PROVIDE A LINK BETWEEN KITCHEN AND SERVICE AREA

PROVIDE A LINK BETWEEN KITCHEN AND SERVICE AREA
D1.HBS.CL5.09 Trainer welcomes trainees to class.

Provide a link between kitchen and service area
This Unit comprises three Elements: Liaise between kitchen and service areas Clean and clear food service areas Maintain effective relationships with colleagues Trainer advises trainees this Unit comprises three 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 • Trainees can obtain more detail from their Trainee Manual • At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.

Assessment Assessment for this unit may include: Oral questions
Written questions Work projects Workplace observation of practical skills Practical exercises Formal report from employer or supervisor Trainer advises trainees 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 trainees the methods of assessment that will be applied to them for this Unit.

Liaise between kitchen and service areas
Performance Criteria for this Element are: Relay information in a clear and concise manner using appropriate communication techniques Monitor and attend kitchen service points to ensure prompt pick up of food Check food in accordance with enterprise procedures (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Liaise between kitchen and service areas
Transfer food to the appropriate service points in accordance with enterprise procedures Advise appropriate colleagues on readiness of items for service Identify additional items required from the kitchen by monitoring service areas and consulting with other service colleagues Make requests to kitchen staff based on identified needs Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – General Discussion Trainer leads a general class discussion on liaising between kitchen and service areas by asking questions such as: Why is good liaison between these areas important? What is involved in effective liaison between these areas? What could occur if there is not good liaison? Who might be involved in this liaison? How might communication occur between those involved? What experience have you had in this area?

Relay information This unit:
Deals with the skills and knowledge required to provide a link between the kitchen and service areas in a hospitality setting Addresses requirements where those who take food orders and serve food to guests are supported by others The role of staff for this unit is one of ‘bus boy’ or ‘food runner’ Trainer presents context for this unit explaining: It deals with the skills and knowledge required to provide a link between kitchen and service areas in a range of settings within the hotel industry workplace context A person studying this unit will provide general assistance in food operations where the staff who take orders are supported by others who deliver the food to, and collect used items from, food service points. The unit addresses the work of a ‘bus boy’ or ‘food runner’ in an establishment.

Relay information Information which may need to be relayed from service areas to the kitchen may include: General food order information: Table number Number of guests (‘pax’) Dishes orders Name and number of waiter or your name (Continued) Trainer presents examples of information which may need to be relayed from service areas to the kitchen: General food orders as given by guests to waiters, which can include: Table number Number of guests Dishes ordered Name

Relay information Guest requests: Timing of dishes
Special requests to cater for health, dietary, religious or cultural requirements Personal preferences for meals and dishes – amendments to standard menu items to meet individual guest tastes or preferences Additional or ‘side orders’ (Continued) Trainer continues to present examples of information which may need to be relayed from service areas to the kitchen: Specific guest requests for general orders which can relate to: Timing requirements – for the overall meal; for certain courses, for certain individuals, for co-ordination of service (with other tables in the same group and with beverage service, speeches, dancing and other activities which may be part of the dining experience) Special requests as they relate to dietary/health needs, cultural requirements, religious issues and personal preferences Additional or side orders for the table or individual guests: Rice Chips Salads Class Activity – Handouts Trainer distributes examples of written food orders and discusses contents with class highlighting importance of each piece of information contained on the order docket.

Relay information Complaints from guests Requests for extra items
Questions from waiters about when food will be ready Questions from guests about menu items Trainer continues to present examples of information which may need to be relayed from service areas to the kitchen: Details of complaints made by guests so kitchen is aware of problems as they relate to certain foods and dishes Requests for additional items such as more bread rolls, butter or extra salad and/or vegetables Questions about how long food for a certain table will be Questions from guests about menu items asking about the commodities used in dishes, how dishes were prepared, requests for recipes.

Relay information Information which may need to be relayed from the kitchen to wait staff or service areas may include: Advice regarding timing of food which has been ordered Notification about availability of food Requests for wait staff to take certain action Request for clarification of orders placed (Continued) Trainer presents examples of information which may need to be relayed from the kitchen to service points/areas: Advice regarding timing of meals such as delays to service Notification regarding availability of food such as “Only two serves of pepper crab left”, or “The beef is off/has ran out” Requests for action – “Push the soup” or “Try to sell the red curry” Clarification of orders placed to interpret written or verbal orders so kitchen knows exactly what is required

Relay information Notification certain special requests, needs or preferences cannot be accommodated Request for crockery and cutlery to be returned Responses to guest questions or requests for information Trainer continues to present examples of information which may need to be relayed from the kitchen to service points/areas: Notification certain requests cannot be filled/accommodated and suggestions for alternative dishes Requests for certain crockery and cutlery to be returned so it can be washed ready for use (usually this request is only made during very busy times when stocks of crockery and cutlery are running low) Responses to questions asked by guests providing information to answer guest queries and requests (such as providing a recipe, telling name of ingredients or advising of preparation/cooking methods and techniques).

Relay information When liaising between kitchen and service areas you may need to interact with: Chefs and cooks Dishwashing staff Stillroom staff Cleaners (Continued) Trainer advises students when relaying information and liaising between kitchen and service areas that they will need to interact with: Chefs and cooks who can seek clarification of orders and/or ask you to pass on directions/information to waiters Dishwashing staff who can ask for nominated (used) crockery and cutlery to be returned immediately from service to the dishwashing area so they can be cleaned and re-used/returned to service Stillroom staff who you may need to ask for extra butter, rolls and condiments Cleaners who you may have to ask to perform clean-up duties in the event of a major spill or a cleaning-related need in, for example, the foyer area/entrance, the washrooms, or an area of the kitchen

Relay information Food waiters (‘wait staff’ and/or servers) Servers
Beverage/drink waiters Dining room/area supervisor, manager or owner Trainer continues to identify staff whom students may need to interact with when liaising between kitchen and service points: Food waiters whose directions and requests you will need to pass on to the kitchen or relevant others Servers – staff who serve fast food to customers from outlets in the venue Beverage waiters. Even though this unit applies directly to ‘food’ it is a reality of the workplace that students will work as part of a team and need to be prepared to assist any other staff member as required. For example, they may pass on requests/information from drink waiters to the bar, and work with bar attendants to facilitate drink service where necessary Dining room/restaurant supervisor, manager or owner. This person has overall control of service and may ask students to undertake certain tasks to optimise service, prepare for reservations which have been received or enable service recovery after an incident/problem.

Relay information Proper and effective communication techniques when relaying information: Use most appropriate method of communication for the required context or situation Write clearly Use questions to capture more detail and information Pay attention (Continued) Trainer advises the following are techniques students can use to help ensure proper and effective communication occurs when relaying information: Using the most appropriate method of communication. This is usually ‘verbal’ in a face to face setting (the telephone may also be used in some cases as a better option) but may be sign language or a hand-written note or food order Writing clearly. When producing written communication make sure it is clear enough for others to read and interpret Using open and closed questions to gain more/required information about the topic/s being talked about. Paying attention and concentrating on what others are saying Class Activity – Demonstration and Practical Trainer: Demonstrates the techniques described on the slide Provides opportunity for students to practice same Gives supportive and constructive feedback

Relay information Never interrupt
Ask more questions to clarify whatever is unclear Do not guess at what people want or want to say Repeat information back to confirm (Continued) Trainer continues presenting appropriate and effective communication techniques for relaying information: Never interrupting the other person – allowing them to finish what they are saying Asking questions to clarify information/directions you are unsure of Not trying to guess what the other person will say or infer what they will say based on their first few words. Repeating back what they have said/told you to confirm/verify understanding of what has been said Class Activity – Demonstration and practical Trainer: Demonstrates the techniques described on the slide Provides opportunity for students to practice same Gives supportive and constructive feedback

Relay information Speak slowly and clearly Be concise
Use appropriate language and terminology Trainer continues presenting appropriate and effective communication techniques for relaying information: Speaking slowly and clearly but naturally Being concise. This means giving only the required information and avoiding unnecessary words and unnecessary information Using appropriate language. This can mean using simple words, choosing your words carefully and avoiding complexity in the words used and the phrasing. When communicating with other staff this can mean using industry and venue-specific terminology and/or abbreviations. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates the techniques described on the slide Provides opportunity for students to practice same Gives supportive and constructive feedback

Relay information When relaying information to kitchen:
Realise the kitchen is busy Get their attention first Highlight special requests Speak clearly and describe what is need/the information Get confirmation of what has been said or of what the order is Trainer presents tips on relaying information to the kitchen: Realise the kitchen is dealing with many people at the same time and the person on the pass cannot always focus on everyone at the same time. The pass is busy and you have to take your turn. There may be a need to wait for 10 – 30 seconds before placing an order or passing on information Make sure you have their full attention when relaying the order. The kitchen may require you to say ‘Ordering chef’ or ‘Order in’ when placing the order at the pass Point out the special request on the actual docket physically locating the written information you have put on the docket/order. It is standard practice in establishments using a manual ordering system for special requests to be circled on the docket to highlight them Verbally describe what is needed – clearly and accurately Get confirmation of the order – a response should be heard from the chef after you have placed the order: if no response is heard, repeat the order. Class Activity – Demonstration and Practical Trainer: Demonstrates how to place an order at the pass/with kitchen staff Provides opportunity for students to practice same Gives supportive and constructive feedback

Relay information When relaying information to wait staff/service points: Never interrupt a waiter Speak to wait staff/servers away from guests/customers Be prepared to use hand signals (Continued) Trainer provides tips on relaying information from kitchen to service staff/areas: Never interrupt a waiter when they are talking to guests Never interrupt a waiter when they are taking an order or serving Talk to waiter away from guests so only the waiter can hear what is said Use hand signals if possible to provide short and obvious communications

Relay information Be prepared for instruction or direction when you have relayed your information Be brief but comprehensive Give staff options where possible, if you or the kitchen cannot meet their stated requests or requirements Trainer continues giving tips on relaying information from kitchen to wait/service staff: Understand when you give information to a waiter there is often a need for them to give you information/direction as a result Keep communication brief but accurate Try to give waiters options where possible. For example, if one dish is unavailable provide them with relevant alternatives (as recommended by the kitchen) to suggest to guests.

