming method – méthode champenoise
The secondary fermentation takes place in the bottle in the méthode champenoise
way, and wines are also aged for a short while in the bottle
The wine is transferred under pressure from bottles (after the secondary
fermentation) to tanks where it is allowed to settle and is filtered: a sweetener is
added while the wine is still under pressure and then it is bottled for sale
The label will state 'fermented in the bottle'.
Class Activity – Sample Sparkling Wines
Trainer obtains sample sparkling wines for each of the production methods listed on the
slide and:
Discusses the labels on each bottle
Pours a glass of each so students can see the difference
Allows taste tests so students can experience the difference.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
69
Notes and PowerPoint slides
Slide
Slide No
46.
Trainer Notes
Trainer advises students on the different styles of Champagne:
Non-vintage (N.V.)
This is the most common style and is made from base of two to three wines every
year to enable consistency of product
The end product cannot be legally identified as coming from a specified year,
hence the term N.V.
Vintage
This is a rarer, and more expensive wine made solely from wine of the one
nominated year
It is usually a better quality champagne
Vintage champagne not made every year – it depends on grape quality and the
season.
Rosé
This style may be made from leaving the grape juice in contact with the red/black
grapes for a period so as the wine can pick up some colour from the skins (or some
red wine may be added), white base wine prior to the second fermentation.
Crémant
'Crémant' means 'creaming'
The wine is a gently sparkling wine, giving the impression of creaminess, preferred
by many especially with desserts.
70
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Blanc de blancs
This wine is made exclusively from white grapes.
Blanc de Noirs
This wine is made only from red grapes.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
71
Notes and PowerPoint slides
Slide
Slide No
47.
Trainer Notes
Trainer discusses sweetness levels of sparkling wines:
Sugar levels vary between brands so a brut in one brand may well not be as dry as
a brut in another.
The following is a general guide to sweetness/dryness:
72
Driest
Extra brut
Sweetest
Doux.
Brut
Extra dry
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Sec
Demi-sec
Notes and PowerPoint slides
Slide
Slide No
48.
Trainer Notes
Trainer explains Champagne is available in a range of bottle sizes:
Champagne comes in half bottles (375ml) and full bottles (750ml) – some are also
available in 200 ml bottles - as well as a range of larger bottles each with their own
name
Magnum – equivalent to 2 bottles: commonly used for parties.
Other sizes usually reserved only for „special occasions‟ include:
Jeroboam – equivalent to 4 bottles
Rehoboam – equivalent to 6 bottles
Methuselah – equivalent to 8 bottles
Salmanazar – equivalent to 12 bottles
Balthazar – equivalent to 16 bottles
Nebuchadnezzar – equivalent to 20 bottles.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
73
Notes and PowerPoint slides
Slide
Slide No
49.
Trainer Notes
Trainer introduces „fortified wine‟ stating:
Fortified wines are base wines which are strengthened or 'fortified' by the addition
of grape spirit or brandy
The addition of the grape spirit stops fermentation, increases alcoholic strength,
adds sweetness, imparts keeping qualities, and in the case of port provides the
brandy character – table wines need to be consumed within 2 days of opening but
many fortifieds will keep for months after opening
Fortifieds range between 17 – 22% alc/vol
The standard industry size serve for a fortified wine is 60 mls.
74
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
50.
Trainer Notes
Trainer advises students fortified wines include:
Sherries


Served as an aperitif, sherries are available in:
–
Dry – which is often kept under refrigeration and served chilled
–
Medium
–
Sweet
–
Cream
You can tell the difference between a dry sherry and a sweet sherry that are on
a drinks tray because the sweet sherry is darker in colour
Vermouths
Ports
Muscats.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of sherries, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
75
Notes and PowerPoint slides
Slide
Slide No
51.
Trainer Notes
Trainer discusses vermouths:
Vermouth is a white wine that has been infused with various herbs, spices, flowers,
fruits (depending on the manufacturer)
It is available in red (rosso) often referred to as Italian, or white (bianco) which is
also referred to as French
It is used (or mixed) as a pre-dinner drink.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of vermouths, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
76
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
52.
Trainer Notes
Trainer discusses ports:
White port is produced in the same way as other red port, with the same difference in
production as the difference in production of red and white table wines - the time on
skins is either far less, or non-existent. The final product in white port is usually much
sweeter than the red port, even where the labels read 'dry' or even 'extra dry'.
Ruby port is amongst the simplest and most inexpensive due to the fact that it is aged
in bulk vats - not smaller barrels - and bottled young (after 2 - 3 years) after blending. It
retains a deep ruby colour and a 'fiery' taste. Mulberry flavours are often traditionally
associated with ruby wine.
Tawny port gets its name from the tawny colour that port gets from its wood ageing
and/or the use in tawny of a lighter base wine, or the blending of a red port with a white
one.
Vintage port is a port that is simple to make being made blended wines from the one
vintage, yet is the most expensive in part due to the fact that only the very best grapes
are used. Not every year will be a year when a 'vintage' can be declared.
Despite being a fortified wine, vintage port has a limited shelf life: after opening it should
be consumed within 2 – 3 days.
Liqueur port is produced when after some time tawny ports become so concentrated
(or liqueured) through evaporation through casks that their very nature has changed.
The evaporation reduces the liquid volume but concentrates the sugar, colour and
flavour present and results in a port of liqueur-like character.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
77
Notes and PowerPoint slides
Alternatively, and more cheaply, a sweet white wine can be added to the tawny before
bottling producing a vanilla/nutty flavour.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of ports, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
78
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
53.
Trainer Notes
Trainer discusses muscats:
The name can refer to either grapes, or to the wine they make
Muscat is a red dessert wine with a rich raisin taste and smoky characteristic
The Liqueur Muscat is made in the same way as the natural liqueur port.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of muscats, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
79
Notes and PowerPoint slides
Slide
Slide No
54.
Trainer Notes
Trainer informs trainees about wine producing countries:
Many countries have established a reputation for wine. Notable wine-producing
countries include:

Australia

France

Italy

Germany

New Zealand

Chile

South Africa

Spain

America – California, Washington

Portugal.
Class Activity – Internet Research
Trainer directs trainees to view wine producing countries of the world and identify other
countries which produce wine but are not listed on the slide.
80
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Websites may include:
http://www.mapsofworld.com/world-top-ten/world-top-ten-wine-producercountries.html
http://wineinsights.com/wine-growing-regions/world-wine-growing-regions.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
81
Notes and PowerPoint slides
Slide
Slide No
55.
Trainer Notes
Trainer introduces trainees to „spirits‟:
The type of wine used as the base dictates the spirit produced – grape wine for
brandy; sugar wine for rum; grain wine for whisky, gin and vodka
There are five basic spirits:

Whiskey

Rum

Gin

Vodka

Brandy.
Class Activity – Question & Answer Session
Trainer asks students to identify brand names for the spirit types listed on the slide.
82
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
56.
Trainer Notes
Trainer tells trainees about „whisky‟:
Whisky is distilled from grain (barley, rye, maize, cereal) made in either a
Continuous or Pot still
Whisky is produced in many with the four main ones being Scotch, Irish, Bourbon
and Rye.
Scotch Whisky
There are two distinct types – malt and grain
Blended together they make a third Blended version – the common whiskies such
as Haig, Johnnie Walker and J & B are blends
The standard blend is 60% grain to 40% malt
Blending can involve up to thirty whiskies of different ages and from various
distilleries making a standard blend
Traditionally only the malt whisky from the Highlands was true whisky: malts are
well liked by whisky connoisseurs who have personal preferences – a malt whisky
is lighter in colour and smoother than other whisky.
Grain Whisky
Scotland's grain whisky is made from maize with malted and sometimes un-malted
barley
The product is light with no peat flavour
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
83
Notes and PowerPoint slides
There is little demand for it to drink straight and it is primarily used for blending.
De Luxe Scotch Whisky
Is older and mellower with a blend age of seven to twelve years.
Malt Whisky
Is made from malted barley
Malting consists of spreading wetted barley on a warm floor, so the seeds begin to
germinate – this converts starch into sugar (maltose)
To halt the process it is next dried at a hotter temperature using peat
The peat fumes give the unique flavour.
Popular brands of scotch include:
Johnnie Walker – red label, blue label, black label, green label and gold label
Ballantines
The Famous Grouse
Teacher‟s
Grants
Dewar‟s
Black and White
Vat 69
Chivas Regal
Haig‟s Dimple
Glenfiddich Single Malt 12 years old.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
84
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
57.
Trainer Notes
Trainer discusses Irish Whiskey and Bourbon and Rye Whiskies:
Irish Whiskey
Always spelt with an 'e' and is made basically the same as whisky with some
variations.
The base cereals may not be wholly barley, drying is by coal fire not peat, and stills
differ in design.
Examples of Irish Whiskey include:

