SITHKOP002 Plan and Cost Basic Menus Learner Workbook 2
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one's own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
- Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios – annotated and validated
- Questioning
- Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
- Supervisors
- Trainers
- Team members
- Clients
- Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – SITHKOP002: Plan and cost basic menus
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for SITHKOP002: Plan and cost basic menus.
Name: _____________________________________________________________
Address: _____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
- Performing a work based skill or task
- Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
- Performing a skill or task that is asked of you
- Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
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Estimated Time |
20 Minutes |
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Objective |
To provide you with an opportunity to identify current customer profile for the food business. |
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1. What is a target customer and why is it important to identify your business’ target customer profile? 2. What things will you need to consider when creating a target customer profile? 1.Ans-It is important for businesses to determine how to identify their best customers in order to be successful. The best customers are the ones who are loyal to the business and deliver high value. Attracting a large number of customers is not always beneficial for the company if they are going to be of little value and disloyal. It is more beneficial to focus on the loyal customers and put more time and effort into attracting and engaging them. This will help the business to achieve higher profits, instead of using a blanket approach and trying to appeal to every type of customer. The key to achieving this is to understand the target customers’ needs and requirements and then develop a strategy to meet these. 2.Ans-Age range -Buying power -Gender -Income level -Social and cultural background |
Activity 1B
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Estimated Time |
20 Minutes |
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Objective |
To provide you with an opportunity to analyse food preferences of customer base. |
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1. What are the differing characteristics of customer groups? Ans- 1 Age range 2 Buying power 3Gender 4 Income level 5 Social and cultural background 2. List some food preferences that customers may have. Fitness orientated people: low fat, low carbohydrate, low GL ,high protein keto diet: rich in good fat, low carbohydrate, high protein Lactose intolerance: no dairy product unless specified with lactose free Elderly: soft in texture Young kinds; Low sodium, be creative on presentation but not the food item it self |
Activity 2A
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Estimated Time |
25 Minutes |
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Objective |
To provide you with an opportunity to generate a range of ideas for menus for dishes or food production ranges, assess their merits, and discuss with relevant personnel. |
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1. What is a menu? Ans-A menu is presentation of lists of food on offer at the event or restaurant and some offer detailed description of the dish and the ingredients in it. 2. List the different types of menus and provide a short description of what they are. Ans-A la carte-it’s a menu that each items are individually priced. >Buffet---– this is a form of table d’hote menu as it offers a limited selection of food items at a predetermined set price. A buffet is usually available at a set time with the dishes presented together at the same time. >Cyclical-this type of menu offers specific food items which repeat in a cycle for a set period, for example, 7, 10, 14 or 28 days. >Degustation-– this is a French culinary term which means sampling a range of small dishes that are served one after the other. >Set menu-this is used mostly by restaurants that offer the same dishes all year round, > Table d’ hote- It is a classified menu that offers a complete meal at a fixed price for guests, regardless of how much food has been consumed. |
Activity 2B
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Estimated Time |
30 Minutes |
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Objective |
To provide you with an opportunity to choose menu items to meet customer preferences, and identify organisational service style and cuisine, and develop suitable menus |
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1. List different service styles with a short description of what they are. 1.Ans- >Chinese service – it is a unique and sophisticated service style. Chopsticks are served with most foods, and food is usually served individually on large platters or in bowls in the middle of the table so guests can pick and choose. >Banquet service – this formal service is usually used in hotels, casinos and restaurants in a conference room. The , number of guests and time of service will all be predetermined and set, and the service will be organised and paid for in advance. >Buffet style service –this style of service is usually used in banquet halls catering to large numbers of guests. Food can be served by chefs standing by the buffet tables or guests can help themselves. >Silver service – this is a formal and traditionally English service style, mostly used at big events and celebrations. The cutlery and service dishes are all made of silver, and the food is portioned in the kitchen for all the guests then served out on a plate. 2. How would you develop a suitable and effective menu? 2.Ans- ➢ Speak to the customer before developing the menu to make sure they are happy with everything and to get the go-ahead ➢ Ask questions to find out about any allergies or dietary requirements that you will need to take into consideration ➢ Gather all the information you need about customer requirements and food preferences etc. and refer to it when creating the menu to make sure you stay on track ➢ Write creative descriptions for all the dishes to make them sound appealing and to let people know what is in them ➢ Once you have created the menu, show it to the customer and allow them to check it over to make sure they are happy with it |
Activity 2C
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Estimated Time |
20 Minutes |
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Objective |
To provide you with an opportunity to include balanced variety of dishes or food production items for the style of service and cuisine. |
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1. Why is it important to offer a balanced variety of dishes?