Monitor and attend kitchen service points
Monitoring and attending kitchen service points includes: Collecting meals Clearing away used and unwanted items Cleaning food areas and items Maintaining food service areas (Continued) Trainer explains that, to ensure prompt service of food, students must monitor the kitchen and be ready to pick plated food up when it is ready and take it to the wait staff/food service points. Trainer identifies monitoring and attending kitchen service points are primary duties with tasks which may comprise: Collecting meals from the service point and delivering them to the service area/wait staff Clearing away food service items from service areas and returning them to the kitchen, dishwashing area and/or stillroom or larder Cleaning food service areas to maintain appearances and safety (picking up spilled food and liquids/beverages) Maintaining food service areas to ensure all requirements for service (food and non-food items) are kept stocked/supplied

Performing necessary food-related jobs as required by trade and other staff require: Obtaining foodstuffs or ingredients Dishwashing Performing basic food preparation tasks Setting up plates and trays (Continued) Trainer continues to identify and explain monitoring and attending duties and activities: Performing any ‘one-off’ food-related duties as trade, staff shortages, demand and requests from wait staff dictate. This may include: Obtaining foodstuffs from the cool room, freezer or dry store as required by kitchen staff or wait staff Dishwashing including the scraping, cleaning and storing of crockery and cutlery Performing very basic food preparation duties such as, for example, washing fruit and vegetables, peeling fruit and vegetables, opening cartons, preparing basic salads, chopping and slicing food, preparing butters. Setting up plates and trays which may include adding vegetables to plates, placing garnishes on menu items, adding sauces to foods, preparing trays and requirements for gueridon cookery.

Observing what is happening to predict what needs to be done Being available to help Being alert and using your initiative Being a visible presence Paying extra attention to the kitchen once an order has been placed Trainer continues to identify and explain monitoring and attending duties and activities: Watching what is going on at these points and being ready to take action when required to address identified ‘situations arising’ Being available for other colleagues so you can provide them with assistance when needed Being alert to the on-going potential to use your initiative to prevent a potential problem developing into an actual problem Remaining as a visible presence in the area so colleagues and guests can contact you, talk to you, give you instructions or ask for help Paying extra attention to the kitchen when you have placed an order so you are ready to transfer the food from there to the required service point/area.

You may be notified your food is ready for collection by kitchen staff: Ringing a bell Calling your name Calling a table number Calling a name and a table number Trainer advises venues have a variety of ways they can signal staff an order is ready for collection to be taken to a service point/areas, such as: Ringing a bell which simply indicates something is ready for collection but does not indicate who the food is for, or what the dishes are Calling out your name – such as “Daniel – take away” (meaning Daniel is needed to collect dishes for service) Calling out a table number – “Take away table 11” (meaning food for table 11 is ready for collection) Calling out both a name and a table number – “Daniel, take away table 11”. Class Activity – Guest Speaker Trainer: Arranges for Guest Speaker (a person who is a bus boy/food runner) from relevant venue to attend and talk to students about: Their role and responsibilities The important parts of their job Tips on how to do the job well Issues to be aware of Facilitate Question and Answer session

When collecting meals, dishes and menu items it is EXTREMELY IMPORTANT to: NEVER just take a meal which is the type of meal or dish you may have ordered. It may be the same dish but for a different table Always check that the dishes are for you or your table Trainer stresses to students when collecting meals they must: Never take a meal or dish that isn’t theirs – just because it is a menu item they also ordered does not mean it is for them: it may be for a different table and taking it will adversely impact service to the table it should have gone to, and the one it has been taken to Always check the food is yours – confirm by table number: never assume a dish which you have ordered and which is ready for service is your dish (it may be for another table).

It is important you pick food up promptly from the kitchen as this will: Enhance service delivery to guests Create space for the next meals Increase chance of food being presented at its best Enable better integration of beverage service with food Reduce likelihood of contamination Trainer highlights that it is important for students to pick up food as quickly as possible after it has been plated and is ready for service for the following reasons: Prompt collection of dishes enables the quicker service of food to guests and most guests do not want to be kept waiting for their food Quick service enhances the guest service/dining experience which encourages them to return for another meal, and to recommend the venue to their friends, families and others Removal of food from the pass creates space for the next order to be processed thereby speeding up general service across the kitchen/room Prompt collection of the food optimises the likelihood food will be served at its best, for example: Hot food will be served hot and not allowed to cool down Cold food will be served cold and not allowed to warm up Frozen foods will be served in a frozen state and not permitted to melt The appearance of dishes only decreases the longer it sits and waits to be served: eye appeal of dishes is critical because guests will always see the food before they taste it and they will start forming impressions about what it will taste like form the moment they see the item Taste of food items is potentially compromised by long delays in service Immediate collection of food when it is facilitates integration of food service with wine/beverage service which again enhances guest satisfaction and dining experience) There is an increased chance food may become contaminated the longer it sits at the pass waiting to be collected.

In the kitchen you may be required to monitor and attend: Hot food area (the pass) Cold larder (Continued) Trainer identifies and explains food service points which may need to be monitored and attended: Kitchen Hot food area This is where plated food (entrées, main courses, desserts) are served/collected from – also known in some places as the ‘pass’. Most food for a dining room/restaurant will be served from and collected from this area. Orders are commonly also placed at this area. Cold larder This area does not exist in all properties being limited mainly only to large commercial kitchens catering for high volumes. The cold larder area will prepare and serve items such as cold entrées, salads, cold desserts, and cheese platters.

Waiting stations – or ‘rest’ Hot box Buffet areas Room service areas Trainer continues identifying and explaining food service points which may need to be monitored and attended: Waiting stations You may also be required to ‘fetch and carry’ to waiting stations situated in dining rooms/restaurants. You will be required to take prepared dishes from the kitchen to the appropriate waiter stations from where wait staff will serve the dishes to guests at table. You will also take the dirty dishes back from of the waiter’s station to the kitchen/dish washing area for scraping and cleaning. A waiting station is a place/piece of furniture which a waiter uses as their work base to do things such as storing items, a location to clear plates from the guest table to, to rest items on. They may sometimes feature heating elements and be known in this instance as ‘hot boxes’. Buffet areas In these situations, you will be required to ensure dishes are kept topped up and kept presentable and hygienic. Tasks will involve both food items and beverages which are included along with the buffet (beverages such as water, juices, tea, coffee and milk). Duties will also include removal of empty, or near-empty dishes, removal of empty/dirty guest dishes and removal and replacement of service items (and food) which has been dropped on the floor or which has become contaminated as a result of unsafe food handling practices by guests.) Room service areas Work may include: Clearing trays and trolleys from floors, when necessary. This involves checking corridors on accommodation floors and returning dirty dishes, trays and trolleys to the room service area for take-down and cleaning Returning room service crockery and cutlery to other areas – such as the main kitchen or servery – where they may be needed Setting up room service trays and trolleys – for specific room orders, or for generic delivery of, for example, continental breakfasts. Class Activity – View online videos Trainer shows following videos to class and explains and demonstrates as appropriate: (‘A food runner’s world: 2 mins 31 seconds) (‘Chef Kurfürst at HTMi, Culinary management: 12 mins 53 secs).

Check food Enterprise requirements when checking food prior to leaving the kitchen: Size of meals Placement of items on the plate Use of required silverware for each dish Service of sauces Trainer explains to students that, before they take any dishes or trays of food out of the kitchen and give it to wait staff or to guests, they must undertake a series of checks to ensure the food being served is acceptable and to make sure all necessary requirements and enterprise standards have been met. Enterprise standards In relation to checking food prior to service ‘enterprise standards’ may refer to: Size of the meals – the volume/quantity of food provided as an entrée, a main course or as ‘extra’ Placement of items on a plate. Some venues will require (for examples) vegetables for certain dishes to be placed in a nominated sequence/location on the plate to optimise the visual appeal of the dish. Some dishes may be centrally located in the middle of the plate whereas other menu items will feature the main component (meat, fish, chicken) located at a constant position on every plate. Use of stipulated serviceware for given items. For example, it may be a requirement a certain type or size of bowl is used for nominated food items/accompaniments, or an underliner may be required for identified dishes Service of sauces – some venues may add sauces to the meal (directly applying the sauce to the food), while others may provide a small jug of sauce, a bottle of sauce or a sauce boat.

Check food Additional checks must include:
The right meal has been prepared All service plates are clean and presentable Quality of all items presented and plated for service (Continued) Trainer advises students of additional checks to make of food prior to taking it from kitchen: The right meal has been prepared and any requested changes have been made to the item/dish. This means comparing the food presented by the kitchen against the order given to them. Never assume the kitchen will automatically get the order correct. Remember the kitchen is a busy place and accidents and mistakes can happen. If the order is for four meals, are there four meals being given to you? Do the dishes you are being given match exactly the requirements of each guests as stated on the order? It is your job to make sure incorrect meals not taken into the room/to the service point. Every service plate is clean and presentable. This means checking to ensure there are no marks, spills and drips on plates. In some cases you may be able to clean the plate and in other cases it may need to be returned to the chef/person operating the pass. The quality of all items served for consumption. This includes checking all food served on the plate to ensure it is of an acceptable quality. For example: A whole fish should not have tears in the skin Fresh fruit must not be overripe Salad vegetables must look/be crisp There should be no obvious blemishes or visible impediments to any food items on a plate

Check food Appearance of the dishes is correct, acceptable and uniform
Special guest requests have been met, as ordered Double-check the meals are for you and your table Trainer continues advising of additional checks to make of food prior to transferring it from kitchen to service points: The appearance of the food on the plate. Issues to look for are: All dishes of the same type must be of the same size. There should not be a difference in serve sizes unless requested by the guest Same dishes must look the same in terms of layout of vegetables, accompaniments, serviceware, garnishes An appealing and appetizing appearance The edible portion of a steak is at the outside of a plate as opposed to having the fat/gristle component at the rim of the plate Guest requests have been taken into account. This means directly comparing the dishes against the order/s. Check to ensure, for example, rare steaks are indeed rare, dishes with vegetables do not go out with salad on them, ‘extra chips’ do have extra chips and ‘Thai salad’ is provided where requested. The food is for you or your table and not for someone else or another table Class Activity – Practical Exercise Trainer presents students with a range of ‘acceptable’ and ‘unacceptable’ dishes and asks them to determine which are which, and explain reasons for their selection.