Jameson

Paddy‟s

Tullamore Dew.
Bourbon and Rye Whiskies
Bourbon is made in USA originating in Kentucky.
Rye is made in USA and Canada.
Both are produced from grain (mainly maize) distilled in a Continuous still, and
aged in charred oak barrels.
Bourbon is aged in cold warehouses, Rye in heated rooms: both are lighter than
scotch.
Popular brands include:

Wild Turkey Kentucky Straight Bourbon Whiskey
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
85
Notes and PowerPoint slides

Jack Daniels Sour Mash Whiskey

Jim Beam Kentucky Straight Bourbon Whiskey

Cougar Bourbon.
Canadian Club is a whisky and not a bourbon.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
86
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
58.
Trainer Notes
Trainer presents facts about „rum‟:
Rum is distilled from molasses which is a by-product of cane sugar
Rum is distilled by Pot or Continuous still and often blended
It is aged in oak and caramel can be added for colour.
Jamaican rum
Known for highly-flavoured rums, but today light rums are distilled too with a trend
for these.
Barbados and Trinidad rum
Both specialise in lighter, colourless rums.
Popular brands
Popular brands of rum include:
Captain Morgan – spiced gold, dark, deluxe, white and gold
Cougar
Bacardi – white, black and gold.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
87
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
•
Texts books, and/or
•
Internet sites
to illustrate the products identified on this slide.
88
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
59.
Trainer Notes
Trainer explains concept of „proof‟ spirits:
„Proof‟ is another way of indicating the alcoholic strength of drinks. „Alcohol by
volume‟ as a percentage is the more common way
„Proof‟ is double the alcohol by volume figure
For example, a product that is ‟80 proof‟ is 40% alc/vol.
Class Activity – Samples
Trainer shows class a variety of bottles/labels with different alc/vol and proof readings.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
89
Notes and PowerPoint slides
Slide
Slide No
60.
Trainer Notes
Trainer introduces facts about „gin‟:
Gin is produced by rectifying a pure spirit with berries and botanical herbs – juniper
berries and coriander seeds are the main flavouring agents, along with calamus
root, cardamom seeds, angelica, orange and lemon peels, almond and orris root.
London Dry Gin
May be clear (like Gilbey's London Dry and Gordon's), or straw coloured (like
Booth's)
The most commonly asked for type.
Sloe gin
With an emphasis on the sloe berries used in its production.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
90
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
61.
Trainer Notes
Trainer presents „vodka‟:
Is distilled from a base of grain or molasses and is highly rectified meaning
impurities have been removed
No flavourings are added, indeed charcoal is used to filter it and produce a clean
and smooth spirit.
Flavoured vodkas
Polish vodka is also excellent, some varieties being flavoured with fruit or herbs
Growing in popularity, flavoured vodkas can feature cherries, rowan berries, pears,
cranberries, green apple, strawberries, raspberries, vanilla, oranges or lemons
Popular brands include:

Enistoff

Karloff

Finlandia

Wyborowa

Smirnoff

Skyy.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
91
Notes and PowerPoint slides
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
92
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
62.
Trainer Notes
Trainer looks at „brandy‟:
Is distilled from grapes and is produced in nearly every wine growing region: it may
be consumed neat but is popular with a mixer, or in cocktails
Popular brands include:

St Remy

Hardy‟s Black Bottle.
Cognac
The most famous brandy is Cognac made in the Cognac region of France
When drinking cognac, a nip is poured into a balloon glass of moderate size: the
hand is cupped around the balloon and the cognac gently swirled, warming it and
releasing its bouquet
Popular brands are Courvoisier, Remy, Camus and Napoleon.
Class Activity 1 – Brandy Balloon
Trainer obtains cognac and range of brandy balloons and demonstrates procedures for
serving and warming cognac.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
93
Notes and PowerPoint slides
Class Activity 2 – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
94
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
63.
Trainer Notes
Trainer discusses „tequila‟:
Is a Mexican spirit ranging from clear to pale gold in colour
True Tequila is made in the areas surrounding the city of Tequila
Some bottles feature the classic worm in the bottle
Tequila is made from Maguey cactus plants
Popular brands include:

José Cuervo

El Toro

Coyote.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of spirits, and/or
Texts books, and/or
Internet sites.
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
95
Notes and PowerPoint slides
Slide
Slide No
64.
Trainer Notes
Trainer discusses service of spirits:
With spirits, there are several options available to customers
They may order a full nip (30 mls) with a mixer in a short or long glass, or they may
order a half nip (15 mls) with a mixer in a short or long glass
Sometimes customers order a double (60 ml) but many venues have banned these
due to Responsible Service of Alcohol concerns
Drinks may be ordered with ice, or without ice
Industry practice where the customer does not specify nip size, glass size or ice
requirements is to prepare a drink comprising:

A full nip

Ice

Long glass
Guests may also order the spirit 'neat' – which means without any mixer, and
without ice – or they may order it 'on the rocks' which means neat with the addition
of ice.
96
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
65.
Trainer Notes
Trainer introduces common mixers (soft drink) used with spirits as follows:
Gin – tonic water (Gin & Tonic; G&T), lemon squash (Gin Squash), bitter lemon,
lemonade, orange juice: „Pink Gin‟ is gin with the addition of a few drops of
Angostura bitters that have been swirled around the glass
Brandy – dry ginger, cola, lemonade
Whisky - dry ginger, cola
Rum – cola
Vodka – lemon squash, orange juice (Screwdriver), tomato juice (Bloody Mary).
Class Activity – Demonstration
Trainer shows trainees how to mix/make a range of drinks as identified on the slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
97
Notes and PowerPoint slides
Slide
Slide No
66.
Trainer Notes
Trainer introduces „RTD s‟ to students explaining:
„RTD‟ stands for „Ready To Drink‟ and refers to the large and growing range of premixed drinks that are available in bottles and cans
They may be spirit or wine-based
Examples include:

