FBS Iv

TRAINING
REGULATIONS
FOOD AND BEVERAGE

SERVICE NC IV
TOURISM SECTOR
(HOTELS AND RESTAURANTS)
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila
TABLE OF CONTENTS
TOURISM SECTOR
(HOTELS AND RESTAURANTS)
FOOD AND BEVERAGE SERVICE NC IV
Page No.
SECTION 1 FOOD AND BEVERAGE SERVICE

NC IV QUALIFICATION 1-2
SECTION 2 COMPETENCY STANDARDS
• Basic Competencies 3-28

• Common Competencies 29-53
• Core Competencies 54-70
• Elective Competencies 71-75
SECTION 3 TRAINING STANDARDS
3.1 Curriculum Design 76-82

3.2 Training Delivery 83-84
3.3 Trainee Entry Requirements 84
3.4 List of Tools, Equipment and Materials 85-87
3.5 Training Facilities 88
3.6 Trainer’s Qualifications 88
3.7 Institutional Assessment 88
SECTION 4 NATIONAL ASSESSMENT AND

CERTIFICATION ARRANGEMENTS 89
COMPETENCY MAP 90
DEFINITION OF TERMS 91-93
ACKNOWLEDGMENTS 94
_________________________________________________________________________________________________________
TR – FOOD AND BEVERAGE SERVICE NCIV Promulgated April 2007
TRAINING REGULATIONS FOR
SECTION 1 FOOD AND BEVERAGE SERVICE NC IV QUALIFICATION
The Food and Beverage Service NC IV Qualification consists of

competencies that a person must achieve to operate a restaurant and/or coffee
shop, managing a team of food service and/or food preparation staff for guests in
hotels, motels, restaurants, clubs, canteens, resorts, luxury liners and cruise ships
within the company’s acceptable standards. Specifically, it includes competencies on
operating a food outlet, preparing tenders for catering contracts, developing a food
safety program and planning for coffee shop operations. S/he is also able to
implement and/or execute plans and monitor expenses to generate the required
gross profit margins.
This Qualification is packaged from the competency map of the Tourism

Sector (Hotels and Restaurants) as shown in Annex A.
The Units of Competency comprising this Qualification include the following:
.
CODE NO. BASIC COMPETENCIES
500311115 Utilize specialized communication skills

500311116 Develop teams and individuals
500311117 Apply problem solving techniques in the workplace
500311118 Collect, analyze and organize information
500311119 Plan and organize work
500311120 Promote environmental protection
CODE NO. COMMON COMPETENCIES
TRS311210 Conduct assessment

TRS311211 Manage workplace diversity
TRS311212 Manage finances within a budget
TRS311213 Manage quality customer service
_________________________________________________________________________________________________1
CODE NO. CORE COMPETENCIES
TRS512368 Operate a food outlet

TRS512369 Prepare tenders for catering contracts
TRS512363 Develop a food safety program
CODE NO. ELECTIVE COMPETENCIES
TRS512370 Plan coffee shop layout, menu and storage (Coffee Shop)
A person who has achieved this Qualification is competent to be a/an:
❑ Restaurant Manager
❑ Outlet Manager
❑ Restaurant Assistant Manager
❑ Outlet Assistant Manager
❑ Coffee Shop Manager
_________________________________________________________________________________________________2
SECTION 2 COMPETENCY STANDARDS
This section details the contents of the basic, common and core units of competency
required in FOOD ND BEVERAGE SERVICE NC IV.
BASIC COMPETENCIES
UNIT OF COMPETENCY : UTILIZE SPECIALIZED COMMUNICATION SKILLS