2. List some ways to include a balanced variety of dishes into the menu.
>Colours >Cooking methods >Delicacies >Flavours >Nutritional Values >Presentation >Seasonally available ingredients >Textures |
Activity 3A
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Estimated Time |
15 Minutes |
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Objective |
To provide you with an opportunity to itemise proposed components of included dishes or food production items, and calculate portion yields and costs from raw ingredients. |
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? 2. How would you adjust the yield of a recipe? ➢ Desired yield / original yield = recipe conversion factor (RCF) ➢ Ingredients amounts x recipe conversion factor = new recipe 3. What will you need to include when calculating food costs and pricing menus? 3.Ans-When calculating food costs and pricing, you will need to include the costs of the total ingredients used, as well as any other expenses such as cost of energy, gas, VAT, room costs and salaries etc. |
Activity 3B
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Estimated Time |
20 Minutes |
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Objective |
To provide you with an opportunity to assess cost-effectiveness of proposed dishes or food production items and choose menu items that provide high yield, and price menu items to ensure maximum profitability. |
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1. List some examples of variable and fixed costs?
Electricity Gas Labour Ingredient Transportation Fixed: Rent License fee Facilities / equipment Insurance Marketing 2. Why is it important to assess the cost-effectiveness of dishes? Ans-It is important to assess the cost-effectiveness of dishes on a regular basis to ensure you are making a profit from them and choose the menu items that provide the highest yield. 3. What does the break-even point mean?
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Activity 4A
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Estimated Time |
25 Minutes |
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Objective |
To provide you with an opportunity to write menus using words that appeal to customer base and fit with the business service style. |
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1. How would you write an effective menu?
- Minimise industry specific terms - Include all information customer need to know - Implement some attractive terms Advise price where it” a appropriate 2. List some common menu mistakes. Ans- ➢ Crowded menu with little room for descriptions ➢ Text that is too small to read ➢ Using lots of different languages ➢ Complicated words or phrases that are difficult to understand ➢ Lack of description for each dish ➢ Too wordy, instead of short and simple descriptions ➢ No logical order and organisation in the menu layout ➢ Inaccurate pricing ➢ Misleading descriptions ➢ Handwritten instead of printed out ➢ Missing out basic information such as address, phone number, hours of business, website address and methods of payment etc. |
Activity 4B
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Estimated Time |
15 Minutes |
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Objective |
To provide you with an opportunity to use correct names for style of cuisine. |
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1. List some different cuisines and explain what each one is? Ans- ➢ Mexican – this cuisine is popular in America, and it includes dishes such as chilli con carne, enchiladas, and other spicy dishes ➢ Italian – a world favourite cuisine, including pasta dishes, lasagne, bread and pizza ➢ Indian – a varied cuisine including curries, rice, sweet and hot and spicy dishes ➢ Thai – includes broths, noodles, herbs, and a range of sweet, sour and spicy tastes ➢ Greek – similar to Italian cuisine, it includes Mediterranean style dishes with herbs, olive oil, feta, fish and various meats ➢ Chinese – a diverse cuisine including noodles, rice, vegetables, tofu, duck and a range of meat dishes ➢ Japanese – popular options in this cuisine are noodles, tofu, sushi and vegetables ➢ American – this is a popular cuisine offering a range of different foods, including deep dish pizzas, hot dogs, hamburgers and buffalo wings ➢ Mediterranean – includes fruits, vegetables, seafood and olive oil dishes ➢ French – a unique cuisine with dishes including cheese, chocolate and baguettes, and fine wine ➢ Spanish – includes mildly spiced dishes such as seafood and tapas ➢ German – includes potatoes, various breads, cheese and sausages ➢ Caribbean – this cuisine includes peppers, tropical fruits, fish, green vegetables, sweet potatoes, rice, salsa and coconut. 2. Why is it important to know about different cuisines? Ans- It is important that you are aware of different popular cuisines so you can prepare them and describe them on the menu accurately. |
Activity 4C
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Estimated Time |
15 Minutes |
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Objective |
To provide you with an opportunity to use descriptive writing to promote sale of menu items. |
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1. Why is it important to use descriptive writing in menus and how would you do this?
2. List some tips for promoting the sale of menu items. Ans- ➢ Write specific descriptions of food items – focusing on tastes, smells, emotions and how the food makes you feel ➢ Explain dishes in a creative way to make them sound more interesting ➢ Use the right language and write in a way that the customer will understand ➢ Entice the reader in with the detailed description to make them want to order the dish straight away ➢ You should describe all items as if it is the best on the menu |
Activity 5A
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Estimated Time |
20 Minutes |
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Objective |
To provide you with an opportunity to seek ongoing feedback from customers and others, and use to improve menu performance, and assess success of menus against customer satisfaction and sales data. |
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1. List some ways to gather feedback from customers.
Directly talk to customer read internet review talk to waiting staff invite customer for survey. Talk to customer -observed from survey collected vtilising pos statistics 2. What methods can you use to assess the popularity of menu items?
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Activity 5B
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Estimated Time |
15 Minutes |
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Objective |
To provide you with an opportunity to adjust menus based on feedback and profitability. |
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1. When would you need to make adjustments to a menu?