Bacardi Breezers

Kristov Cruisers

Canadian Club and cola

Jack Daniels and cola

Cougar bourbon – with cola; cola zero.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of RTDs, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
98
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
67.
Trainer Notes
Trainer presents basic information on a range of other alcoholic products as listed:
Applejack
Brandy distilled from the fermented mash of cider apples in the New England
region of the USA
The best is Pot distilled with a minimum maturation of 2 years in oak casks
It may be bottled straight or combined with neutral spirits and sold as blended
applejack.
Aquavit
Is the drink of Scandinavia and the word comes from 'aqua vitae', Latin for „water of
life'
Grain or potato is distilled to produce a neutral spirit which is then redistilled with
caraway and other flavourings such as citrus peel, cardamom or anise
Aquavit is served ice cold and as it is highly alcoholic it is usually served with food.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
99
Notes and PowerPoint slides
Slide
Slide No
68.
Trainer Notes
Trainer continues to present basic information on a range of other alcoholic products as
listed:
Calvados
A brandy made from a mash of cider apples produced in the defined areas of the
provinces of Brittany, Normandy and Maine
The fermented mash is double Pot distilled and then matured in oak casks for up to
25 years, picking up colour and flavour from the wood.
Eau de Vie
These are true fruit brandies made by distilling the fermented mash of fruit
They usually have a higher alcoholic content than most liqueurs and are dry to the
taste and the majority are colourless because they are aged in glass.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
100
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
69.
Trainer Notes
Trainer continues to present basic information on a range of other alcoholic products as
listed:
Kirsch
Originally double Pot distilled cherry brandy from the Alsace region in France.
Kirschwasser
German or Swiss cherry brandy.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
101
Notes and PowerPoint slides
Slide
Slide No
70.
Trainer Notes
Trainer continues to present basic information on a range of other alcoholic products as
listed:
Ouzo
Aniseed flavoured spirit of Greece and Cyprus
Quality ouzo made by double distillation of the basic spirit and then the addition of
aniseed and other herbs before redistillation
The better quality the ouzo the more milky it becomes with the addition of water.
Pernod
Origin is in Southern France. It was named after Monsieur Pernod who bought the
recipe in 1897
The original recipe contained absinthe, however this was banned on 14th August
1914 for making men mad and vicious
Pernod has a similar taste to ouzo and goes milky with the addition of water.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
102
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
71.
Trainer Notes
Trainer continues to present basic information on a range of other alcoholic products as
listed:
Poire Williams
Eau-de-vie de poire is distilled from the pear known as Williams or Bartlett
It is sometimes marketed in a pear-shaped bottle with a ripe pear inside.
Slivovitz
Plum brandy from Yugoslavia and other Balkan countries.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
103
Notes and PowerPoint slides
Slide
Slide No
72.
Trainer Notes
Trainer introduces „Liqueurs:
Liqueurs are spirits flavoured with fruits, herbs, roots and plants, sweetened and
sometimes artificially coloured
Liqueurs are proprietary or generic
Proprietary brands are those produced by a single company such as Grand
Marnier, Cointreau, Tia Maria, and Galliano
Generics are types of liqueurs that can be made by any company. As an example,
Continental produce a range of generic liqueurs that includes Advocaat, Banana,
Blue curacao, Butterscotch, Crème de cacao, Crème de menthe, Melon, Mint
chocolate, Triple sec
Many liqueurs trace their ancestry back to the monasteries where monks collected
herbs and turned them into medicines: in fact, many do have digestive properties
Liqueurs are made by soaking flavouring materials in a spirit – the number of
flavourings is huge with Chartreuse having a hundred and thirty herbs, and
Benedictine at least thirty
Liqueurs may be mixed, used in cocktails or served straight. May be lit (set on fire)
and served „flaming‟
Standard serve size for a liqueur is 30 mls.
104
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
73.
Trainer Notes
Trainer presents basic information on a range of liqueurs as listed:
Advocaat
A low strength liqueur, thick yellow and creamy from raw eggs and spirit.
Anisette
Sweetened version of Anis, a name that comes from the star anise plant.
Apricot
Made by macerating apricots with brandy.
Bailey's Irish Cream
Fresh cream blended with whiskey, neutral spirits, coffee and chocolate.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
105
Notes and PowerPoint slides
Slide
Slide No
74.
Trainer Notes
Trainer continues to present basic information on a range of liqueurs as listed:
Benedictine DOM
DOM stands for Deo Optimo Maximo – To God most good, most great
It is a famous and popular golden liqueur with a complex, herb flavour.
Chartreuse green and Chartreuse yellow
Brandy distilled with numerous herbs: yellow is sweeter – but weaker.
Cointreau
Colourless liqueur of the Curacao family made by the Cointreau company. Clear in
colour, orange-flavoured with a dry finish.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
106
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
75.
Trainer Notes
Trainer continues to present basic information on a range of liqueurs as listed:
Crème de Bananes
Sweet, banana-flavoured liqueur which can be consumed on its own, or poured
over ice cream.
Crème de Cacao
Sweet liqueur made from cocoa and vanilla beans.
Crème de Cassis
Sweet liqueur made from blackcurrants.
Crème de Menthe
Sweet, mint-flavoured liqueur, available in either a clear or green colour.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
107
Notes and PowerPoint slides
Slide
Slide No
76.
Trainer Notes
Trainer continues to present basic information on a range of liqueurs as listed:
Drambuie
Made from scotch whisky, herbs and honey: sweet and golden.
Grand Marnier
Distilled oranges steeped in cognac.
Irish Mist Liqueur
Made from heather, honey and whiskey.
Kahlua
Mexican coffee-flavoured liqueur.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
108
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
77.
Trainer Notes
Trainer continues to present basic information on a range of liqueurs as listed:
Curaçao
Distilled from peel of bitter oranges
Normally colourless but may be orange or blue using food colouring agents to
achieve this.
Jagermeister
A bitter tasting liqueur made from herbs, roots and spices
Recommended to be served from the freezer.
Kummel
Distilled grain spirit flavoured with caraway seeds.
Maraschino
Sweet liqueur made from cherries.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
109
Notes and PowerPoint slides
Slide
Slide No
78.
Trainer Notes
Trainer continues to present basic information on a range of liqueurs as listed:
Midori
Green, melon-flavoured liqueur.
Parfait d'Amour (‘perfect love’)
Sweet, highly scented, violet-coloured liqueur.
Peach Brandy
Peaches steeped in brandy.
Royal Mint Chocolate
Like a liquid after dinner mint.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
110
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
79.
Trainer Notes
Trainer continues to present basic information on a range of liqueurs as listed:
Sambuca
Aniseed-flavoured liqueur – blue (deep blue/black), red or white/colourless
Often served with three coffee beans in the glass.
Strega
Means 'witch' in Italian: features many herbs and barks of trees.
Tia Maria
Distilled from sugar cane and flavoured with Blue Mountain coffee.
Van Der Hum
South African cape brandy with tangerine (naatje) and a touch of rum.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
111
Notes and PowerPoint slides
Slide
Slide No
80.
Trainer Notes
Trainer introduces topic of „beer‟:
Beer is available in draught and packaged form
Draught beer is beer drawn through the tap from barrels or kegs
Packaged beer is beer in large and small bottles and cans.
112
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
81.
Trainer Notes
Trainer continues to present basic information on beer as listed:
Beer production
Beer is made by a process known as 'brewing'
Precise times, temperatures and yeast type vary between breweries and brews
The major production steps are:

Barley is steeped in water and germinates

It is dried by warm air and ground in the brew house

It is then mixed with water to make a liquid called 'wort'

The wort is boiled up with hops and sugar

The wort is then cooled and the yeast added to start the fermentation process

The beer is then clarified, stored and matured

Finally it is filtered, packaged and despatched for consumption.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
113
Notes and PowerPoint slides
Slide
Slide No
82.
Trainer Notes
Trainer continues to present basic information on beers as listed:
A boutique beer is a beer that is not mass produced
It is usually made by a small operator such as a pub brewery (sometimes referred
to as a micro-brewer)
Boutique beers may be domestic or international, with many boutique beers only
being available in the premises where they were brewed, while others enjoy
national exposure.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of beers, and/or
Texts books, and/or
Internet sites.
to illustrate the products identified on this slide.
114
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
83.
Trainer Notes
Trainer continues to present basic information on beers as listed:
Commercially produced beer may be seen as beer that comes from commercial
brewers others than boutique breweries
These beers may be available in different alcoholic contents which are classified
generally as:

Standard strength – which is around the 4.9% alcohol/volume mark

Mid-strength – around 3.3% alc/vol

Light – about 2.2% alc/vol

Low alcohol – 0.9%alc/vol
These beers may be domestic or international.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of beers, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
115
Notes and PowerPoint slides
Slide
Slide No
84.
Trainer Notes
Trainer continues to present basic information on beers as listed:
A relatively recent addition to the beer market has been the introduction of citrus
infused beers
These beers may be infused with orange, lemon and/or lime.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of beers, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
116
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
85.
Trainer Notes
Trainer continues to present basic information on beers as listed:
Most countries now offer beers from many countries – at least in packaged form.
These beers are in addition to the local brews. Popular imported beers include:

Fosters – Australia

Lowenbrau – Germany

Beck‟s – Germany

Fürstenburg – Germany

König Pilsener - Germany

Corona – Mexico

Budweiser – USA

Hollandia – Holland

Heineken – Holland

Miller – USA

Maes – Belgium

Chimay – Belgian

Duvel – Belgian

Asahi – Japan.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
117
Notes and PowerPoint slides
Class Activity 1 – Supply the Name of the Country
Trainer asks trainees to supply the name of the country producing the beers listed on
the slide.
Answers appear above.
Class Activity 2 – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
118
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
86.
Trainer Notes
Trainer continues to present basic information on beers as listed:
Most beer is consumed „neat‟ but some people prefer to add a little something to
their beer, in order to get a different taste
Beer variations include:

Shandy – Beer and lemonade

Beer with a dash – Beer with a dash of lemonade

Lager and lime – Beer with a dash of lime juice

Red eye beer – with tomato juice

Black and tan – Beer and stout

Half and half – Beer and stout

Portergaff – Stout and lemonade

Stout with a dash – Stout with a dash of lemonade

Wedge of lime in neck of a Corona.