Check food Serviceware also needs to be checked. This could include:
Plates Bowls Platters Cake stands Tongs Service gear Carving forks Glassware Oven-to-tableware Lids and covers Cake lifters Condiment containers Cutlery Tureens Sizzle plates Ramekins Coupes Boards Pots and jugs Sugar bowls Bread baskets Trainer identifies examples of serviceware which may need to be checked as part of the process of checking dishes prior to taking them to service points, as identified on the slide. Class Activity – Samples of Items Trainer arranges for an actual example of each items listed on the slide to be available to show to students.

Check food Checks to make of serviceware: Clean
Free of cracks, chips and damage Suitable for the dish being served Sufficient in number Safe to use Trainer explains checks to make of serviceware: They are clean – inspect visually Crockery and glassware is free from cracks and chips They are free from other damage They are suitable for the dish they are accompanying. There is little point in serving snail tongs with a T-Bone steak, or providing lobster crackers with Ga Kho chicken They are sufficient in number to match the order/requirements of the table They are safe and do not present any danger to staff or customers.

Transfer food Hygiene rules when transferring food:
Do not touch food with bare hands Avoid scratching self when carrying food, plates, trays Keep long hair tied back Wash hands before carrying plates or food Do not sneeze or cough on to plates or cutlery Trainer explains a main role for students will be to transfer food (that is, carry plates and trays of food) from the kitchen to service points highlighting hygiene rules: Keep bare hands/fingers away from the food to avoid contamination Avoid scratching hair, nose, eyes, or mouth when handling food/carrying plates as this can be a source of contamination which may be transferred to food, plates or cutlery Keep long hair tied back so hairs do not fall into the food Wash hands before handling plates or cutlery if you have been engaged in other duties such as removing rubbish, handling dirty dishes, handling money, preparing food, using chemicals, doing cleaning Do not sneeze or cough on to the plates, cutlery or food – directly or indirectly (that is, coughing/sneezing into your hands and then using those hands to handle food/plates or food contact surfaces). Class Activity – Demonstration Trainer demonstrates application of hygiene rules when carrying plates and trays.

Transfer food You may carry dishes to service points: By hand
Using a tray Trainer explains transferring of food can occur: By carrying plates: One in each hand Some venues may require you to carry three plates Plates carried to waiter’s station/rest and not to guest table By tray: For multiple items For carrying items to and from room Carry tray using one hand on each side of the tray. Class Activity – Online videos Trainer arranges for group to view, discuss and practice techniques from: (‘Tray carrying 101: 5 mins 4 secs) (‘Plate carrying’: 2 mins 45 secs) (‘Carrying 3 plates’: 2 mins 33 secs) (‘How to carry a square tray as a waiter’: 1 min 35 secs).

Transfer food Rules to follow when carrying food to service points:
Give way to guests Give way to waiters Look before you walk Remember guests can see you Walk at moderate pace Carry food carefully to maintain its ‘on plate’ appearance (Continued) Trainer presents rules to follow when carrying food from kitchen to service points: Give way to guests – let them go first Give way to waiters unless they tell you to go through Look before you walk. Check to make sure your intended passage is clear and not blocked by service trolleys, high chairs (for children/babies), ice bucket stands, furniture, or guest bags Remember you are on public show. Even though you are not the waiter, many guests will still be watching especially if they are waiting for their meal, so how you act and treat the dishes being transported into the room is extremely important Walk at a moderate pace – do not run and do not dawdle Carrying plates correctly and safely so the food maintains its appearance and is delivered safely to the service point. Be aware the food on the plate can move around as it is being transported, and if you do not handle it carefully then the hand-crafted eye appeal of the dish can be lost

Transfer food Not letting people touch the food
Protect food from contamination Take the right order to the correct service point Take care Apply same rules to returning items to kitchen Catch waiter’s eye when you enter service area or deposit food at waiter’s station Trainer continues to present rules to follow when carrying food from kitchen to service points: Not letting a member of the public unnecessarily touch the food especially in situations where people have had a little too much to drink Ensure the food does not become contaminated. This may mean keeping it covered, it may mean walking a little further but taking a course that means the plates/trays are not taken outside into the open air (where there is an increased risk of contamination) Make sure the right order goes to the right service point. There may be quite a few waiter’s stations and you have to make sure you get the right one, first time, every time. Be careful. This means: Exercising extreme care when carrying a tray Not rushing Not trying to carry too much Paying attention to the changing conditions on the floor. The same rules apply when carrying items back from the dining room to the kitchen. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates carrying plates by hand and using a tray Provides opportunity for students to practice same Gives supportive and constructive feedback

Transfer food When carrying plates to service points you may:
Hand plates to waiter Place plates on waiter’s station Putting food in hot boxes State the name of the dish you are giving to waiter Trainer tells students when they arrive at service point (usually a waiter’s station in a dining area) they will need to place the plates in the correct position highlighting where they are carrying only two plates this may entail: Physically handing the plates to the waiter who will then serve them Placing the plates on the waiter’s station for the waiter who will then pick them up and serve them Putting hot food inside the heating area/hot box of a service station. If you hand plates directly to a waiter you should state the name of the dish including any special requests which have been included in the preparation of the dish.

Transfer food When unloading trays at service points:
Maintain eye appeal of dishes Avoid spillage and spoilage Facilitate access by waiter Keep noise at minimum Do not interrupt waiter Be unobtrusive Maintain food safety Trainer explains when unpacking the tray at the service point/waiter’s station care should be exercised to: Maintain eye appeal of the dish – take care not to damage appearance Avoid spoilage or spillage of items from one plate/dish to another Facilitate access by the waiter Keep noise to a minimum Eliminate interruption to the waiter’s duties Be as unobtrusive as possible Maintain the ‘safe food’ condition of the dish. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates unloading trays at waiter’s station Provides opportunity for students to practice same Gives supportive and constructive feedback

Advise appropriate colleagues on readiness of items for service
It is important to advise waiters regarding readiness of food for the following reasons: Allows wait staff/servers to plan their work Facilitates integration of beverage service with food service Enable wait staff time to prepare the table Trainer states a key focus when providing a link between the kitchen and service areas is advising waiters and servers on the readiness of items for service explaining it is important for them to advise waiters and servers of the readiness of food for the following reasons: This notification allows them to plan their work on other tables. They can better determine what they should do next and how long they have to complete a task before they need to serve food to guests which you have delivered to the waiter’s station The advice you give enables better integration of other service so the guest receives a more positive experience. For example, the food waiter can notify the beverage waiter of the imminent arrival of the main course so they can ensure wine which has been ordered is served and ready for consumption before the food is served The advice allows waiters to prepare the table to which the meals are to be served. They may, for example, need to: Clear dirty plates – remove them from the table Adjust cutlery – add/remove cutlery to the cover to suit the food about to be served. Class Activity – Demonstration Trainer demonstrates to students what is involved in: Clearing pates from tables Adjusting covers/cutlery

Notifying wait staff/servers involves: Entering the service area Speaking to wait staff or server Verifying the food is yours Considering hand signals as an alternative to verbal notification Giving ‘sufficient’ warning (Continued) Trainer presents considerations involved in notifying wait staff/servers about readiness of food: Enter the service area. The notification should take place at the service point Speak to the waiter/server and advise them of the table number for the food you are about to bring in. Double-check/verify the food being plated is your food. Never assume food being plated up is actually for you/your table: verbally check with the chef/person operating the pass that the meals are for a given table number Hand signals may be used as an alternative. If circumstances dictate (that is, if waiter is doing something [taking an order, serving another table] else and cannot be interrupted) Try to give the waiter/server suitable or sufficient warning. Approximately one minute is a suitable period for advance notice

Communicating any other relevant issues/information: Delays Dishes no longer available Items running low Clarification of orders Special requests Other service issues Trainer continues discussing considerations relating to notifying wait staff/servers about readiness of food: Make sure you communicate any other relevant issues at the same time, for example: Notification of any delays to dishes/orders already placed so waiters can pass this on (with an apology) to guests Advise them of dishes which are no longer available Advise them of menu items which are running low or running out Seek clarification of any orders where the kitchen has asked you for clarification and you need to obtain information from the person who took the order Confirm special requests can be catered for Advise where special requests cannot be accommodated Notify other issues such as ‘carrots are being replaced with pumpkin’ or ‘potatoes are being replaced with chips’. Class Activity – Demonstration Trainer demonstrates notification of food readiness and other related issues.

Identify additional items required
Need to identify additional items required: Enhance service Increase guest satisfaction Support colleagues Increase efficiency Demonstrate guest focus Show you are concentrating Trainer tells students another central element of their role is to support and assist waiters/servers by providing them (and guests) with items to enable smooth and efficient service delivery highlighting a key in this respect is to be proactive and anticipate requirements for extra items so they can provide them without having to be asked. Need to identify additional items required It is extremely important to identify additional items required by waiters (and guests) as this will: Enhance service provision and service excellence Increase guest satisfaction and dining experience Show your support for colleagues Increase efficiency – save time Demonstrate customer/guest focus Prove you are concentrating on your role.