UNIT CODE : 500311115
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to use specialized communication skills to
meet specific needs of internal and internal clients,
conduct interviews, facilitate group of discussions, and
contribute to the development of communication
strategies.
PERFORMANCE CRITERIA
ELEMENT Bold and italicized terms are elaborated in the
Range of Variables
1. Meet common and 1.1 Specific communication needs of clients and
specific colleagues are identified and met
communication 1.2 Different approaches are used to meet
needs of clients and communication needs of clients and colleagues
colleagues 1.3 Conflict is addressed promptly and in a timely way
and in a manner which does not compromise the
standing of the organization
2. Contribute to the 2.1 Strategies for internal and external dissemination
development of of information are developed, promoted,
communication implemented and reviewed as required
strategies 2.2 Channels of communication are established and
reviewed regularly
2.3 Coaching in effective communication is provided
2.4 Work related network and relationship are
maintained as necessary
2.5 Negotiation and conflict resolution strategies are
used where required
2.6 Communication with clients and colleagues is
appropriate to individual needs and organizational
objectives
_________________________________________________________________________________________________3
Range of Variables
3. Represent the 3.1 When participating in internal or external forums,
organization presentation is relevant, appropriately researched
and presented in a manner to promote the
organization
3.2 Presentation is clear and sequential and delivered
within a predetermined time
3.3 Utilize appropriate media to enhance presentation
3.4 Differences in views are respected
3.5 Written communication is consistent with
organizational standards
3.6 Inquiries are responded in a manner consistent
with organizational standard
4. Facilitate group 4.1 Mechanisms which enhance effective group
discussion interaction is defined and implemented
4.2 Strategies which encourage all group members to
participate are used routinely
4.3 Objectives and agenda for meetings and
discussions are routinely set and followed
4.4 Relevant information is provided to group to
facilitate outcomes
4.5 Evaluation of group communication strategies is
undertaken to promote participation of all parties
4.6 Specific communication needs of individuals are
identified and addressed
5. Conduct interview 5.1 A range of appropriate communication strategies
are employed in interview situations
5.2 Records of interviews are made and maintained in
accordance with organizational procedures
5.3 Effective questioning, listening and nonverbal
communication techniques are used to ensure that
required message is communicated
_________________________________________________________________________________________________4
RANGE OF VARIABLES
VARIABLE RANGE
1. Strategies 1.1 Recognizing own limitations
1.2 Referral to specialists
1.3 Utilizing techniques and aids
1.4 Providing written drafts
1.5 Verbal and non verbal communication
2. Effective group interaction 2.1 Identifying and evaluating what is
occurring within an interaction in a non
judgmental way
2.2 Using active listening
2.3 Making decision about appropriate words,
behavior
2.4 Putting together response which is
culturally appropriate
2.5 Expressing an individual perspective
2.6 Expressing own philosophy, ideology and
background and exploring impact with
relevance to communication
3. Types of Interview 3.1 Related to staff issues
3.2 Routine
3.3 Confidential
3.4 Evidential
3.5 Non disclosure
3.6 Disclosure
4. Interview situations 4.1 Establish rapport
4.2 Elicit facts and information
4.3 Facilitate resolution of issues
4.4 Develop action plans
4.5 Diffuse potentially difficult situation
_________________________________________________________________________________________________5
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:

competency
1.1 Demonstrated effective communication skills with
clients accessing service and work colleagues
1.2 Adopted relevant communication techniques and
strategies to meet client particular needs and
difficulties
2. Underpinning 2.1 Communication process
knowledge
2.2 Dynamics of groups and different styles of group
leadership
2.3 Communication skills relevant to client groups
3. Underpinning 3.1 Full range of communication techniques including:

skills
3.1.1 Full range of communication
3.1.2 Active listening
3.1.3 Feedback
3.1.4 Interpretation
3.1.5 Role boundaries setting
3.1.6 Negotiation
3.1.7 Establishing empathy
3.2 Communication skills required to fulfill job roles as
specified by the organization
4. Resource 4.1 Access to appropriate workplace where assessment

implications can take place
5. Method of Competency MUST be assessed through:

assessment
5.1 Direct observation
5.2 Oral Interview
6. Context of 6.1 This unit should be assessed on the job through