There is a wide variation in sizes of beer glasses from 200 mls upwards.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
119
Notes and PowerPoint slides
Slide
Slide No
87.
Trainer Notes
Trainer provides information on non-alcoholic beverages as listed:
Non-alcoholic drinks should be available in all liquor outlets to comply with general
RSA principles. Non-alcoholic drinks may be hot or cold. Examples of non-alcoholic
beverages include:

Varieties of tea – black, semi-black, blended, green, scented

Coffee – including all espresso-based coffees and the flavours that may be
added

Milk shakes and flavoured milks

Smoothies

Hot/iced chocolate

Juices – bought-in and freshly squeezed juices.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of non-alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
120
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
88.
Trainer Notes
Trainer continues to present basic information on non-alcoholic beverages as listed:
Cordials and syrups
Waters – still, sparkling, flavoured
Soft drinks – also known as aerated waters: either bulk „post mix‟ products or
products from bottles or cans
Non-alcoholic cocktails – known as „mocktails‟
Health drinks – including energy drinks
Frappés
Children‟s specialty drinks.
Class Activity – Samples, Texts or Internet
Trainer arranges for trainees to have access to:
Actual samples of non-alcoholic beverages, and/or
Texts books, and/or
Internet sites
to illustrate the products identified on this slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
121
Notes and PowerPoint slides
Slide
Slide No
89.
Trainer Notes
Trainer highlights the basis of doing any job properly is knowing what is required
explaining all jobs have unique activities (or „tasks‟) attached to them and, in theory, if
everyone does what they should then the mix of everyone‟s efforts will result in the
intended objectives and outcomes for the business and good service to customers.
General requirements
Head waiter
This role has the following responsibilities:
122

Organising staff for the room/dining session

Creating a table/floor plan for individual sessions

Conducting the staff briefing before each session

Liaising with all service staff, guests and management

Welcoming guests on arrival – known as „greeting and seating‟.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
90.
Trainer Notes
Trainer continues providing advice on general work requirements for Head Waiter:
Overseeing activities during service to co-ordinate service duties, assist as
required, deal with complaints, respond to issues as they arise
Monitoring service standards – speed of service, waiting times, courtesy, service
techniques used by staff, quality of products served
Conducting de-briefings at the end of service sessions
Making suggestions regarding changes to operational matters, recommendations
for special events and advising in relation to optimising sales and service.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
123
Notes and PowerPoint slides
Slide
Slide No
91.
Trainer Notes
Trainer identifies general skills and knowledge required by food waiters:
Setting up of the room – laying tables, preparing the room
Greeting guests – on arrival („greeting and seating‟)
Taking orders – for food
Serving – which can involve:

Plated service

Silver service

Semi-silver service

Gueridon service
Clearing tables
Preparing and presenting accounts
Class Activity – View Online Videos
Trainer enables viewing of:
„Silver service‟ at:

http://www.youtube.com/watch?v=8jVoMYMoVfs&feature=related
„Gueridon service‟ at:

124
http://www.youtube.com/watch?v=2VrIrQyslik.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
92.
Trainer Notes
Trainer continues to identify general skills and knowledge required by food waiters:
Receiving payment – cash handling, processing charges and electronic payments,
giving change
Farewelling guests – on departure
Stripping the room – at the end of service.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
125
Notes and PowerPoint slides
Slide
Slide No
93.
Trainer Notes
Trainer explains general job requirements for beverage/drink waiters:
Setting glassware at tables before the session
Taking drink orders
Delivering drinks to the table
Serving drinks including wine
Making recommendations for drinks/wine to accompany meals.
126
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
94.
Trainer Notes
Trainer continues to explain general job requirements for beverage/drink waiters:
Clearing glassware and empty bottles
Preparing and presenting the beverage account: liaising with food waiter for
presentation
Processing the drinks account
Farewelling guests
Stripping the room in association with food waiters at end of session
Assisting with designated cleaning duties.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
127
Notes and PowerPoint slides
Slide
Slide No
95.
Trainer Notes
Trainer discusses combined roles of food and drink waiters:
The roles of the food waiter and the drink waiter may be combined into one in
situations where:

The property is small – and cannot afford to hire a separate food and drink
waiter

Management prefers the food and beverage service roles to be combined in to
the one position – for example, management may feel that service flow for a
table will be better if the one person provides the food service and the beverage
service as opposed to having a separate person for each role
The duties involved are a combination of the duties listed above for the „Food
Waiter‟ and the „Beverage/Drink Waiter‟.
128
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
96.
Trainer Notes
Trainer discusses role of „runners‟:
„Runners‟ provide a support role for the food waiter. Also known as busboys/girls.
Their duties include:

„ Running‟ dishes/meals from the kitchen to the waiter‟s station – for the waiter
to serve

Taking used/unwanted items from the room to the kitchen for either cleaning or
storing

Preparing butters and napkins prior to service

Fetching extra things for a table/waiter as required during service

Conveying messages between waiting staff and/or kitchen staff

Dealing with spills.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
129
Notes and PowerPoint slides
Slide
Slide No
97.
Trainer Notes
Trainer identifies work requirements for bar staff explaining role involves:
Prepares the bar for service by putting away stock, preparing/polishing glasses,
cutting fruit, and preparing drink garnishes, fruit juices and cocktail requirements
(gomme syrup, sour mix)
Serves the beverages and mixes the drinks as ordered by the drinks waiter
Serves customer direct – where bar service is part of the dining experience
Accepts payment for drinks/wines served
May be responsible for running the beverage accounts, finalising individual
beverage accounts for payment and reconciling the beverage takings
Orders stock to replenish supplies at the end of trading
Cleans/tidies bar at end-of-trade.
Specialist bar attendants are „Cocktail bar attendants‟ who specialise in the making of
cocktails and generally also create new drinks and display a high level of
„showmanship‟ in the discharge of their drink mixing tasks.
130
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
98.
Trainer Notes
Trainer advises trainees they can identify details of the job they have \been employed to
do in the following ways:
Formal documents
These include Position Descriptions, Job Descriptions, Job Specifications and Job
Analysis sheets. Where they exist they should:

Set out the main activities each position is responsible for – which should
provide a fairly comprehensive list of the activities for each role

Name specific pieces of equipment that the person needs to be able to use –
this may be a point of sale unit/register, or a hand-held ordering unit/system

Describe the nature of any relationship that exists between the position and
other positions

Who the position reports to

Other staff the position may be responsible for

Date the document was created – and should be reviewed/up-dated.
Many Job Descriptions usually contain a statement at the bottom of the list of
stated tasks along the lines of “Any other work as required by management”. This is
a catch-all statement that allows management to ask any staff member to undertake
virtually any work that needs doing even though it may not be specifically spelled
out in the main body of the document.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
131
Notes and PowerPoint slides
Verbal advice from others
Commonly a staff member will simply be told by experienced or senior staff about the
work they are expected to do. This may occur as part of a formal Induction program or
be part of learning on-the-job. The advice should:
Identify what needs to be done
Indicate when it needs to be done – and by when it needs to be completed
Describe any standards that apply to the work
Include any special house techniques that are approved or used for the work
Detail any legal compliance issues that need to be observed.
In many cases additional advice is given where actual practice by individual staff
demonstrates they cannot/do not meet enterprise requirements.
Formal on-the-job training
Where an establishment provides formal on-the-job training, one of the first training
sessions usually covers the requirements for the job you have been employed to
do.
Checklists
Some properties provide checklists for staff to follow to assist them in making sure
that all tasks have been completed as required for their role
These may be posters/lists on walls in back-of-house areas.
Class Activity – Handouts
Trainer obtains, distributes and discusses documents as identified on slide.
132
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
99.
Trainer Notes
Trainer explains the hospitality industry in general and food and beverages in particular
are a constantly changing landscape where new products, tastes, trends are constantly
emerging and some products lose popularity and fade away. Trainer highlights this
creates a need to stay for staff up-to-date with what is happening you need to use a mix
of informal and formal research techniques to keep pace with these changes especially
as they relate to the workplace.
Research
Research is the only way to develop and maintain product knowledge and you
have to be proactive
It is not usually the case information will seek you out – you have to take the
initiative and seek it out.
Informal research
Informal research is not structured or formal. It almost occurs „by the way‟ as you
do other things. Informal research occurs when you use workplace observation, or
ask another team member or supervisor/manager about the product and services
offered by the establishment and by your competitors
It also occurs when you obtain information from catalogues or promotional and
information material provided by suppliers, and product manufacturers
Other informal research options are reading F&B articles in the local newspaper,
watching F&B shows on the television, and reading books with information on food
and beverages
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
133
Notes and PowerPoint slides
You could become proactive and ask for verbal customer feedback on a particular
product or service by (for example) engaging people in conversation as part of their
eating/drinking experience
You may also talk to the delivery driver who delivers your F&B products, or the
sales representatives who call in at the workplace and notify the venue of new
products and price rises, and who also take orders for F&B products.
Formal research
Formal research is more structured and planned than informal research. Examples
of formal research include instances when you seek out further product information
by:

Enrolling in a recognised course at a school or training college

Attending product launches and promotions conducted by growers,
manufacturers and/or suppliers

Attending seminars or industry nights where certain aspects/products are the
focus of the session – and where you can grow your network of industry
contacts
•
Included in this research is attending or participating in in-house training.
Class Activity – Guest Speaker
Trainer arranges for industry manager to attend and:
List ways to stay up-to-date with industry and product knowledge
Identify examples of formal and informal research
Highlight the need for and benefits of staying up-to-date.
134
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
100.
Trainer Notes
Trainer introduces importance of customer feedback and workplace observation in
relation to developing and maintaining product knowledge:
Staff can learn a great deal about products and services by observing the
workplace and obtaining customer feedback
This information can also be used to evaluate products, services and promotional
incentives offered by the establishment
Observation in the workplace may include:

Being aware of new products and services offered on menus and drink lists

Being aware of product returns – that is being aware of which products are
frequently returned, and finding out why

Familiarising yourself with promotional displays and printed materials – so you
understand the information the venue is providing to customers

Speaking with other team members about the services and products they are
familiar with – so you can benefit from their knowledge and experience

Observing customers' reactions to a particular product or service – do they
appear to like the new drink or not? Do diners seem happy with the new food
items on the new menu? How pleased/displeased are they with the new/higher
prices?
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
135
Notes and PowerPoint slides
Class Activity – Excursion
Trainer arranges excursion to workplace to:
Observe F&B roles at work
Talk to staff and management
View facilities.
136
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
101.
Trainer Notes
Trainer states for any research, questioning or observation to be successful it must be
done with one (or more) specific purposes in mind – there must be a definite idea of
what needs to be found out.
It is also good to know „why‟ you want to know this information.
To obtain customer feedback the following have proved effective strategies to use:
Ask a customer for their comments after they have bought, eaten or consumed a
product/drink
Seek written feedback by distributing „Customer Comment/Feedback‟ cards and
encouraging customers to compete and return them – these cards can be written to
request feedback on any topic of interest/concern to you
Advise patrons (where applicable) of your online „Tell Us What You Think‟
feedback facility – and encourage them to provide feedback using this option
Talk to customers – as part of their dining/drinking experience and ask them
questions designed to elicit information about topics you want o find out about
Observe customer reactions to certain thing – are they happy or unhappy about a
certain aspect of service? Do they appear to like or dislike a new dish?
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
137
Notes and PowerPoint slides
Slide
Slide No
102.
Trainer Notes
Trainer identifies things about which knowledge should be developed and maintained:
Current market trends – identifying new products, determining what is gaining in
popularity and learning what is losing popularity/flagging in sales
Local area products – this means knowing what is produced/grown locally and
keeping in touch with developments in F&B produced by local growers and/or
businesses: many tourists to venues are eager to sample the „local product‟ and
you need to know what is local and what is not
Seasonal produce – learning, for example which products are in season, and when
fruit and vegetables come in, and go out of, season
Enterprise menus and specials – talking to chefs and participating in tastings at
work is essential so you can accurately pass on information to customers based on
real-life, personal experience of the food/drinks
Enterprise trends – you should to keep up-to-date with changes in customer needs,
customer profiles (age; where they come from) and customer preferences as well
as management plans for the property
Current food and beverage festivals – so you know what you can attend, and so
you can pass this information on to interested customers/tourists
Promotional activities – to identify the Special Events that the venue is organising:
so you can promote it to patrons.
138
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
103.
Trainer Notes
Trainer encourages trainees to share any new/updated F&B knowledge they have with
other staff advising this can be done through:
Informal sharing
Examples of sharing information informally include:

Talking to colleagues casually while at work or during work breaks

Telling people in a random manner about the information you found out

Replying to question by including the new information as part of the response.
Formal sharing
The following are ways you might formally share new F&B information you have
discovered:

Passing on information at a staff meeting

Sharing what you know with other employees at daily briefing and de-briefing
sessions

Developing a written handout containing the information – and distributing it to
other workers.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
139
Notes and PowerPoint slides
Slide
Slide No
104.
Trainer Notes
Trainer stresses need for trainees to identify features of F&B items which may have
appeal for customers stating:
They must be able to describe the special features of F&B items in order to:
140

Meet customer expectations – patrons expect you to know about this: they will
rely on you to advice them, provide information and make
recommendations/suggestions

Optimise sales – the more you know about what you have to sell, the more
likely you will be to make increased sales. Knowledge is not only power but it
also usually translated into revenue and profit

Enhance the customer experience – the more you can talk intelligently and
professionally with customers, the more they will enjoy the experience and the
higher the levels of satisfaction

Increase the likelihood of extra business – the more you know and the better
you can advise customers, the greater the likelihood of those customers
returning for another meal/drink and the greater the chance they will tell their
friends and family to come

Meet management expectations – management expects all customer-contact
staff to be sales people and product knowledge is the key to being able to do
this effectively

Demonstrate a focus on the customer and their dining experience – as
opposed to focussing on (just) what the venue wants to sell/achieve.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
105.
Trainer Notes
Trainer advises features trainees need to focus on should relate to:
The relationship between specific foods and beverages
Knowledge of specific foods
Knowledge of specific beverages
Products sourced from the local area
Enterprise menus, specials and trends.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
141
Notes and PowerPoint slides
Slide
Slide No
106.
Trainer Notes
Trainer discusses the need to consider the relationship between specific foods and
beverages:
You should develop knowledge about the foods on your menu and the beverages
which work well together with them
You should be able to recommend at least one generic „food and beverage‟
match/combination for every item on you menu
Matches are commonly food and wine, or food and beer combinations
Some venues:
142

List possible matches on their menus

Have a poster behind the bar listing possible matches.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
107.
Trainer Notes
Trainer advises as a general statement trainees should learn about all the food items on
their menus stating these menus may differ:
Between meals – the lunch menu may be different to the dinner menu
On days of the week – the food offered on weekends may differ to the menu items
offered on week days
Dependant on menu types – there is always a difference between menu items
listed on table d‟hôte, à la carte and function menus.
They should seek to find out about characteristics of dishes – which can include
capturing details about aspects such as:
Taste and aroma
Consistency (tactile/in-mouth) of the product
Special growing/feeding of livestock
Cut of meat/part of the animal used
Cooking style
Time to prepare – or is the item already cooked and ready to serve?
Service options – is the dish available just as main course, or can it also be served
as an entrée? Is it available only for eat-in dining or can it be served as a take-away
dish?
Price
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
143
Notes and PowerPoint slides
Serve size – how big is the menu item?
Origin of:

The ingredients in the dish – which are local, which are national and which are
imported?