Ways to identify additional items required: Speak to wait staff/servers Be alert to requests Observe service area Use experience, common sense and industry knowledge Trainer explains to students their aim should be to predict/anticipate the need for items and meet the identified need before it becomes an actual need noting techniques to identify ‘required items’ include: Speaking to waiters/servers and ask them if they need anything Being alert to requests made to you direct from guests at the table and/or from colleagues (including food and beverage waiters) Observing the service area – look for indicators there is an impending need, for example: A guest who has dropped their knife indicates a need for a replacement knife A spilled glass of wine indicates the need to provide the materials necessary for clearing/cleaning the mess Guests who elect to share a dish may indicate the need for an additional plate and/or cutlery Using your experience, common sense and industry knowledge, for example: Departing guests may indicate the need for clearing and re-setting a table The arrival of guests with young children may indicate the need to bring a high chair If you overhear a guest ask the waiter for more bread rolls this indicates a need for more bread rolls

There is no limit to the ‘additional items’ which may be required, for example: Extra condiments and/or sauces Extra side orders Extra butter and/or bread rolls Dressing Sugar and/or milk and/or lemon Trainer explains there is really no limit to the additional items/extra things which may be required but the items on the slide are a representative list. Extra condiments or sauces for dishes where guests have used all the sauce etc. which was originally served with the dish Extra side orders such as chips, salad, onion rings, rice Extra butter for rolls, extra rolls Dressing for a salad Sugar, milk or lemon for coffee or tea Class Activity – Questions For each of the items listed on the slide the trainer asks students to identify circumstances and/or conditions under which the listed items may be needed in the dining area/by the wait staff or servers.

Finger bowl Shell bowl Service cloths and/or napkins Crockery and/or cutlery Glasses Cake stand and server Trainer continues giving examples of additional items which may be required: Finger bowl or shell bowl for seafood Clean service cloths, or extra napkins/serviettes Additional cutlery and crockery More glasses for wines and beverages. Remember you will be expected to support the work of beverage waiters as well as food waiters A cake stand and cake server for situations where guests have brought their own cake into the venue (for example, to celebrate a birthday). Class Activity – Questions For each of the items listed on the slide the trainer asks students to identify circumstances and/or conditions under which the listed items may be needed in the dining area/by the wait staff or servers.

Make requests to kitchen staff
You may be required to make requests relating to: Speed of service Variations to menu items Variations to serve size Request for information Trainer states that, when asked to do so by waiters/servers, students will be required to make requests to the kitchen explaining these may relate to: Speed of service. A guest/table may request: To be served immediately/straight away To have a break of X minutes between the service of courses To be served and out of the room by a given time Variations to menu items to: Add or exclude certain ingredients from a dish Substitute nominated ingredients in a dish Accommodate cultural, religious or dietary/health-related requirements Can the pepper crab be served as chili crab? Request for variation to size of serve such as a request for: A small serve A large serve Entrée to be served as a main course Main course to be served as an entrée Extra serve of nominated items – meat, vegetables Request for information. While most waiters/servers will know the answers to commonly asked questions about menu items you will often be asked to speak to the kitchen and ask questions which may include: Are certain dishes fresh or frozen? How long will it take to prepare a nominated dish? Where does the beef come from?

Keys to making requests of kitchen staff are: Know exactly what you want to find out Ask the right person Be prompt Get the person’s attention before asking them (Continued) Trainer indicates the keys in making requests to kitchen staff are: Make sure you know exactly what it is you need to find out about – clarify any ambiguities with the waiter/server before you speak to the kitchen Talk to the right person – different questions can be answered by different people: you do not always have to speak to the head chef or the person on the pass. Use common sense to determine who you should ask questions to Make the enquiry as quickly as possible – without being rude or interrupting what others are doing Get the person’s attention before speaking to them – you must realise the kitchen is a busy and noisy place so make sure the person you want to ask a question of is actually listening to you before you start talking/asking your questions

Speak in a clear voice directly to the person Listen to the answers Ask follow-up questions if necessary Thank the person for their help Trainer continues to indicate keys in making requests to kitchen staff are: Speak directly to the person in a clear voice explaining exactly what is required and asking the questions which need to be answered Listen to the answers given to you. Be prepared to taken notes where answers may be complex or detailed Be prepared to ask follow-up questions where you believe the person has not understood you or where you are unsure about the answer you have been given Thank the person who gave you the answer. This will encourage them to deal positively with you into the future. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates making requests to kitchen staff Provides opportunity for students to practice same Gives supportive and constructive feedback

It is important to pass on information from kitchen to wait staff/servers: Respond promptly Provide detail Speak to them away from guests Get their attention Be prepared for them to ask you more questions Ask if they have other questions or requests Trainer stresses that it is important for students to pass on to waiters/servers the information or answers they have received from the kitchen and explains in order to do this they must: Respond in a timely manner. Get the information/answer back to the waiter/server as soon as possible Provide any necessary detail where the answer requires you to communicate some specific information, factor or element Speak to them away from the guest/table. The communication between you and the staff member should not be able to be overheard. Get their attention before speaking. Make sure they are listening/paying attention before you share what you need to communicate to them Be prepared for follow-up questions to be asked. This may occur because guests have made further requests Ask the waiter/server if they have other questions which need to be asked to demonstrate your willingness to help and support them.

Summary – Element 1 When liaising between kitchen and service areas:
Learn the relevant house standards and procedures Use common sense Be prepared to ask questions and clarify unclear issues Be alert and aware of your surroundings and what is happening (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Communicate all information/details accurately, promptly and comprehensively Constantly observe what is happening around you Monitor readiness of food for service Check all food/plated items to ensure it is correct (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Ask the kitchen to rectify incorrect dishes before they are transferred to service points Take care when carrying plates and trays of food Make sure all supporting serviceware is provided for dishes taken to wait staff/servers Be proactive in communicating with wait staff/servers Support the work of all service staff Be willing to make eye contact with wait staff and servers when entering the service area Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Clean and clear food service areas
Performance Criteria for this Element are: Remove used items from service areas and safely transfer to the appropriate location for cleaning Handle food scraps in accordance with hygiene regulations and enterprise standards Clean and store equipment in accordance with hygiene regulations and enterprise procedures Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions about cleaning and clearing of food service areas by asking questions such as: What do you think is the difference between ‘clearing’ and ‘cleaning’? What do you think is involved in clearing and cleaning food service areas? How would you clean crockery and cutlery? Where and how would you store crockery and cutlery after it has been cleaned? Why?

Remove used items from service areas
‘Clearing’: Taking items from service area to kitchen Wait staff also ‘clear’ tables Trainer states there will always be a need to remove used and unwanted items from the service area during service and return them to the kitchen explaining the concept of ‘clearing’: Removing items from the dining area/service area to the kitchen is referred to as ‘clearing’ When wait staff/servers remove items from guest tables to the waiter’s station this is also referred to as ’clearing’. It is called ‘clearing the table’.

Clearing from the service area is important because it: Eliminates clutter at service points/waiter stations Enhances appearance at service point Makes room for off-loading next dishes Returns dirty dishes for cleaning and re-use Provides opportunity to talk to wait staff/servers Trainer highlights clearing items from waiter’s stations/service points is important for the following reasons: It eliminates clutter at the service points/stations and gives wait staff/servers more room to work It makes the service area/point look more attractive and presentable to guests It makes room for you to place/off-load your next delivery of dishes It enables used/dirty items to be taken to the dishwashing area so they can be cleaned and re-used It provides another opportunity for communication to occur between you and the wait staff/servers.

When clearing: Try to communicate with wait staff/servers Try to bring something back Keep noise down Ensure waiter’s station is clear before taking food to it (Continued) Trainer presents points to note when clearing: Always try to communicate with the wait staff/server/s when clearing. This may be verbal communication (you should ask if they need anything, or they may ask you for something) or just eye contact to determine if they want something/they need you to do something Try to bring something back/clear the station/area every time you return to the kitchen after taking something in to the room/service point. The aim is to never return empty-handed if there are things to be brought back Be as quiet as possible – stacking plates and clearing can be a potentially noisy activity so keep noise to the absolute minimum: the quieter you are, the more guests will enjoy their meal Make sure the waiter’s station/service area is clear before you take food into the dining area/service area. You need to avoid a situation where you take plates/trays into the area only to find their is nowhere to put them

Walk at safe pace Load tray in a safe and structured way: Scrape plates Remove cutlery Balance load/tray Do not stack too high Do not overload Trainer continues presenting points to note when clearing: Walk at a safe pace when removing items and look where you are going to avoid knocking into guests, other staff or furniture: always give way to guests Loading your tray in a structured way which will include: Scraping plates Taking cutlery off plates Balancing the load Not stacking items too high to avoid over-balancing Ensuring you do not over-load the tray Making sure nothing will fall off the tray when you lift and carry it. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates clearing to kitchen Provides opportunity for students to practice same Gives supportive and constructive feedback

Items which will need to be cleared from service points or areas to the kitchen will include: Used items Items no longer required by waiters/servers or guests Trainer identifies items which may need to be cleared to kitchen from service area: Used items. These are items of crockery and cutlery guests have used and have finished with. They will have been cleared from the table by the wait staff and moved to the waiter’s station for you to collect. These items will include: Plates and bowls Cups and saucers Jugs All sorts of cutlery Items no longer needed by diners/guests. These also will have been cleared from the table by wait staff when they are identified as being ‘no longer needed’. Items in this category may include: Bread baskets and butter dishes Items of cutlery and crockery set as part of the cover but not required because, for example, a guest did not arrive or their menu selection meant the item was not required Condiments Menus Soiled napkins and unused serviettes High chairs Table tops Linen – soiled and clean tablecloths, waiter’s cloths and overlays.

You will often be expected to assist beverage service staff with clearing which can include: Carrying empty glasses to bar or kitchen Removing empty bottles and cans to bar or kitchen A tray is usually used to carry or remove glasses and empty bottles and cans Trainer explains that students will usually also be expected to help beverage service staff out with clearing which can include: Carrying empty glasses (used and/or unused) to the bar service point and/or taking them to the kitchen from where bar staff will collect them for processing (washing, polishing, storing) Taking empty bottles and cans into the kitchen area (or bar) and disposing of them into appropriate rubbish containers to facilitate recycling.