assessment simulation
_________________________________________________________________________________________________6
UNIT OF COMPETENCY : DEVELOP TEAMS AND INDIVIDUALS
UNIT CODE : 500311116
UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes
required to determine individual and team
development needs and facilitate the development of
the workgroup.
Range of Variables
1. Provide team leadership 1.1. Learning and development needs are
systematically identified and implemented in
line with organizational requirements
1.2. Learning plan to meet individual and group
training and developmental needs is
collaboratively developed and implemented
1.3. Individuals are encouraged to self evaluate
performance and identify areas for
improvement
1.4. Feedback on performance of team
members is collected from relevant sources
and compared with established team learning
process
2. Foster individual and 2.1. Learning and development program goals
organizational growth and objectives are identified to match the
specific knowledge and skills requirements of
competency standards
2.2. Learning delivery methods are appropriate
to the learning goals, the learning style of
participants and availability of equipment and
resources
2.3. Workplace learning opportunities and
coaching/ mentoring assistance are provided
to facilitate individual and team achievement
of competencies
2.4. Resources and timelines required for learning
activities are identified and approved in
accordance with organizational requirements
_________________________________________________________________________________________________7
Range of Variables
3. Monitor and evaluate 3.1. Feedback from individuals or teams is used to
workplace learning identify and implement improvements in
future learning arrangements
3.2. Outcomes and performance of
individuals/teams are assessed and recorded
to determine the effectiveness of
development programs and the extent of
additional support
3.3. Modifications to learning plans are negotiated
to improve the efficiency and effectiveness of
learning
3.4. Records and reports of competency are
maintained within organizational requirement
4. Develop team 4.1. Open communication processes to obtain and
commitment and share information is used by team
cooperation 4.2. Decisions are reached by the team in
accordance with its agreed roles and
responsibilities
4.3. Mutual concern and camaraderie are
developed in the team
5. Facilitate 5.1. Team members actively participated in team
accomplishment of activities and communication processes
organizational goals 5.2. Teams members developed individual and
joint responsibility for their actions
5.3. Collaborative efforts are sustained to attain
organizational goals
_________________________________________________________________________________________________8
RANGE OF VARIABLES
VARIABLE RANGE
1. Learning and 1.1 Coaching, mentoring and/or supervision
development needs 1.2 Formal/informal learning program
1.3 Internal/external training provision
1.4 Work experience/exchange/opportunities
1.5 Personal study
1.6 Career planning/development
1.7 Performance appraisals
1.8 Workplace skills assessment
1.9 Recognition of prior learning
2. Organizational 2.1 Quality assurance and/or procedures
requirements manuals
2.2 Goals, objectives, plans, systems and
processes
2.3 Legal and organizational policy/guidelines
and requirements
2.3 Safety policies, procedures and programs
2.4 Confidentiality and security requirements
2.5 Business and performance plans
2.6 Ethical standards
2.7 Quality and continuous improvement
processes and standards
3. Feedback on 3.1 Formal/informal performance appraisals
performance 3.2 Obtaining feedback from supervisors and
colleagues
3.3 Obtaining feedback from clients
3.4 Personal and reflective behavior strategies
3.5 Routine and organizational methods for
monitoring service delivery
4. Learning delivery 4.1 On the job coaching or mentoring
methods 4.2 Problem solving
4.3 Presentation/demonstration
4.4 Formal course participation
4.5 Work experience
4.6 Involvement in professional networks
4.7 Conference and seminar attendance
4.8 Induction
_________________________________________________________________________________________________9
EVIDENCE GUIDE