The name of the dish – if the dish has a special name, what was the origin of
that name? For example, how did „Monkey Gland Steak‟ get its name?
Opinions (from experts and customers) – in relation to:

Taste of the dish

Value-for-money
Cultural and dietary aspects – identifying those for whom the dish would be
acceptable/suitable and those for whom it would not be.
144
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
108.
Trainer Notes
Trainer states knowledge about specific beverages should embrace:
The alcohol strength for all alcoholic beverages
The country of origin of products
Prices – for individual drinks and full bottles/units
Different (standard) serve sizes of drinks and packaged products
Taste
Colour
Special characteristics – for example, the gold flakes in Goldwasser or the worm in
certain tequilas
Vintages available – for the wines
Prizes/awards won by wines, spirits and beers
Uses for wines, spirits and liqueurs (as applicable) – such as:

Beverages which can be served „neat‟

Mixed drinks – knowledge of the mixers which can be used with spirits

Cocktails

Cooking or other food-related uses.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
145
Notes and PowerPoint slides
Slide
Slide No
109.
Trainer Notes
Trainer discusses the need to find out about product sourced from the local area:
„Local‟ has two meanings in this context:

The immediate region – any place which is close by

The country in which you live – anywhere in the country can be referred to as
„local‟
To help the local economy and promote local products you must identify:
146

Local wines, beers and other alcoholic and non-alcoholic beverages

Locally „processed‟ items

Raw materials/ingredients/food/products grown or raised locally – including
famous/well-known and items as well as specifically national products not
commonly found elsewhere.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
110.
Trainer Notes
Trainer tells trainees they should strive to learn the following information about local
products:
Names of the products and their characteristics (flavour, appearance)
Names of growers/providers and their location – and how to get there
Quantities/packages available for sale to the public
Whether there are customs restrictions on tourists taking these products out of the
country
Cost
How they are/may be eaten or consumed
Popularity of items with nationals/locals
Basics of how items are grown or produced.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
147
Notes and PowerPoint slides
Slide
Slide No
111.
Trainer Notes
Trainer explains trainees need to know about workplace menus:
Serve size
Taste – „hot‟, „spicy‟, „creamy‟, „bitter‟
Which items are „fresh‟ and which are pre-prepared/frozen and reconstituted
Dishes which are cooked and ready-to-serve – and the cooking time/waiting time
for other items
Items which may be served as main course and entrée
Ingredients
„ Cooking/preparation style
Cultural and dietary acceptability.
148
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
112.
Trainer Notes
Trainer advises trainees about knowledge required in relation to Specials:
Items available as part of the special deal – food and beverages
When the special begins – and when it finished
Cost
Who is eligible for the special – the special may be available to everyone or only to
nominated categories of people (such as tour group members; those attending a
wedding)
What makes the special, special – is it the special low price? Is it the great valuefor-money? Is it the dishes or drinks which are featured?
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
149
Notes and PowerPoint slides
Slide
Slide No
113.
Trainer Notes
Trainer addresses need to find out about local or venue-specific trends as this
knowledge can be used to:
Make recommendation about food and drinks
Engage customers in conversation
Demonstrate your professionalism in the industry and your job
Further determine emerging trends – trends by their very nature are constantly
changing.
150
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
114.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
151
Notes and PowerPoint slides
Slide
Slide No
115.
152
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
116.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
153
Notes and PowerPoint slides
Slide
Slide No
117.
Trainer Notes
Trainer identifies for students the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General discussion
Trainer leads a general class discussion on student experience and knowledge about
providing advice to F&B customers by asking questions such as:
What food and drink combinations do you know of which are generally acceptable?
What advice would you give/have you given to customers who wanted help with
their food and drink choices?
What are special food dishes of your workplace/country?
What are special beverages/drinks of your workplace/country?
154
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
118.
Trainer Notes
Trainer states many customers will require help when choosing beverages to
accompany their selected dishes highlighting it is part of the standard service by any
outlet for staff to help customers choose a beverage to suit both their preferences and
match appropriately with what they are eating.
Trainer indicates advice about drinks to accompany food can be offered in response to
enquiries, or offered as part of service provision without being asked explaining
occasions providing an opportunity or need to advise customers in this regard include:
Serving a customer at the bar who is thinking about having a meal
Serving the customer at a table who has ordered, or is about to order, their food
Greeting and seating the customer – by advising them of any Specials which may
be available
In public areas – where customers approach you and ask a question about the
dining facilities available
Taking a reservation or enquiry over the telephone – where customers make
enquiries about what is on the menu and drink lists
Responding to requests for room service to guest rooms
When helping customers in a bottle shop/take-away liquor situation – by helping
customers to choose a beverage to accompany a meal being prepared at home.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
155
Notes and PowerPoint slides
Slide
Slide No
119.
Trainer Notes
Trainer emphasises need to ask questions before making recommendations presenting
basic questions which may need to be asked :
Do they want an alcoholic or non-alcoholic drink to accompany their food?
Do they want a beverage they can share with others, or is the request for
assistance just for them as an individual?
If they want wine, do they prefer red or white wine? Do they prefer a still wine or a
sparkling wine?
What have they selected in the way of food? It is important to identify this in order
for you to suggest an appropriate food and drink combination.
Do they want to try something local? Many tourists/visitors are eager to try a
local/national product specific to your country or region.
Are they looking for a new experience or do they want something they know they
like?
156
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
120.
Trainer Notes
Trainer highlights two important points to note when making recommendations:
It is never acceptable to respond to the question “What do you recommend to go
with the fish?” with “I don‟t know, I don‟t drink”, or simply “I don‟t know”. Even
though you may not drink (alcohol), and despite the fact you might not have
personally tasted all the beverages on the drink list it is your job to provide an
intelligent response/suggestion to the patron
You must understand your advice regarding suitable food and wine combinations
will never always be acceptable to all people you provide assistance to. People are
individuals and they may not like/prefer the suggestions you make. This is to be
expected so never get upset with yourself or annoyed at the customers if they
ignore your advice or express disbelief about what you have recommended. Accept
their decision with good grace and, where applicable, make another suggestion.
Class Activity – Demonstration
Trainer demonstrates to students how to ask questions to patrons as part of the process
of making recommendations for matching food and beverages.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
157
Notes and PowerPoint slides
Slide
Slide No
121.
Trainer Notes
Trainer identifies some basic suggestions for matching Western style foods with wine
highlighting:
These are only generic suggestions
There is a great variation in wines of the same type from different countries and
from different vintages
There can be a significant variation between the tastes of the same menu item
between different kitchens/venues.
158
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
122.
Trainer Notes
Trainer presents guidelines for matching Asian food with wine:
There is less of a pleasing match of food with strong-flavoured reds
White wines tend to be more acceptable than red wines
There should be a preference for wines which complement the food, as opposed to
„contrasting‟ the food – see next slide.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
159
Notes and PowerPoint slides
Slide
Slide No
123.
Trainer Notes
Trainer explains one way of matching food and wine is the „Complement or Contrast‟
approach as follows.
‘Complementing’ food and wine
When complementing food with wine, try to select wines which will harmonise well
with the dishes and their ingredients – general guidelines are:
160