Clearing items: Must accord with venue Standard Operating Procedures (SOPs) May be done by hand Usually requires use of a tray to clear items Trainer stresses items should be transferred safely to the appropriate location (see following slides): In accordance with the establishment’s practices. Placing items onto a tray and using the tray to carry items from the service area. This allows multiple items to be cleared at the one time Carrying items by hand. This is often an acceptable practice where there are only one or two items to be removed. Some venues have an SOP requiring all items to be carried into and out of a service area/dining room on a tray. They forbid staff carrying items by hand.

‘Processing’ of cleared items may involve: Cleaning Storing Filling/re-filling bottles, condiments, jugs Wiping Waste disposal Readying items for laundry Trainer explains that when removing items from the service area they must be taken to the appropriate location for processing stating ‘processing’ of these items will involve: Cleaning of used/dirty items Storing of items in readiness for future use Filling/refilling of condiments Cleaning/wiping of proprietary sauce bottles Disposing of items into rubbish containers Placement of linen into receptacles ready for laundering.

Items may be required to be cleared to the following locations: Bar Still room (Continued) Trainer identifies areas to which items may need to be cleared: Bar You may be required to remove the following items to the bar: Clean and used glasses Water jugs Empty bottles and cans Ice buckets and ice bucket stands Carafes. Still room The stillroom is an area where ancillary items (bread rolls, condiments, butter, napkins) are prepared for service. It is normally part of, or adjacent to, the kitchen. You may be required to take the following items to the stillroom for processing: Salt and pepper shakers Butter and jam/conserve dishes Milk jugs Mustards Proprietary sauces Bread baskets. Table numbers Menus. Class Activity – Demonstrations and Practical Exercises Trainer: Demonstrates processing activities for items as described on the slide above Provides opportunities for students to do same Supplies constructive feedback.

Silver room Store room Dishwashing area Trainer continues to identify areas to which items may need to be cleared: Silver room The silver room is a room where cutlery is kept/stored. If the venue actually uses silverware (that is, silver cutlery) then this area will also contain facilities for cleaning and polishing those items. Most venues do not have a silver room and very few venues use actual silverware. Where a silver room exists you may be required to: Take all unused cutlery directly to the silver room so it can be stored as clean items: many/most venues treat unused cutlery as dirty cutlery and wash it and polish it even though it has not been used. Check the SOP at your workplace. Take only actual silverware to it – clean or dirty: all other items of cutlery will be taken to the dishwashing area (see below). Silverware can include: Cutlery – all types Jugs Tea/coffee pots Trays ands platters Ice buckets and stands, as well as carafes and wine service paraphernalia. Store room You may be required to take the following items to a dining/service store room store so they are available for use when next needed: Table tops Unused linen High chairs Candelabra Table decorations and table furniture. Dishwashing area All used/dirty crockery and cutlery will need to be taken to the dishwashing area. This area or section of the kitchen may be also referred to as the ‘pot wash’ area as pots and pans may also be washed there: note in many venues the dishwashing area is just for crockery, cutlery and other items used in the of food, while the potwash area is just for items used in the cooking/preparation of food. Your role when delivering used/soiled items to the dishwashing area may be to: Unload your tray and the dishwashing staff will do the rest Unload your tray and scrape the plates which means scraping the plate waste/debris into bins or an InSinkErator Unload, scrape and stack items ready for washing either by hand or in a dishwashing machine. Class Activity – Demonstrations and Practical Exercises Trainer: Demonstrates processing activities for items as described on the slide above Provides opportunities for students to do same Supplies constructive feedback.

Handle food scraps correctly
‘Plate waste’: Anything served to guests and returned from them: Food which has been partially eaten Food on plates which appears as if it has not been touched Garnishes Left-over drinks All plate waste must be thrown out Trainer explains clearing plates from the service area will always involve handling food scraps. Plate waste ‘Plate waste’ is anything which has been served to the guest and is returned from their table/plate. This definition includes: Food remaining on a plate/in a bowl which has not all been eaten – ‘food scraps’ Food looking like it has not been touched but it may have been handled or coughed or sneezed over Garnishes for food and in drinks Left-over beverages including liquor/soft drink remaining in cans or bottles.. All plate waste must be thrown out – it cannot be re-used, re-served or re-sold.

‘Single use’ items: Cannot be reused – they must be thrown out after use Examples include: Straws, paper napkins, plastic cutlery, take away containers, PC packs Unused or undamaged PC packs can be reused and are fit for service again Trainer introduces ‘single use’ items stating: Single use items are items intended to be used only once and then disposed of. They are not meant to be used again. Examples of single use items which must be thrown out when returned/cleared include: Drinking straws Paper serviettes/napkins Plastic cutlery – commonly used in situations where food is provided for take-away service Wooden stirrers – used to stir sugar in hot drinks Take-away containers – used to wrap, serve or otherwise provide take-away food and beverages, both hot and cold. These may be paper, cardboard, plastic or aluminium Portion control packs which have been opened and/or partially used – these PC packs may be used by some venues to serve: Butter Jam Sauces and mustards Milk Salt and pepper Other food such as cereals and biscuits. Note: PC packs returned from service can be re-served/re-used if they are in good condition (they look presentable, are not damaged or soiled) and have not been opened or tampered with. Class Activity – Samples Trainer shows students examples of single use items as identified on the slide.

Safe practices relating to external bins/rubbish include: Bins must have tight-fitting lids Lids must be closed when bins are not being used Must be ‘sufficient’ bins Bins must be kept clean Hands must be washed after handling rubbish and before handling food/food items Trainer highlights food scraps must be handled in accordance with safe food handling practices in relation to external rubbish bins include: External rubbish bins are to have tight fitting lids which are to be kept in position when the bins are not in use to prevent access to food waste/rubbish by birds, cats, vermin The rubbish area must be kept clean to help avoid offensive odours There must be ‘sufficient’ rubbish bins to cater for the amount of rubbish produced. If the rubbish being created by the level of trade cannot be accommodated by the bins then extra bins must be obtained The rubbish bins themselves must be kept clean. They must be periodically cleaned using a detergent, degreaser and deodoriser or disinfectant. Hands must be washed after handling rubbish without exception: this is an extremely important food safety requirement

Enterprise procedures for handling food scraps: Plate waste to be scraped into bins at dishwashing area Internal food waste bins to be fitted with a bin liner No food scraps to be taken off the premises External rubbish contractor may be required to empty external bins No scraps to be left inside the venue overnight or between shifts Trainer advises enterprise procedures regarding rubbish disposal and the handling of food scraps may include: All food scraps must be thrown into one or more bins located at/near the dishwashing area or other designated points All internal rubbish bins used for food scraps must be lined with a strong, good quality liner to prevent food scraps making contact with the internal sides of the bin No food scraps are to be consumed or taken home by staff members. This may even apply to situations where staff want to take scraps home for pets/animals Bags of food scraps from internal bins must be disposed of appropriately into external bins/dumpers – see immediately above An external rubbish removal company may be used to supply and empty rubbish bins/dumpers to cater for the volume of waste created No food scraps are to be left in internal bins between shifts or overnight. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates how to fit bin liner to bin Provides opportunities for students to do same Supplies constructive feedback.

Clean and store equipment
Free from visible contamination (and odour) ‘Sanitised’: Free from bacteria/germs, or where germs have been reduced to a safe level Sanitising can be achieved through hot water, steam or a chemical Trainer states student role may or may not require them to clean and store crockery and cutlery explaining the difference between ‘clean’ and ‘sanitised’. Clean In this context, ‘clean’ means ‘free from visible contamination’. ‘Free from visible contamination; means the item must look clean when you have finished cleaning it. It is important to understand items may not be safe to use – from a food safety point of view – just because they look clean. Crockery and cutlery which appear clean may still be contaminated by germs/bacteria making them unsafe to use to use. Sanitised ‘Sanitised’ refers to items which are free from bacteria/germs or items which have had the level of bacteria/germs reduced to a safe level. It is for this reason all cleaning/washing of food items (including crockery, cutlery, glasses, pots, pans and food contact surfaces should be: Washed using a detergent Sanitised using hot water, steam or a chemical sanitiser.

All items must be cleaned and sanitised after each use: Using detergent and sanitiser To retain safety of items – that is, to prevent transfer of germs between people Cannot re-use an item until it has been cleaned and sanitised Trainer highlights need to: Clean items after each use – cups, saucers, plates, bowls, cutlery Use a detergent and a sanitiser Retain the food safety of items by preventing transfer of germs/bacteria between people Make sure items are washed and sanitised between uses – without exception

General procedure for washing and sanitising items: Remove visible food debris Rinse with warm water Wash using a detergent Rinse again Apply sanitiser (chemical) Rinse Allow to air dry Trainer identifies in general terms the following sequence is suitable for cleaning crockery and cutlery: Remove visible food debris, for example, scrape the plates Rinse with warm water to remove loose dirt Wash with a detergent as designated by the workplace: dilute detergent if required in accordance with manufacturer’s instructions Rinse again to remove the detergent and debris Apply a sanitiser – sanitisers are chemicals designed to kill bacteria Rinse to remove the sanitiser Allow to air dry – air drying is the preferred option as it eliminates using a cloth to dry surfaces, which may inadvertently introduce bacteria to the surface that has just been cleaned and sanitised.

Machine dishwashing requirements: Scrape and rinse items first Stack into correct trays Wash – minimum 60 66°C to 71°C Rinse – minimum 10 minimum 77°C Follow any specific house rules Trainer explains the procedure for washing eating utensils and dishes by machine is as follows: Scrape and rinse items prior to stacking in trays. Use the right trays/racks for the right items Wash for a minimum of 60 seconds at a temperature between 66°C and 71°C Rinse for a minimum of 10 seconds at a temperature of at least 77°C Always follow any specific house rules which may apply to certain types/models of dishwashing machines and/or chemicals used. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates how to use a dishwashing machine to clean an assortment of crockery and cutlery Provides opportunities for students to do same Supplies constructive feedback.