competency 1.1. Identified and implemented learning opportunities for
others
1.2. Gave and received feedback constructively
1.3. Facilitated participation of individuals in the work of
the team
1.4. Negotiated learning plans to improve the
effectiveness of learning
1.5. Prepared learning plans to match skill needs
1.6. Accessed and designated learning opportunities
2. Underpinning 2.1. Coaching and mentoring principles
knowledge 2.2. Understanding how to work effectively with team
members who have diverse work styles, aspirations,
cultures and perspective
2.3. Understanding how to facilitate team development
and improvement
2.4. Understanding methods and techniques for eliciting
and interpreting feedback
2.5. Understanding methods for identifying and
prioritizing personal development opportunities and
options
2.6. Knowledge of career paths and competency
standards in the industry
3. Underpinning 3.1. Ability to read and understand a variety of texts,
skills prepare general information and documents
according to target audience; spell with accuracy;
use grammar and punctuation effective relationships
and conflict management
3.2. Communication skills including receiving feedback
and reporting, maintaining effective relationships and
conflict management
3.3. Planning skills to organize required resources and
equipment to meet learning needs
3.4. Coaching and mentoring skills to provide support to
colleagues
3.5. Reporting skills to organize information; assess
information for relevance and accuracy; identify and
elaborate on learning outcomes
3.6. Facilitation skills to conduct small group training
sessions
3.7. Ability to relate to people from a range of social,
cultural, physical and mental backgrounds
_________________________________________________________________________________________________10
4. Resource The following resources MUST be provided:
implications 4.1. Access to relevant workplace or appropriately
simulated environment where assessment can take
place
4.2. Materials relevant to the proposed activity or tasks
5. Methods of Competency may be assessed through:
assessment 5.1. Observation of work activities of the individual
member in relation to the work activities of the group
5.2. Observation of simulation and or role play involving
the participation of individual member to the
attainment of organizational goal
5.3. Case studies and scenarios as a basis for discussion
of issues and strategies in teamwork
6. Context of 6.1. Competency may be assessed in workplace or in a
assessment simulated workplace setting
6.2. Assessment shall be observed while task are being
undertaken whether individually or in-group
_________________________________________________________________________________________________11
UNIT OF COMPETENCY : APPLY PROBLEM SOLVING TECHNIQUES IN THE
WORKPLACE
UNIT CODE : 500311117
UNIT DESCRIPTOR : This competency covers the knowledge, skills and
attitudes required to apply the process of problem
solving and other problems beyond those associated
directly with the process unit. It includes the
application of structured processes and improvement
tools. This competency is typically performed by an
experienced technician, team leader or supervisor.
Range of Variables
1. Analyze the problem 1.1. Issues/concerns are evaluated based on data
gathered
1.2. Possible causes of problem are identified within

the area of responsibility as based on
experience and the use of problem solving
tools/analytical techniques
1.3 Possible cause statements are developed based

on findings
2. Identify possible 2.1 All possible options are considered for resolution of
solutions the problem in accordance with safety and
operating procedures
2.2 Strengths and weaknesses of possible options are

considered
2.3 Corrective action is determined to resolve the

problem and its possible future causes
_________________________________________________________________________________________________12
Range of Variables
3. Recommend solution 3.1 Report/communication or documentation are
to higher prepared
management
3.2 Recommendations are presented to appropriate
personnel
3.3 Recommendations are followed-up, if required
4. Implement solution 4.1 Measurable objectives are identified
4.2 Resource needs are identified
4.3 Timelines are identified in accordance with plan
5. Evaluate/Monitor 5.1. Processes and improvements are identified based

results and outcome on evaluative assessment of problem
5.2. Recommendations are prepared and submitted to

superiors.
_________________________________________________________________________________________________13
RANGE OF VARIABLES
VARIABLE RANGE
1. Area of responsibility Variables may include but are limited to:

1.1. Work environment
1.2. Problem solution processes
1.3. Preventative maintenance and diagnostic
policy
1.4. Roles and technical responsibilities
2. Occupational Health and 2.1. As per company, statutory and vendor

Safety requirements. Ergonomic and
environmental factors must be considered
during the demonstration of this
competency.
3. Communication 3.1. Variables may include but are not limited to:
3.2. Written communication can involve both
hand written and printed material, internal
memos, electronic mail, briefing notes and
bulletin boards.
4. Documentation 4.1. Audit trails
4.2. Naming standards
4.3. Version control
_________________________________________________________________________________________________14
EVIDENCE GUIDE

competency
1.1. Analyzed the problem
1.2. Identified possible solutions
1.3. Implemented solutions
1.4. Recommended solutions to higher management
1.5. Outcome evaluated/monitored
Evidence of satisfactory performance in this unit can be
obtained by observation of performance and questioning
to indicate knowledge and understanding of the elements
of the competency and performance criteria.
2. Underpinning 2.1. Broad understanding of systems, organizational
knowledge systems and functions
2.2. Broad knowledge of help desk and maintenance
practices
2.3. Current industry accepted hardware and software
products with broad and detailed knowledge of its
general features and capabilities
2.4. Broad knowledge of the operating system
2.5. Broad knowledge of the client business domain
2.6. Broad knowledge based incorporating current
industry practices related to escalation procedures
2.7. Broad knowledge based of diagnostic tools
2.8 . General principles of OHS
2.8. Divisional/unit responsibilities
_________________________________________________________________________________________________15
3. Underpinning 3.1. Decision making within a limited range of options.
skills
3.2. Communication is clear, precise and varies
according to the type of audience
3.3. Teamwork in reference to personal responsibility
3.4. Time management as applied to self-management.
3.5. Analytical skills in relation to routine malfunctions.
3.6. General customer service skills displayed.
3.7. Questioning and active listening is employed to
clarify general information
implications
4.1. Assessment will require access to an operating
plant over an extended period of time, or a suitable
method of gathering evidence of operating ability
over a range of situations. A bank of
scenarios/case studies/what ifs will be required as
well as bank of questions which will be used to
probe the reasoning behind the observable actions.
assessment
5.1. Through direct observation of application to tasks
and questions related to underpinning knowledge
Under general guidance, checking various stages of
operation and at the completion of the activity against
performance criteria and specifications
6. Context of 6.1. Competency may be assessed in the work place or