Whites with fish, chicken, veal and pork

Reds with dark meat

Reds with cheese

Delicate wines with delicate food

Full-bodied wines with full-bodied food

Sweet wines with sweet food

Champagne or sparkling wine can generally go with anything and with any
course as there are many, many styles of this type of wine.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
124.
Trainer Notes
Trainer explains „Contrasting‟ wine and food:
„Contrasting‟ relates to selecting a wine which stands distinctly on its own when
compared to the food being eaten and is viewed as a separate taste experience
This approach seeks to distinctly differentiate the wine from the food, as opposed
to creating a reciprocal/harmonious match with the food being eaten
It is, however, best to apply the concept a style of wine goes well with a style of
food and then fine-tune your selection from that point, taste-testing dishes and
wines, and taking professional advice from wine experts.
Class Activity – Local menu matched with wine
Trainer presents a local food menu and wine list and shows trainees how the
„Complement‟ and „Contrast‟ approach to F&B matches would work with these two lists.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
161
Notes and PowerPoint slides
Slide
Slide No
125.
162
Trainer Notes
Trainer advises there is always the possible need to provide assistance to customers in
their selection of food and beverage items.
Tips on the general provision of assistance
All information should be provided clearly and accurately/honestly
Make sure you speak clearly, confidently and audibly
You should provide assistance to customers at every opportunity – this assistance
may need to be provided to regular customers as well as tourists/visitors who have
never been to the venue before
Often, customers will ask you for this help, but frequently – by observing
customers, or listening to what they are saying – you can offer this advice before
they ask for it, thus providing outstanding customer service
Remember, not all those who need help will ask for it: it is part of your
professionalism to be proactive in offering it
If you are ever in doubt about whether to offer assistance: ask the customer if they
would like some help. Never hold back on offering assistance simply because you
are unsure about whether it is wanted or not
You must bear in mind some people are too 'frightened' to ask, they may be in a
strange town, they may in a different culture, or they may be amongst people who
are speaking a different language
In addition, customers may have had a bad day and feel if they ask for something,
they will not get it anyway
Or, they may have had a previous bad experience with service and feel asking
anyone will simply be a waste of time: in these cases, your offer of help can turn a
negative service situation into a positive one.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
126.
Trainer Notes
Trainer looks at providing drink-related advice stating advice may need to be given
when:
Customers are unsure about what they would like – sometimes regular customers
come in and are bored with their normal drink, and want something a bit different
The drink or brand they have ordered is unavailable – after apologising you must
be able to recommend a suitable alternative
It is a special occasion – customers often want „something different‟ to celebrate a
special occasion. This may be a promotion at work, a new addition to the family, or
they are having a birthday: suggest something really different to their traditional
drink – Champagne or sparkling wine is a common choice for many
You have a new product in stock – let the customers know: tell them what it is like,
what it goes with, how much it costs, how strong it is, and so on
The customer is feeling „off colour‟ or a bit low – you may want to suggest some
refreshing style of drink, or a non-alcoholic alternative to their usual
They are dining – see next section
They do not want to drink alcohol, or they need to limit their alcohol intake – you
have a moral and legal duty to assist patrons who do not want to consume alcohol,
or want only a little.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
163
Notes and PowerPoint slides
Slide
Slide No
127.
Trainer Notes
Trainer advises there is a need (as identified earlier) to ask questions before advising
customers – for example:
Do they want a hot or cold drink?
Do they want something alcoholic or non-alcoholic?
Would they prefer a beer, a wine or a mixed drink?
Have they tried your cocktails?
Do they prefer a red or a white wine?
Do they want a bottle or is just a glass their preference?
164
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
128.
Trainer Notes
Trainer tells trainees when they have determined customer preferences/wants/needs
what they need it is useful if they can give them information about things such as:
Taste, colour and aroma of the product – let them have a look at the bottle/product
… perhaps a free small taste (if house rules allow this)?
Whether it is imported or domestic – including identification of the country of origin:
in some cases it is a „selling point‟ if it is domestic, and in others it is a „selling point‟
if it is imported
How it may be consumed – give the customers some options about how they can
experience the beverage: can it be served over crushed ice? Can it be mixed with a
fruit juice or aerated water? Can it be made into a cocktail?
The alcoholic strength – never guess at this (for responsible service of alcohol
reasons): read it from the label
Size of the drink, glass, can, bottle or carafe which can be served – try to match the
size offered to the number of people in the party/at the table
Any special points about it – mention industry awards it may have won, mention
things like the worm in certain tequilas, any special advertising campaigns running
for it, any competitions people can enter if they buy some of the product.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
165
Notes and PowerPoint slides
Slide
Slide No
129.
Trainer Notes
Trainer presents giving assistance with food stating:
When describing items, make sure you make them sound appealing by using
descriptive words like “succulent", “delicious”, “fresh this morning”, “made fresh this
afternoon”, but make sure you are not misleading in what you say.
If you know the steak is tough, then do not describe it as “juicy and succulent, melt
in the mouth”.
Items which may need to be covered include:

Soup of the day – make sure you know the correct name and the ingredients.
Is it thick? Thin?

Fish of the day – what is the name of the fish? What cut is it (whole; fillet;
steak; cutlet)? How is cooked and presented?

Roast of day – what sort of meat? What type of joint?

The vegetables for the session – How are they cooked?

Sauces – what sort of sauces are available and what are they used on (Meat?
Fish? Vegetables?)
Many venues have a staff briefing before each service session where the kitchen
advises waiting staff about the food, specials, and vegetables being served for the
session – take notes to identify what is available.
166
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
130.
Trainer Notes
Trainer urges trainees to be alert to provide other assistance in addition to F&B items –
for example:
Carrying drinks for them to a table – where waiters are busy or there is a large
number of drinks to be taken to a table
Rounding up their children who may have gone wandering a little too far from the
table – this helps provide „Wow‟ service
Getting a copy of today's newspaper for someone who wants to read an article
they have heard of
Helping guests with luggage – in or out of the property
Holding a door open – for guests/customers who are coming in or leaving
Supplying nasal tissues to someone who seems to need them – without having to
be asked
Obtaining a street directory for the customer to look at if they are unsure about the
local area
Phoning a taxi if the customer indicates they want when
Offering/getting some extra ice for a customer if they seem to have run out but they
still have some drink left
Going to another part of the venue to get a bottle of wine the guest wants, but
which is not on the wine list in this particular area.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
167
Notes and PowerPoint slides
Slide
Slide No
131.
Trainer Notes
Trainer presents/recaps basics when responding to customer questions:
All responses to customer questions about food and beverages must be answered:

Courteously

Correctly/accurately

Honestly
When responding you must:
168

Speak clearly

Speak confidently

Talk loud enough so people can hear you – without shouting.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
132.
Trainer Notes
Trainer highlights need to plan to answer questions:
Many questions asked by customers can be predicted
Prepare answers for these – they are often regularly occurring questions
Realise effective answers to questions can differentiate service between venues
When customers ask questions they are not being rude or showing ignorance.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
169
Notes and PowerPoint slides
Slide
Slide No
133.
Trainer Notes
Trainer reminds trainees in relation to responding to customer questions:
It is part of your job to help customers by answering their questions – answering
customer questions is not an additional task added to your Position Description you
are being asked to undertake free-of-charge: you are being paid to answer
customer questions
Customer questions are not an interruption to your work – they are an integral part
of it
Never give customers the feeling their question is stupid or weird, or the answer
should be „obvious‟
These notes have suggested you ask questions on several occasions so as you
can provide the best service or advice, so why customers not do the same thing so
they can optimise the enjoyment they get from their dining experience?
170
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
134.
Trainer Notes
Trainer supplies strategy for responding to questions asked by customers:
Be polite
Always address them promptly
Never give the impression their questions is:

A nuisance, an interruption or an imposition

Stupid

The one-hundredth time you have been asked the same question
Smile when dealing with the question
Give customers your full attention
Give customers time – do not rush your response/explanation
Ensure they understand your answer, directions or recommendations – ask if
everything you have said to them is clear: ask if they have any other questions.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
171
Notes and PowerPoint slides
Slide
Slide No
135.
Trainer Notes
Trainer highlights trainees will never know the answer to all questions and when they do
not know the answer they should:
Apologise to the customer
Tell them you do not know the answer to their question
Tell them you will go and find out, ask the kitchen, ask bar staff or speak to
management
Do so – find out the required information
Go back to the customer and pass on what you have found out.
Class Activity – Demonstration
Trainer demonstrates how to respond to a question where they do not know the answer.
172
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
136.
Trainer Notes
Trainer informs trainees can make special requests in relation to:
Timing issues – such as customers/tables asking for their food to be served „as
quickly as possible‟, or asking there is a gap of an hour between each course
Cultural issues – some guests may ask for food and beverages to meet their
cultural and/or religious needs
Dietary requirements – see later slides
Personal preference requests – in relation to serve size, extra amounts of certain
foods, no sauce or no chips, a special way of cooking not listed on the menu, or the
inclusion or exclusion of nominated ingredients from a dish
How steaks are to be cooked – see later slide
Entrées required as main courses – or main course meals requested as entrées.
Always check with the kitchen or your supervisor before committing the venue to
meeting these needs.
Class Activity – Internet Research
Trainer arranges for trainees to visit following websites, take notes and discuss:
http://www.jewfaq.org/kashrut.htm
http://www.inmamaskitchen.com/FOOD_IS_ART/mideast/saudi_cooking.html.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
173
Notes and PowerPoint slides
Slide
Slide No
137.
Trainer Notes
Trainer advises customers may make dietary-related requests as follows:
Vegetarian requests – this is a common dietary-related request and can include:
174

Lacto-ova vegetarians/Ova-lacto vegetarians – these are the majority of
„vegetarians‟: they eat dairy products and eggs but not meat of any kind (meat,
poultry or fish)

Lacto-vegetarians – they do not eat meat, poultry or fish: they do not eat eggs
but they do eat dairy products

Pescatarians – people who do not eat meat, poultry or animal flesh but do eat
fish