Washing items using double-bowl sink is acceptable providing: One bowl has water at minimum 45°C Second bowl has clean water at minimum 77°C Sanitising means soaking items for minimum 3 minutes Thermometer must be available Items should be air-dried Chemicals must be used according to manufacturer’s instructions Trainer states it is common common in small businesses, and it is safe to use a double bowl sink to wash/clean items providing certain requirements are observed: One bowl must contain water at 45°C and detergent – for washing the items One bowl must contain clean water at a minimum of 77°C – for sanitising the items Sanitising must involve soaking the items for a minimum of 3 minutes. It is not acceptable to just run hot water over items to remove the suds/soap A thermometer must be on hand to check and verify water temperatures. Items must once again be left to air dry, which means draining and leaving to dry while hot. Tea towels should not be used. Operators must make sure detergents and sanitisers are diluted according to manufacturer's recommendations, where necessary, and all other manufacturer's advice is adhered to. Class Activity 1 – Sample Manufacturer Instructions (chemicals – detergents and sanitisers) Trainer presents a range of chemicals to students with the ‘manufacturer’s instructions for each and: Reads/explains each set of instructions Demonstrates how to implement/comply with stated instructions in order to preserve personal safety and attain an effective cleaning outcome. Class Activity 2 – Demonstration and Practical Exercise Trainer: Demonstrates how to use a double-bowl sink to clean an assortment of crockery and cutlery Provides opportunities for students to do same Supplies constructive feedback.

After cleaning items must be stored to protect from re- contamination: Handle cutlery by handles Handle plates by rims Handle cups by handles Store correctly Store in designated locations Trainer notes after items have been cleaned and sanitised they must be stored so they do not become re-contaminated in order items used to serve food and beverages are provided to the guest in a clean condition. Trainer explains correct storage of clean items includes: Handling all cutlery by the handle Handling all plates and bowls by the sides/rims Handling all cups by the handle Storing them in such a way that protects them from contamination from: Flies and/or dust Other sources of contamination such as coughing, pests Storing items in designated locations as opposed to leaving them in random positions.

Summary – Element 2 When cleaning and clearing food service areas:
Clear items from service areas on a regular basis Communicate with wait staff/servers when clearing Try never to return to the kitchen empty-handed Make sure there is room to set down/unload food before transferring it from kitchen to service areas (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Follow house protocols for clearing items – use a tray or carry items in your hands Stack trays carefully before clearing Be prepared to assist beverage waiters when clearing food items Clear items to their designated location (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Process items as required Never re-use plate waste
Never re-use single use items Deal with food scraps in a hygienic manner (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Wash hands after handling rubbish or cleaning agents Follow all house procedures, policies and protocols Understand difference between ‘clean’ and ‘sanitised’ Make sure crockery and cutlery is washed, cleaned and sanitised between every use Store cleaned or sanitised items to protect them re-contamination Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Maintain effective relationships with colleagues
Performance Criteria for this Element are : Meet needs and expectations of colleagues in accordance with organisation standards, policies and procedures and within acceptable timeframes Assist to resolve workplace conflict and manage difficulties to achieve positive outcomes (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Maintain effective relationships with colleagues
Seek informal feedback to identify and implement improvements to products, services, processes or outcomes for colleagues Handle complaints positively, sensitively and politely in consultation with the person/s making the complaint Use non-discriminatory attitudes and language consistently when interacting with staff and management Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions regarding maintaining effective relationships with colleagues asking questions such as: Why is it important to have a good/positive working relationship with colleagues? How can you develop and maintain a good working relationship with colleagues? How might you address a situation where a colleague is unhappy with your workplace performance? How might you seek feedback from colleagues about your workplace performance? Why is it useful to obtain feedback from colleagues about your workplace performance?

Meet needs and expectations of colleagues
You must work as part of a team and meet the needs and requirements of colleagues to: Help them do their job Demonstrate commitment Provide best level of service to guests Complete work others need you to do (Continued) Trainer explains to students their work role demands they function as part of a team and this requires them to meet the needs and expectations of those with whom they work and this is vital in order to: Help them do their job as expected by management and guests Demonstrate your commitment to a team approach and improving your workplace reputation as a valued co-worker Provide better service delivery to guests enhancing their dining experience and increasing the likelihood of return/repeat and referral business Complete work others are relying on in order for them to be able to complete their work

Implement and maintain house standards and criteria Help venue meet guest expectations Optimise efficiency Prove you are doing your job When helping colleagues you are NOT doing them a favour – it is what you are paid to do. Trainer continues identifying importance of meeting needs and expectations of colleagues: Implement and maintain the standards and protocols established by the venue for the provision of service to guests and support to other staff. Indirectly assist the venue meet guest needs and expectations as created by advertisements and promotions the venue runs Create a more effective and efficient workplace Show management you are actually doing the job/work they expect you to do and are paying you to do. Always remember you are being paid to do the things listed above and the tasks identified on your job description. You are not doing colleagues (or management or guests) a ‘favour’ by helping them, co-operating with them or providing them with products or services.

Needs and expectations come from: Management Colleagues, co-workers and other staff Guests Needs and expectations can be expected to: Change between people Alter between venues/service areas Vary over time Trainer highlights management, colleagues and guests have needs and expectations which will: Change between individual people. Different people are likely to have slightly different needs and expectations Alter between venues/workplaces. Specific needs and wants can change based on the type and nature of the business, products and services offered and the profile and volume of trade Vary over time. The needs and wants of others at 12:05PM can be significantly different to the needs and expectations of the same people at 12:35PM; the needs and expectations on Monday can be different o those on a Friday; the needs and wants during an event/function can be different to those during days of ‘normal’ trading. Class Activity – Guest Speaker Trainer arranges for manager/owner or food waiter/supervisor to attend and talk to students about: What they see as the role and responsibilities of the runner Needs and expectations service/wait staff have of their job as runner Things they look for when determining whether or not a runner is doing their job properly Positions which successful and effective runners may be promoted to

Colleague expectations can include that you: Attend for work when rostered to do so Maintain a professional appearance Maintain appropriate personal hygiene (Continued) Trainer presents expectations colleagues can have of students in their work role: Attend for work when rostered. This means: Arriving 15 minutes early Never missing a shift Advising the workplace well in advance if you are unable to work Maintain professional personal presentation by: Wearing the required uniform Wearing clean and pressed clothes Applying appropriate grooming Maintain appropriate personal hygiene by: Washing/bathing regularly Using/wearing appropriate make-up and/or scent Class Activity – Discussion and Questions Trainer leads session: Discussing what students can do to ensure they comply with each of the identified requirements/expectations Asking questions about individual intentions to meet identified expectations Providing feedback on the thoughts and ideas offered by students

Display a positive attitude Show respect for others Communicate effectively (Continued) Trainer continues to present expectations colleagues can have of students in their work role: Demonstrate a positive attitude in the workplace which can be shown by: Co-operating with others Offering help instead of waiting to be asked Smiling Telling people they have done a good job, tried hard or worked well Thanking others for their help Never make a big deal out of assisting others: just help them and get on with the other work you have to do Show respect for others in the workplace by practices such as: Using polite and courteous language Avoiding discriminatory behaviour and language Accommodating social, religious, cultural, gender and/or age-specific differences Never participating in workplace gossip Not taking the credit for work done by other staff Communicate effectively by using: Correct and appropriate verbal and non-verbal communication techniques Asking open and closed questions Listening actively Clarifying ambiguities Confirming messages Seeking and providing feedback Class Activity – Discussion and Questions Trainer leads session: Discussing what students can do to ensure they comply with each of the identified requirements/expectations Asking questions about individual intention to meet identified expectations Providing feedback on the thoughts and ideas offered by students

Respond promptly to requests and questions Perform allocated tasks as and when required Maintain work area in an appropriate condition (Continued) Trainer continues to present expectations colleagues can have of students in their work role: Respond promptly to: Requests for help and/or information from co-workers, guests and others Identified situations which require action, attention and/or a response Situations arising Emergencies Perform allocated tasks as required for the job role being undertaken. This can mean: Completing daily and routine work in a required/designated sequence by the time required Giving priority treatment to priority requirements Getting work finished by a required time Advising colleagues when work has been completed Telling colleagues when you are running behind time Asking for help from others Maintain work area in an appropriate condition which means keeping the area and items, utensils and equipment: Clean – including regular cleaning of items and immediate cleaning of spills and accidents Neat and tidy – by putting things away and returning items to their designated location (after use, cleaning) Safe Secure Class Activity – Discussion and Questions Trainer leads session: Discussing what students can do to ensure they comply with each of the identified requirements/expectations Asking questions about individual intention to meet identified expectations Providing feedback on the thoughts and ideas offered by students

Accommodate unscheduled tasks Comply with all internal and external workplace requirements Respond to issues and circumstances Participate in designated workplace activities Trainer continues to present expectations colleagues can have of students in their work role: Accommodate unscheduled tasks by: Integrating unexpected needs with standard work Helping others Anticipating problems and taking action to avoid/meet them Comply with: Legislated requirements Internal/house policies and procedures Effectively and promptly address: Guest/customer complaints Workplace conflict Emergencies Participate in workplace activities designed to: Investigate and resolve problems and issues Enable continuous improvement Improve service delivery and the guest experience Introduce initiatives intended to enhance the provision of service. Class Activity – Discussion and Questions Trainer leads session: Discussing what students can do to ensure they comply with each of the identified requirements/expectations Asking questions about individual intention to meet identified expectations Providing feedback on the thoughts and ideas offered by students

Assist to resolve workplace conflict and manage difficulties
Workplace conflict must be addressed and managed in order to: Stop small problems growing into big ones Maintain a positive workplace Reduce absenteeism and staff turnover Comply with legal and ethical requirements Trainer states that given the highly interpersonal nature of their work role it is to be expected there may be workplace conflict with colleagues from time to time and highlights they must actively manage and resolve workplace conflict and difficulties in order to: Stop small problems/issues growing into big ones by taking prompt action, promoting reconciliation as opposed to ignoring things and letting things drag on and get worse and/or involve more people Maintain the usual positive orientation of the workplace. This is vital because the nature of the workplace has a distinct impact on how staff relate to guests/customers. If the workplace is positive then interactions between staff and guests will tend to be positive: if interactions between staff are strained or tense then the relationships between staff and guests will tend to reflect these negative emotions. Reduce absenteeism and staff turnover. Workplaces where conflict and difficulties are left unaddressed have higher levels of absenteeism and staff turnover than those where issues are ignored Comply with ethical and legal requirements to provide a safe workplace. Failing to address workplace conflict and difficulties can be regarded as occupational health and safety matters from a psychological perspective.