assessment in a simulated work place setting
6.2. Assessment shall be carried out through TESDA’s
Accredited Assessment Centers/Venues while
tasks are undertaken either individually or as part
of a team under limited supervision
_________________________________________________________________________________________________16
UNIT OF COMPETENCY : COLLECT, ANALYZE AND ORGANIZE
INFORMATION
UNIT CODE : 500311118
UNIT DESCRIPTOR : This unit covers the outcomes required to process,

analyze, interpret and organize workplace information and
other relevant data.
.
Range of Variables
1. Study information 1.1 Needs are identified using established research

requirements procedures
1.2 Relevant forms and recording systems are used to
gather the information.
1.3 Respondents are selected to implement survey /
research based on established procedures.
2. Process data 2.1 Data are collected and collated based on the
prescribed method.
2.2 Relevant data are used as references in
accordance with the objectives of the program.
2.3 Information is compiled according to the required
form.
3. Analyze, interpret and 3.1 Data are analyzed using relevant methodologies
organize information 3.2 Where applicable, statistical analysis/methods
gathered are employed according to the objectives of the
program
3.3 Graphs and other visual presentations are prepared
to facilitate analysis / interpretation of information
4. Present findings/ 4.1 Findings/recommendations summarized and

recommendations presented/packaged in user-friendly manner
4.2 Relevant inputs gathered to finalize report
4.3 Draft report prepared based on standard format.
4.4 Technical reports are submitted and disseminated
to concerned offices.
_________________________________________________________________________________________________17
RANGE OF VARIABLES
VARIABLE RANGE
May include but are not limited to:
1. Research procedures 1.1 TNA
1.2 Front-end analysis
1.3 Surveys
1.4 Interviews
1.5 Functional analysis
1.6 DACUM research
2. Forms May include but are not limited to:

2.1 Survey forms/Questionnaires
2.2 Personal information/Profile
2.3 Accident report form
2.4 Requisition slip
2.5 Job orders
2.6 Purchase request form
2.7 Incident report form
3. Methodologies 3.1 Qualitative methods

3.2 Quantitative methods
4. Statistical 4.1. Averages (Mean, Median, Mode)

analysis/methods 4.2. Percentage
4.3. Ranks
4.4. Frequency Distribution
4.5 Statistical test
5. Data 5.1. Raw Data
6. Information 6.1. Processed and packaged data
_________________________________________________________________________________________________18
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate

competency 1.1 Determined information requirements based on
organizational goals and objectives.
1.2 Used relevant forms and recording systems to gather data
1.3 Processed data based on the objectives of the program
1.4 Utilized relevant research methods based on the objective
of the program
1.5 Analyzed and organized information gathered
1.6 Submitted/Disseminated technical reports to concerned
offices
2. Underpinning 2.1 Data processing, Information analysis and interpretation

knowledge 2.2 Research methods
2.2.1 Qualitative
2.2.2 Quantitative
2.2.3 Statistical
2.3 Report writing
2.4 Use of relevant software
2.4.1 Spreadsheets
2.4.2 Presentation graphics
2.4.3 Work processor
2.4.4 Statistical package
3. Underpinning skills 3.1 Communicating effectively
3.2 Performing research and analysis
3.3 Reading / interpreting data and information
3.4 Problem solving
implications 4.1 Workplace or assessment location
4.2 Access to office equipment and facilities relevant to the
unit
4.3 Case studies/scenarios
assessment 5.1 Written/ Oral Examination
5.2 Interviews
5.3 Portfolio
6. Context of 6.1 Competency may be assessed in actual workplace or