Vegan – this definition is open to various definitions so it is best to check
exactly what the diner means when they say they are a „vegan‟. Generally a
vegan can be seen as anyone who does not eat meat, poultry, fish, eggs or
dairy products and doesn‟t eat foods derived from animals (such as gelatine).
The person may also ask they are served only raw/unprocessed foods, or foods
which have not reached a temperature of above 46ºC (because they believe
foods above this temperature have had some/most of their dietary goodness
removed/be harmful to the human body.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
138.
Trainer Notes
Trainer continues to present examples of diet-related special requests:
Requests for low-salt meals
Requests for low-sugar/no sugar meals –for diabetics
Requests for lactose-reduced milk – for those who are lactose intolerant
Requests for gluten-free food – from patrons who have celiac disease
Requests for a macrobiotic diet – for those who are especially health-focussed they
will request unprocessed vegan foods, no oil and no sugar.
Class Activity – Distribute and Discuss Menus
Trainer obtains a range of menus with items suitable for a range of dietary needs and:
Distributes same
Asks trainees to identify relevant foods suitable for nominated dietary
conditions/requests.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
175
Notes and PowerPoint slides
Slide
Slide No
139.
Trainer Notes
Trainer emphasises it is extremely important to make sure special requests relating to
dietary issues and/or identified medical conditions receive extra/special attention and
care as there can be severe consequences if these dietary needs are not met. These
needs can be seen to include any situation where the customer/guest has mentioned
they have special needs in relation to:
Allergies
Medications
Health-related conditions –such as diabetes
Specific diets which are mentioned.
The consequences (such as the possibility of anaphylactic shock, increased blood
sugar levels and other reactions diners may have to various foods or substances) can
result in the property being sued where the health of the guest suffers as a result of
being served a meal which does not comply with their stated requirements.
176
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
140.
Trainer Notes
Trainer explains the keys in relation to dealing with health-related special requests are:
Always check with management or the kitchen to determine whether or not a
specific stated dietary request can be accommodated or not
Make doubly sure those preparing the dish know the specific dietary requirements
which have been requested
Never assume the kitchen can accommodate dietary needs of patrons – even if
you have accommodated similar requests in the past
Double check with the kitchen when you pick up a dish for service to the table –
ask them if they have prepared the food as requested and obtain positive
confirmation before taking the dish to the table
Ensure appropriate emergency procedures are in place to manage situations
where customers are adversely affected by foodstuffs while on the premises –
these procedures may be included in the Emergency Management Plan for the
premises and may include the procedures for providing first aid in the property and
for summoning professional assistance.
Class Activity – Guest Speaker
Trainer arranges for suitable person to attend and discuss:
Dealing with special food requests relating to health issues – venue practice;
suggestions; foods served; dishes not provided; limits on what the venue can/does
do
Emergency protocols which are in place
Refusing to take an order for a meal the kitchen/venue is not prepared to serve.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
177
Notes and PowerPoint slides
Slide
Slide No
141.
Trainer Notes
Trainer introduces possible cultural food-related needs:
Jewish guests
Jewish customers may wish to eat „kosher‟ food – meaning food deemed by them
to be „proper‟ according to Biblical beliefs and laws
A full understanding of kosher food is complex and the following notes are
designed to provide an overview rather than a detailed study
Kosher meat may only be sourced from certain allowed animals such as ruminants
with split hooves, domestic birds (such as chicken and turkey) and fish with fins and
removable scales
All ruminants must be slaughtered by special slaughtermen according to Jewish
law, and during food preparation, special other considerations must be observed
such as ensuring that milk and meat are not mixed together
Special requirements also apply to the equipment used (that is, making it kosher),
including special cleaning techniques and resting periods between usage
A limited number of establishments have addressed the needs of those seeking
kosher food and provide all necessary prerequisites, supervision and requirements:
they advertise their ability and capacity to provide these services and a web search
will readily identify them.
178
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Muslim guests
Muslims eat „halal‟ food – that is, food which is allowed or lawful
Foods which are not halal are referred to as „haram‟ and these foods include pork
(and its by-products), any animal not slaughtered according to special
requirements, blood, carnivorous animals, birds of prey and animals without
external ears
Muslims may also not drink alcohol
Any foods not obviously halal, or haram, are deemed „mashbooh‟ and should be
avoided because of their uncertain origin/nature.
Hindu guests
Hindus have a great respect for food and the way it interacts with other aspects of
day-to-day life
While they are not total vegetarians, they do not each much meat as they regard
the killing of animals for food as bad karma
They generally shun spicy foods, mushrooms, garlic and onions but will eat other
genuine vegetarian dishes which are not bitter, sour or salty.
Class Activity – Presentation of Local Menus
Trainer obtains sample local menus containing dishes which are suitable for a range of
different cultural needs and identifies the menu items suitable for each identified culture.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
179
Notes and PowerPoint slides
Slide
Slide No
142.
Trainer Notes
Trainer tells trainees it is important to note on the order how the guest wants their steak
cooked identifying degrees of doneness are:
Blue – steak is seared on both sides then served
Rare – steak is served when browned on both sides, and meat still contains blood
Medium rare – steak has less blood than a rare steak, though blood is still just
present
Medium to well-done – steak is cooked all the way through, no sign of blood
Well-done: steak is cooked very well – a little burnt on the outside and definitely no
sign of blood.
180
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
143.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
181
Notes and PowerPoint slides
Slide
Slide No
144.
182
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Notes and PowerPoint slides
Slide
Slide No
145.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
183
Notes and PowerPoint slides
Slide
Slide No
146.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
Trainer thanks trainees for their attention and encourages them to apply course content
as required in their workplace activities.
184
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Recommended training equipment
Recommended training equipment
Filing cabinets and supporting materials – manila folders; file boxes
Computer with Internet access
Telephone
Sample menus and drink/beverage lists, promotional materials, tent cards
Recipes – for menu items and drinks
Workplace operational manuals, policies and Standard Operating Procedures
Reference books – cooking, food, drinks, wine, cocktails
Industry magazines – food and beverages
Supplier price lists and catalogues – food and beverages
Supplier information sheets – food and beverages (alcoholic and non-alcoholic
beverages)
Actual samples of new food and beverage items and ingredients
Standard range of food ingredients and finished food products – such as appetisers,
soups, meat, poultry, fish and seafood, snacks, cheese, pasta, noodles, vegetables, fruit,
salad, pre-packaged food items, specialist food items, desserts
Comprehensive range of alcoholic beverages – such as wines (red and white; varietal and
generic; still and sparkling; fortified), beers, spirits, liqueurs, ready-to-drink (pre-mixed)
beverages
Comprehensive range of non-alcoholic beverages – such as dairy products, fruit juices,
waters, aerated waters
Sample Position Descriptions, Job Descriptions, Job Specifications and Job Analysis
sheets for food and beverage staff
Media articles on food and beverages/new products/new trends/new dishes
List of local food and beverage events, promotions, shows, conferences, meetings,
producers
Promotional and information materials from food and wine growers, producers and
suppliers
List of local wines matched to local dishes
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
185
Recommended training equipment
186
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using
PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers‟
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
187
Instructions for Trainers for using PowerPoint – Presenter View
188
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
Appendix – ASEAN acronyms
Appendix – ASEAN acronyms
AADCP
ASEAN – Australia Development Cooperation Program.
ACCSTP
ASEAN Common Competency Standards for Tourism Professionals.
AEC
ASEAN Economic Community.
AMS
ASEAN Member States.
ASEAN
Association of Southeast Asian Nations.
ASEC
ASEAN Secretariat.
ATM
ASEAN Tourism Ministers.
ATPMC
ASEAN Tourism Professionals Monitoring Committee.
ATPRS
ASEAN Tourism Professional Registration System.
ATFTMD
ASEAN Task Force on Tourism Manpower Development.
CATC
Common ASEAN Tourism Curriculum.
MRA
Mutual Recognition Arrangement.
MTCO
Mekong Tourism Coordinating office.
NTO
National Tourism Organisation.
NTPB
National Tourism Professional Board.
RQFSRS
Regional Qualifications Framework and Skills Recognition System.
TPCB
Tourism Professional Certification Board.
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge
189
Appendix – ASEAN acronyms
190
© ASEAN 2013
Trainer Guide
Develop and maintain food & beverage product knowledge