‘Conflict’ and ‘difficulties’ can arise with colleagues or customers/guests, one-to-one or in a group context: Conflict = a state of opposition between people ‘Conflict’ is worse than a ‘difficulty’ Difficulties reduce service levels Difficulties can grow into conflict Trainer discusses concept of workplace ‘conflict’ and ‘difficulties’: A conflict is a state of opposition between persons or ideas or interests. Conflict is more serious then difficulties and creates situations where the required work potentially cannot take place. Difficulties are problems impacting on the provision of products or services to others. Difficulties reduce the level of service provision and make work harder to do. Difficulties can grow into conflict if not properly addressed/resolved Conflict and/or difficulties may arise with colleagues or guest/customers. It can arise on a one to one basis or in a group setting.

You need to serve: External customers: Guests, customers, patrons Internal customers: Colleagues, co-workers, other staff If you are not serving an external customer you should be serving someone who is. Trainer distinguishes between two classifications of ‘customers’ students need to serve: ‘External’ customers: Are the customers who come to the venue to eat and spend their money They are also known as guests and patrons. ‘Internal’ customers are the other staff in the venue who you support and serve: They are also known as your colleagues and co-workers. In your role they will be the kitchen staff and the wait staff and servers you work with. At all times the efforts of wait staff and the kitchen must be to serve the external customers and your job must be to support/serve the internal customers. Class Activity – Excursion Trainer takes students on an excursion to a venue which uses food runners and allows them to: Meet and talk with management Talk to staff about their job View the facilities and the environment in which runners work Observe a service session to see the work runners are required to undertake

Possible reasons for workplace conflict and difficulties: Pressure of work Lack of or poor communication Prejudices Ineffective working systems/SOPs (Continued) Trainer tells students there may be many reasons why conflict may flare up amongst colleagues and why workplace difficulties can arise: Pressure of work such as high levels of trade, insufficient staff rostered on to cope with work, unusual levels of demands from guests, equipment breakdown Lack of – or bad – communication which may cause misunderstandings Prejudices about all sorts of things from which sports team the other person follows, what kind of car they drive, through to issues of ethnicity, gender, body shape and age Ineffective working systems where the internal operations, or functions, of the venue cause the problem (poor reservations systems, lack of standard procedures, bad food ordering system/protocols)

Differences in opinions Differences in beliefs Misunderstandings Colleague not doing their job Staff member feels he/she is being treated unfairly Trainer continues identifying possible causes/reasons for workplace conflict and/or difficulties: Difference in opinions about a wide range of topics from current affairs to the weather Difference in beliefsas these relate to (for example) religion, politics, music and many other topics Misunderstanding can be caused by barriers to communication, not listening properly, putting a different interpretation on a word/phrase than what was intended Team member not pulling their weight – staff not contributing 100% to a team effort A colleague feels they are being treated unfairly. This may be due to their shift on the roster appearing less attractive than someone else's, not being given the opportunity to work overtime, not being selected to work on a certain function. This feeling may also be caused by staff who fail to share information, refuse to help and co-operate in the workplace, and who favour some colleagues over others

Warning signs of problems with a co-worker: They avoid verbal contact and/or physical proximity They display negative facial expressions They make rude remarks and/or gestures (Continued) Trainer advises problems with colleagues usually have ‘warning signs’ attached to them: They avoid verbal contact and visual contact. This may mean: Other staff take breaks in physically different areas They avoid mixing with you or looking at you, or sitting near to you Staff ask for shifts where you are not rostered on to avoid the chance of contact with you Indulge in negative facial expressions: The person may sneer your way, roll their eyes and shake their head slowly from side-to-side, or purse their lips when they see you or make eye contact with you Make negative remarks to you and/or about you. This can spill over into areas that are outside the initial cause of the conflict. For example, a staff member may be annoyed you did not help cleaning up after a function: their perception is you are lazy and not a team player. The truth however may be the supervisor told you to go home because you had been at work for twelve hours that day and were required back early the following day. The negative remarks will not stop at your perceived laziness, but will usually involve unrelated areas such as your attitude, your relationships with others, your personal habits, and so on Make rude gestures or remarks. These can be offensive remarks (perhaps of a sexual nature), or finger and forearm gestures designed to convey a specific message. Most establishments have bullying and harassment policies making these sorts of actions unacceptable in the workplace. If encountered, you should seriously consider reporting them to management as they constitute workplace harassment.

To address workplace conflict and difficulties: Never ignore a problem Address issues promptly Plan: What to say When you will raise/address the issue Where you will talk (Continued) Trainer gives students advice about resolving workplace conflict and difficulties: Issues/problems must never be ignored. Issues will never ‘go away’ or resolve themself Things should be addressed and resolved as soon as possible. Plan what you are going to say. Think things through and determine what you ware going to say, the words you will use, the examples you will raise/refer to and the sequence in which you will raise points/issues Plan when you are going to address the situation. Will you talk to the person before work or after work? It is never a good idea to bring these matters up during work. Plan where you will talk to the other person. Will you speak to them in thew workplace, in the staff change room or while having a coffee in the staff canteen?

Determine what you want to achieve Identify SPECIFIC examples you will use or refer to when you talk to the other person Ask the colleague to meet with you to discuss the issue, problem, difficulty or conflict (Continued) Trainer continues to give students advice about resolving workplace conflict and difficulties: Determine what you want from the resolution process. What do you want the other person to do or to stop doing? The solution you identify can be presented during discussions as a way to fix the problem. Identify specific examples of the problem, issue, difficulty, problem or conflict you want to discuss. When resolving the situation it is important to be able to: Refer to specific times Mention specific dates and times Refer to specific words/terms used Describe the actual nature and context of the situation. The aim here is to avoid making reference to vague generalities, avoid using incorrect/inaccurate references and/or avoid a situation where you are unable to provide evidence/proof in relation to the topic to be addressed Speak to the colleague and ask them of they are able to meet with you (when and where you have decided) to talk about the issue

Meet with the person: Thank them Explain reason for meeting Define and describe the situation Explain how the issue is impacting you Listen to response of the other person (Continued) Trainer continues to give students advice about resolving workplace conflict and difficulties: Meet with the person and apply standard resolution techniques to resolve the situation which can include: Thanking the person for attending/meeting with you Explaining why you have asked for the meeting – to resolve the situation Defining and describing the situation – with reference to plans you have previously made Explaining the impact the situation is having on you and your workplace performance, other staff, guests Listening to what the other person has to say. The process must involve two-way communication: what the other person has to say can often: Provide the basis for a resolution Explain the situation and give a different interpretation/perspective on things which can mean an end to the issue

Explain what you need to resolve the situation Be prepared to compromise Be assertive Be constructive Exercise patience and tolerance (Continued) Trainer continues to give students advice about resolving workplace conflict and difficulties: Telling them what you want to resolve the situation while showing empathy with their position/situation (where and if appropriate) Being prepared to compromise – and co-operate with the person to find a mutually acceptable outcome Being assertive but not aggressive Being constructive about what can be done to address the situation to achieve a win-win outcome Exercising patience and tolerance. You have to be: Prepared for the other person to be upset about what you have to say Willing to allow the other person to have their say Ready to hear things about yourself and your performance you may not like or appreciate

Decide and agree on action to take Thank the person Express a positive sentiment Trainer continues to give students advice about resolving workplace conflict and difficulties: Deciding and agreeing on action to take to resolve the situation and move things forward Thanking the person for their time and for participating in the process Expressing a positive sentiment about working with the person into the future. Class Activity – Demonstration and Role plays Trainer: Uses a role play to demonstrate how to effectively resolve an issue with another staff member Generates role plays to enable students to practice effectively addressing issues with work colleagues Debriefs and provides constructive and supportive feedback on role plays.

Positive outcomes to strive for when resolving/addressing workplace conflict and difficulties include: More co-operation A more pleasant work environment Lower stress levels Less workplace conflict/difficulties (Continued) Trainer presents examples of the positive outcomes students need to strive for when addressing/resolving workplace difficulties/problems/issues: Increased levels of co-operation and assistance form the other person A more pleasant and harmonious workplace – less anxiety and tension Reduction or elimination of previous stress or other negative indicators Fewer workplace conflicts and difficulties

Higher standards of service Less mistakes Fewer negative comments Less complaints More positive feedback Trainer continues to present examples of the positive outcomes students need to strive for when addressing/resolving workplace difficulties/problems/issues: Higher standards of service delivery to all ‘customer’ types Fewer mistakes and workplace problems and errors Less negative comments from others Reduction in complaints about you and your work Increased amounts of positive feedback from other staff and management on your performance.

Seek informal feedback
Workplace feedback is vital for the following reasons: It identifies things which need improvement It gives you the benefit of knowing what others think It forms the basis for action It gives diversity of opinion It shows you are a team player It generates positive and negative comment Trainer tells students it is essential for them to obtain feedback in order to identify improvements which need to be made in the workplace to their individual performance and other work-related issues highlighting workplace feedback is vital for the following reasons: It helps identify areas requiring attention and improvement It gives you opinions on how others view your work and the products/services you provide – feedback adds objectivity It forms the basis of action to address sub-standard or unacceptable products and performance It can provide a diversity of views – see 360˚ feedback (below) It demonstrates you want to be a team player and contribute to outcomes which are beneficial to other staff and to the venue It provides positive and negative comments on performance and products. It facilitates obtaining a total and balanced picture of what is happening or not happening.