assessment TESDA Accredited Assessment Center
_________________________________________________________________________________________________19
UNIT OF COMPETENCY : PLAN AND ORGANIZE WORK
UNIT CODE : 500311119
UNIT DESCRIPTOR : This unit covers the outcomes required in planning
and organizing work. It may be applied to a small
independent operation or to a section of a large
organization.
Range of Variables
1. Set objectives 1.1 Objectives are consistent with and linked to
work activities in accordance with
organizational aims
1.2 Objectives are stated as measurable targets
with clear time frames
1.3 Support and commitment of team members are
reflected in the objectives
1.4 Realistic and attainable objectives are identified
2. Plan and schedule work 2.1 Tasks/work activities to be completed are
activities identified and prioritized as directed
2.2 Tasks/work activities are broken down into
steps in accordance with set time frames
achievable components in accordance with set
time frames
2.3 Resources are allocated as per requirements
of the activity
2.4 Schedule of work activities is coordinated
with personnel concerned
3. Implement work plans 3.1 Work methods and practices are identified in
consultation with personnel concerned
3.2 Work plans are implemented in accordance
with set time frames, resources and standards
4. Monitor work activities 4.1 Work activities are monitored and compared
with set objectives
4.2 Work performance is monitored
4.3 Deviations from work activities are reported and
recommendations are coordinated with
appropriate personnel and in accordance with
set standards
4.4 Reporting requirements are complied with in
accordance with recommended format
4.5 Observe timeliness of report
4.6 Files are established and maintained in
accordance with standard operating procedures
_________________________________________________________________________________________________20
Range of Variables
5. Review and evaluate 5.1 Work plans, strategies and implementation are
work plans and reviewed based on accurate, relevant and
activities current information
5.2 Review is based on comprehensive consultation
with appropriate personnel on outcomes of work
plans and reliable feedback
5.3 Results of review are provided to concerned
parties and formed as the basis for
adjustments/simplifications to be made to
policies, processes and activities
5.4 Performance appraisal is conducted in
accordance with organization rules and
regulations
5.5 Performance appraisal report is prepared and
documented regularly as per organization
requirements.
5.6 Recommendations are prepared and presented
to appropriate personnel/authorities
5.7 Feedback mechanisms are implemented in line
with organization policies
_________________________________________________________________________________________________21
RANGE OF VARIABLES
VARIABLE RANGE
1. Objectives 1.1. Specific
1.2. General
2. Resources 2.1. Personnel
2.2. Equipment and technology
2.3. Services
2.4. Supplies and materials
2.5. Sources for accessing specialist advice
2.6. Budget
3. Schedule of work activities 3.1. Daily
3.2. Work-based
3.3. Contractual
3.4. Regular
3.5. Confidential
3.6. Disclosure
3.7. Non-disclosure
4. Work methods and 4.1. Work methods and practices may include
practices but not limited to:
4.2. Legislated regulations and codes of
practice
4.3. Industry regulations and codes of practice
4.4. Occupational health and safety practices
5. Work plans 5.1. Daily work plans
5.2. Project plans
5.3. Program plans
5.4. Organization strategic and restructuring
plans
5.5. Resource plans
5.6. Skills development plans
5.7. Management strategies and objectives
_________________________________________________________________________________________________22
VARIABLE RANGE
6. Standards 6.1. Performance targets
6.2. Performance management and appraisal
systems
6.3. National competency standards
6.4. Employment contracts
6.5. Client contracts
6.6. Discipline procedures
6.7. Workplace assessment guidelines
6.8. Internal quality assurance
6.9. Internal and external accountability and
auditing requirements
6.10. Training Regulation Standards
6.11. Safety Standards
7. Appropriate 7.1. Appropriate personnel include:
personnel/authorities
7.2. Management
7.3. Line Staff
8. Feedback mechanisms 8.1. Feedback mechanisms include:
8.2. Verbal feedback
8.3. Informal feedback
8.4. Formal feedback
8.5. Questionnaire
8.6. Survey
8.7. Group discussion
_________________________________________________________________________________________________23
EVIDENCE GUIDE
competency
1.1. Set objectives
1.2. Planned and scheduled work activities
1.3. Implemented work plans
1.4. Monitored work activities
1.5. Reviewed and evaluated work plans and activities
2. Underpinning 2.1. Organization’s strategic plan, policies rules and
knowledge regulations, laws and objectives for work unit
activities and priorities
2.2. Organizations policies, strategic plans, guidelines
related to the role of the work unit
2.3. Team work and consultation strategies
3. Underpinning skills 3.1. Planning
3.2. Leading
3.3. Organizing
3.4. Coordinating
3.5. Communication Skills
3.6. Inter-and intra-person/motivation skills
3.7. Presentation skills
implications 4.1. Tools, equipment and facilities appropriate to the
proposed activities
4.2. Materials relevant to the proposed activities
4.3. Work plan schedules
4.4. Drawings, sketches or blueprint
assessment 5.1. Direct observation/questioning
5.2. Practical exercises on Planning and Scheduling
Work Activities
5.3. Third Party Report (collection of competency
evidence)
6. Context of 6.1. Competency may be assessed in the workplace or
assessment in simulated work
_________________________________________________________________________________________________24
UNIT OF COMPETENCY : PROMOTE ENVIRONMENTAL PROTECTION
UNIT CODE : 500311120
required in adhering to environmental protection
principles, strategies and guidelines
Range of Variables
1. Study guidelines for 1.1 Environmental legislations/conventions and local
environmental ordinances are identified according to the different
concerns. environmental aspects/impact.
1.2 Industrial standard/environmental practices are
described according to the different environmental
concerns.
2. Implement specific 2.1 Programs/Activities are identified according to