>Change of seasonal ingredients >Change of supplier’s capability > Observe customer complaint >Observe staff complaint >Change of governing regulations 2. Why is it important to adjust and improve menus on a regular basis? Ans- So customer is not getting bored with this business, it will also attract more customers and a good excuse to amend the price to accommodate inflation. |
Major Assessments
The major assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
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Estimated Time: |
180 mins |
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Objective: |
To provide you with an opportunity to show you have the required skills for this unit. This activity will enable you to demonstrate the following skills: Writing:
Oral communication:
Numeracy:
Problem-solving:
Planning and organising:
Technology:
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Answer the activity in as much detail as possible. 1. Imagine you are planning a new menu for a restaurant of your choice. Create a target customer profile for that restaurant, note down any food service preferences you will need to consider and use this as guide for planning the dishes for the menu. Prepare the menu and write product descriptions to explain each dish. Next, you should calculate the cost of producing the dishes; calculate mark-ups and set selling prices. Make sure you choose items that have a higher yield and are more profitable for the business. 1.Create a target customer profile by | |
Section B: Knowledge Activity (Q & A)
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Estimated Time: |
180 mins |
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Objective: |
Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of: · Organisation-specific information: · sources of information on current customer profile and food preferences · service style and cuisine · costs of supply for ingredients · Methods and formulas for calculating portion yields and costs from raw ingredients: · butcher’s test · standard measures · standard yield tests · Hospitality and catering industry desired profit margins, mark-up procedures and rates · Different types and styles of menus for dishes or food production ranges for different types of food outlets · Range of food preferences relating to: · contemporary eating habits · cultural and ethnic influences · popular menu items · quick service foods · seasonal dishes · variety of food products · Differing characteristics of customer groups: · age range · buying power · gender · income level · social and cultural background · Influence of seasonal products and commodities on menu content · Naming conventions and culinary terms for a variety of cuisines · Formats for and inclusion of menus presented to customers · Methods of assessing the popularity of menu items: · customer surveys · popularity index · sales data. |
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Answer each question in as much detail as possible. 1. What is the target customer profile for your organisation? A target customer profile is the portrayal or attributes of a company whose needs are met by your product/service and will give value to your enterprise. 2. What methods and formulas are used to calculate portion yields? The formula is EP weight ÷ AP weight × 100 = yield %. Yield percentage is important because it tells you several things: how much usable product you will have after processing; how much raw product to actually order; and the actual cost of the product per dollar spent. 3. What are the desired profit margins in the catering industry? Catering businesses range in size and business model, but generally, although Co GS may be the same between catering and FSR, catering can operate with much lower overhead costs. Profit margins average 7-8% for catering service businesses.25 Feb 2020 4. List and explain different types of menus that can be used for different food outlets.
2. static menus 3. du jour menus 4. cycle menus 5. fixed menus 5. Explain the different food preferences that customers may have. Food preference, food intake, and eating behaviour are heavily influenced by taste. Density of taste buds on the tongue, genetic differences in taste receptors, and differences in taste receptor sensitivity all contribute to an individual's taste perception and to subsequent food preferences. they have different taste, smell, quantity, quality etc. 6. Explain the differing characteristics of customer groups. These particular consumer characteristics include various demographic, psychographic, behaviourlistic and geographic traits. Marketers usually define these consumer characteristics through market segmentation, the process of separating and identifying key customer groups. 7. What are seasonal products? Seasonal commodities are products that are either. (i) not available in the marketplace during certain. seasons of the year (ii) are available throughout. the year but there are regular fluctuations in prices. or quantities that are synchronized with the season. 8. List some different types of cuisines. · Fusion cuisine. · Haute cuisine. · Nouvelle cuisine. · Vegan cuisine. · Vegetarian cuisine. 9. What methods can be used to assess the popularity of menu items? 1. A popularity index; calculating popularity index helps you work out which menu items are the most popular 2. sales data; analysis sales data gives you correct information that what’s salling or not. 3. customers survey: there are different ways to collect the feedback from customers that they are happy or not from your food. | |
Section C: Performance Activity
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Estimated Time: |
180 mins |
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Objective: |
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. This activity will enable you to demonstrate the following performance evidence: · Identify and evaluate the food preferences of customer groups with differing characteristics and use to inform menu planning · Develop and cost each of the following menu types based on above information: · à la carte · buffet · cyclical · degustation · ethnic · set · table d’hôte · seasonal · Evaluate success of the above menus by obtaining at least two of the following types of feedback: · customer satisfaction discussions with: · customers · employees during the course of each business day · customer surveys · improvements suggested by: · customers · managers · peers · staff · supervisors · suppliers · regular staff meetings that involve menu discussions · seeking staff suggestions for menu items · Develop the above menus within commercial time constraints, demonstrating: · use of balanced variety of dishes and ingredients · methods for determining costs of supply for ingredients · methods and formulas for calculating portion yields and costs from raw ingredients · methods for responding to feedback and adjusting menus · methods for achieving desired profit margins, mark-up procedures and rates · use of different types and styles of menus for dishes or food production ranges. |
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Answer the activity in as much detail as possible. 1. Develop a menu of your choice from the following list, and use the food preferences created in the skills activity to inform menu planning:
Set yourself commercial time constraints and produce the menu during that time. Use a balanced variety of dishes and ingredients, and use the correct methods to work out the costs of supply for the ingredients and the portion yields. Set prices for the menu, considering the desired profit margins and mark-up procedures to make sure the business can make a profit from the dishes. Repeat all steps in section A,the only difference is to create a menu with different style and items then the one in section A | |
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