Recognised as being most/very effective Provides feedback from a wide variety of different people from a wide range of ‘angles’ Requires you to be proactive in seeking out the feedback Trainer introduces concept of 360˚ feedback: It is generally recognised 360˚ feedback is the most informative and effective feedback to receive. 360˚ feedback is feedback (comment, observations and input) from a wide variety of people including those who are impacted by what you do, who observe what you do and who assist you in what you are doing. In practice this means you should seek feedback from many different sources. Never just wait for feedback to be given/provided to you: you must actively seek it out.

Seek feedback from: Other runners Kitchen staff Wait staff and servers Management Guests/customers Trainer identifies those who students should seek 360˚feedback from: Other staff who perform the same role as you do Kitchen staff you work with which can mean seeking comment from: Cooks and chefs Those who run the pass Workers in the still room, silver room and store rooms Those who wash the dishes All wait staff and servers including: The staff you normally work with/for – those who you normally support on a day to day basis Other wait staff who you normally do not work with Beverage waiters and bar staff Management level people who may include: Dining room supervisor Maitre d’hôtel F & B manager Head Chef/Executive Chef Venue manager Owner Guests/customers. It will normally be other staff members who capture formal feedback from patrons however you can gain some accurate and pertinent feedback simply by: Observing the non-verbal communication/body language of guests Listening to what they say including paying attention to what they say to you and what they say to each other and to other staff.

Ways to seek feedback: Ask people for it Observe others Ask management for copies of feedback they have received Question guests (Continued) Trainer identifies and describes ways to seek feedback: Verbally asking people for feedback telling them you want their input and letting you know you value what they have to say Watching for instances of feedback by focussing on your internal and external guests to read their body language and hear their comments Asking management for samples of feedback they have generated or received from guests. Most venues develop some form of customer feedback either through their marketing department (via market research and guest surveys) and as a result of ‘Customer comment cards’, verbal feedback from customers or online feedback provided by guests Impromptu questioning of customers/guests to obtain their views of products and services provided.

Engaging in chance discussions Participating in critical incident reviews Taking part in coaching and mentoring activities Raising guest feedback as a topic at staff meetings Trainer continues to identify and describe ways to seek feedback: Engaging in chance discussions with customers/guests to obtain suggestions for change to service provision and improvements to menus Participating in critical incident reviews to have personal responses evaluated and learn lessons for future use Taking part in workplace coaching and mentoring , both of which use feedback as an integral part of the processes Raising guest feedback as a topic at staff and departmental meetings. Class Activity – Role Play Trainer: Conducts role play to demonstrate how to solicit feedback from guests Provides role play opportunities for students to practice asking for, receiving and responding to guest feedback Supplies supportive and constructive feedback

Feedback can be used to make many workplace improvements in terms of: Safety Speed of service Quality service delivery Savings More customer/guest focus Trainer highlights the use of feedback can lead to many positive workplace impacts in terms of: Safety Speed of service Quality of products served Quality of service delivery Saving money, resources and effort Providing a more customer-focussed experience for the guests.

Handle complaints You will receive: Positive feedback:
Accept it – never dismiss it Thank the person Negative feedback: See it as an opportunity to improve Do not dwell on it Do not get angry or upset Trainer highlights everyone in the workforce receives feedback from colleagues time to time indicating the feedback may be: Positive: Positive feedback can involve team members passing on a comment they have heard about your excellent work . This may be passed on from statements made by guests, other wait staff or management-level personnel. You should take a second or so to rejoice in such feedback – accept it and enjoy it because you have earned it. Never simply dismiss it or brush it off – make the most of it! Never say something like “Oh, it was nothing”, or ‘I was just doing my job’. You should thank the person who gave you the compliment/positive feedback and take a moment to enjoy it. If you let people know you appreciated their positive comment, it will encourage them to do more of the same. If you simply dismiss it, then they will tend not to bother about giving you any more, even though you may well deserve it. Negative: In many ways complaints from colleagues are negative feedback about your performance. Negative feedback is not so much fun to deal with but can at least provide you with advice as to how you might modify your approach to work in order to provide even better levels of service, cooperation or assistance. Take the negative feedback in the right way. See it as an opportunity to improve, and see it as a challenge. Make sure you do not dwell on the negative message and start getting everything out of perspective. This is a common and very damaging response which causes much tension, anxiety and workplace conflict. Never get angry at the person who provides you with the negative feedback. In many ways they are actually doing you a great favour. If a staff member delivers this negative message, realise they are not making a criticism. They are just doing their job by letting you know, and, if you think about it, would not be doing their duty if they did not bring the negative matter to your attention.

Handle complaints Keys to dealing with complaints: Thank the person
Listen carefully Ask questions Be polite (Continued) Trainer states the keys to successfully and effectively handle complaints are: Thanking the person for making the complaint which helps set a positive note for discussing and resolving the situation Listen carefully to what the person identifies as the complaint. Encourage the person to discuss and describe the problem Ask questions to elicit more detail about the complaint and to clarify relevant issues Maintain a polite and civil attitude which will demonstrate your willingness to listen and act in response to the complaint

Handle complaints Determine if complaint is legitimate or not
Remain positive Be sensitive Be prepared to apologise (Continued) Trainer continues to give/describe keys to successfully and effectively handle complaints: Determine objectively if there is truth in the complaint. If there is you must then work out how to rectify things so you do not repeat the action (or inaction) which gave rise to the complaint Remain positive throughout the exchange/interaction as opposed to becoming defensive and resentful Be sensitive to how your actions/inactions impacted the other person Be prepared to apologise for what you did or did not do. This is an important component of effectively addressing any complaint. The apology must be heartfelt and genuine.

Handle complaints Take responsibility for fixing the problem
Gain agreement what you intend doing will fix the problem Implement the agreed action Follow-up Trainer continues to give/describe keys to successfully and effectively handle complaints: Take responsibility for fixing the problem/issue. Tell the other person you will do what is needed to resolve the issue and prevent recurrence Gain agreement from the other person that what you intend doing will fix the problem and be acceptable to them Implement the agreed activity when the discussion about the complaint has finished make sure you implement what you promised to do in order to resolve the issue Follow-up with the person. Take time to make contact with the person who complained to determine whether or not your action has fixed the problem and/or to identify if other/further action is required. Class Activity – Role Play Trainer: Conducts role play to demonstrate how to handle complaints from colleagues in a positive and effective manner Provides role play opportunities for students to practice asking for, receiving and responding to guest feedback Supplies supportive and constructive feedback

Use non-discriminatory attitudes and language
Standard workplace requirements: Avoid racist language Avoid sex/gender-specific language Do not infer competency or ability from the way people look Never make assumptions based on disabilities (Continued) Trainer states it is a standard requirement across all workplaces for staff to interact with each in a non-discriminatory manner presenting the following as ways of doing so: Avoid racist language and sentiments in all the verbal, non-verbal and written communications you undertake Make statements which are sexist or gender-specific in nature. Instead use words and statements which are gender neutral or gender inclusive Do not infer competency or ability from someone’s name or their facial features or national dress Never make assumptions about a person’s physical or intellectual abilities. There is no direct consistent correlation between the way a person looks and their capacity for competency

Do not stereotype people Avoid using discriminatory language regarding people with disabilities Do not make ageist statements Get to know people from diverse backgrounds to learn about them (Continued) Trainer continues presenting ways of ensuring students behave and speak in a non-discriminatory manner in the workplace: Do not stereotype people. All people are individuals with individual abilities, ideas, backgrounds and beliefs Avoid discriminatory language in relation to the portrayal of people with disabilities. Disabled persons must be treated with the same courtesy and respect as able-bodied people Do not make ageist statements about others. Always try to make age-neutral statements Get to know people from other nationalities, cultures, religions and socio-economic backgrounds. This will give insight into their lives and help you understand their individual needs, wants and preferences as to how they should be treated Class Activity – Discussion Trainer: Leads a discussion asking students to give examples of inappropriate and discriminatory behaviour and language in the workplace Asks class to suggest an alternative action/statement which could be used in the situation identified but which would be acceptable/non-discriminatory.

Attend ‘cultural diversity’ training Be quick to apologise if you give unintended offence Never victimise anyone on the basis of their personal characteristics – age, gender, impairment, job role, marital status, parental status, career status, physical features, political belief, race Trainer continues presenting ways of ensuring students behave and speak in a non-discriminatory manner in the workplace: Attend ‘cultural diversity’ training sessions as a way of learning about other people and how better to work with them Be quick to apologise if you realise you have given unintended offence in order to demonstrate no offence was meant and to promptly address the issue Never victimise anyone (see next slide) on the basis of their personal characteristics such as: Age Gender and/or gender identity Physical or psychological impairment Employment activity Marital status Parental status or status as a carer Physical features Political belief or activity Race.

‘Victimisation’ = treating someone differently based on their characteristics. Victimisation can include: Verbal taunts Inappropriate gestures Not helping them Not sharing information with them (Continued) Trainer indicates victimisation means treating someone differently based on their characteristics (such as age, gender, race, religious belief etc.) and can include: Verbal taunts Making inappropriate gestures towards them Refusing to help them Not sharing information with them

Restricting their opportunities Treating them unfairly, unkindly or differently to others Ostracising them Trainer continues to indicate actions/activities which might constitute ‘victimisation’: Not allowing them the same opportunities (to gain experience, to obtain training, to work) as others Treating them unfairly, unkindly or differently to the way you treat others Ostracising them.

Summary – Element 3 When maintaining effective relationships with colleagues: Identify the needs and expectations your co-workers have of you and your role/position Strive to help and support others – internal and external customers Arrive for work early Show respect for others (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Demonstrate a positive attitude Be a professional
Communicate effectively Respond promptly to questions and requests for help (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Keep your work area clean and tidy
Never take the credit for work someone else did Be part of the team Be proactive in identifying and resolving workplace conflict and complaints (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Seek positive outcomes to conflict and complaints
Be proactive in seeking feedback about your performance Strive to be non-discriminatory in everything you do and/or say in the workplace 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.

PROVIDE A LINK BETWEEN KITCHEN AND SERVICE AREA

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PROVIDE A LINK BETWEEN KITCHEN AND SERVICE AREA

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