environmental
programs. organizations policies and guidelines.
2.2 Individual roles/responsibilities are determined and
performed based on the activities identified.
2.4 Problems/ constraints encountered are resolved in
accordance with organizations’ policies and guidelines
2.5 Stakeholders are consulted based on company
guidelines.
3. Monitor activities on 3.1 Activities are periodically monitored and evaluated

environmental according to the objectives of the environmental
protection /programs program
3.2 Feedback from stakeholders are gathered and
considered in proposing enhancements to the
program based on consultations
3.3 Data gathered are analyzed based on evaluation
requirements
3.4 Recommendations are submitted based on the
findings.
3.5 Management support systems are
set/established to sustain and enhance the program
3.6 Environmental incidents are monitored and reported to
concerned/proper authorities
_________________________________________________________________________________________________25
RANGE OF VARIABLES
VARIABLE RANGE
1. Legislations/Conventions 1.1 Clean Air act
1.2 Clean Water Act
1.3 Solid Waste Management
1.4 Montreal Protocol
1.5 Kyoto Protocol
2.1 Air pollution
2. Environmental 2.2 Water pollution
aspects/impacts 2.3 Noise pollution
2.4 Solid waste
2.5 Flood control
2.6 Deforestation/Denudation
2.7 Radiation/Nuclear /Radio Frequency/ Microwaves
2.8 Situation
2.9 Soil erosion (e.g. Quarrying, Mining, etc.)
2.10 Coral reef/marine life protection
3.1 ECC standards
3. Industrial standards/ 3.2 ISO standards
Environmental practices 3.3 company environmental management systems
(EMS)
4.1 hourly
4. Periodic 4.2 daily
4.3 weekly
4.4 monthly
4.5 quarterly
4.6 yearly
5.1 Waste disposal (on-site and off-site)
5. Programs/Activities 5.2 Repair and maintenance of equipment
5.3 Treatment and disposal operations
5.4 Clean-up activities
5.5 Laboratory and analytical test
5.6 Monitoring and evaluation
5.7 Environmental advocacy programs
_________________________________________________________________________________________________26
EVIDENCE GUIDE
Critical aspects of Assessment requires evidence that the candidate:

competency 1.1 Demonstrated knowledge of environmental legislations
and local ordinances according to the different
environmental issues/concerns.
1.2 Described industrial standard environmental practices
according to the different environmental issues/concerns.
1.3 Resolved problems/ constraints encountered based on
management standard procedures
1.4 Implemented and monitored environmental practices on a
periodic basis as per company guidelines
1.5 Recommended solutions for the improvement of the
program
1.6 Monitored and reported to proper authorities any
environmental incidents
2. Underpinning 2.1 Features of an environmental management strategy
knowledge 2.2 Environmental issues/concerns
2.3 International Environmental Protocols (Montreal, Kyoto)
2.4 Waste minimization hierarchy
2.5 Environmental planning/management
2.6 Community needs and expectations
2.7 Resource availability
2.8 Environment-friendly/environmental advocates
2.9 5S of Good Housekeeping
2.10 3Rs – Reduce, Reuse & Recycle
2.11 Sanitary Code
2.12 Environmental Code of practice
3. Underpinning 3.1 Communicating effectively

skills 3.2 Performing research and analysis
3.3 Reading / interpreting data and information
3.4 Problem solving
implications 4.1 Workplace/Assessment location
4.2 Legislation, policies, procedures, protocols and local
ordinances relating to environmental protection
4.3 Case studies/scenarios relating to environmental
protection
_________________________________________________________________________________________________27
assessment 5.1 Written/ Oral Examination
5.2 Interview/Third Party Reports
5.3 Portfolio (citations/awards from GOs and NGOs,
certificate of training – local and abroad)
5.4 Simulations and role-plays
6. Context of 6.1 Competency may be assessed in actual workplace or
assessment at the designated TESDA center.
_________________________________________________________________________________________________28
COMMON COMPETENCIES
UNIT OF COMPETENCY : CONDUCT ASSESSMENT

UNIT CODE : TRS311210
UNIT DESCRIPTOR : This unit covers the knowledge, skills, behavior and
motivations required to conduct an assessment in
accordance with an assessment procedure in a
specific context.
Range of Variables
1. Identify and explain 1.1. The context and purpose of assessment is
the context of discussed and confirmed with the person/s
assessment being assessed.
1.2. The relevant performance standards to be used
in the assessment are clearly explained to the
person being assessed.
1.3. Assessment procedure is clarified and
expectations of both the assessor and
candidate are agreed upon.
1.4. Ethical responsibilities associated with the
assessment are explained to the person/s being
assessed.
1.5. Needs of the person being assessed are
determined to establish any allowable
adjustments in the assessment procedure.
1.6. Information using language and interactive
strategies and techniques are conveyed to
communicate effectively with the person/s being
assessed.
_________________________________________________________________________________________________29
Range of Variables
2. Plan evidence- 2.1. Opportunities to gather evidence of
gathering competency, which occur as part of workplace
opportunities or training activities, are identified.
2.2. The need to gather additional evidence which
may not occur as part of the workplace or
training activities is identified.
2.3. Evidence-gathering activities are planned to
provide sufficient, reliable, valid and fair
evidence of competency in accordance with the
assessment procedure.
3. Organize 3.1. The resources specified in the assessment
assessment procedure are arranged and obtained within a
safe and accessible assessment environment.
3.2. Appropriate personnel are informed of the
assessment.
3.3. Language, strategies and techniques are
employed to ensure that spoken interactions and
written documents are understood by all persons
being assessed and by appropriate personnel.
4. Gather evidence 4.1. Verbal and non-verbal language are adjusted
and strategies to promote a supportive
assessment environment are employed to
gather evidence
4.2. The evidence specified in the assessment
procedure is gathered using the assessment
methods and tools.
4.3. Evidence is gathered in accordance with
specified allowable adjustments where
applicable.
4.4. Evidence gathered is documented in accordance
with the assessment procedure.
_________________________________________________________________________________________________30
Range of Variables
5. Make the 5.1. Evidence is evaluated in terms of:
assessment decision
• Validity
• Authenticity
• Sufficiency
• Currency
• Consistent achievement of the specified
standard
5.2. Evidence is evaluated according to the
dimensions of competency:
• Task skills
• Task management skills
• Contingency management skills
• Job/role environment skill
• Transfer and application of knowledge and skills
to new contexts
5.3. When in doubt, guidance is sought from a more
experienced assessor/s.
5.4. The assessment decision is made in accordance
with the criteria specified in the assessment
procedure.
6. Record assessment 6.1. The assessment results are recorded accurately
results in accordance with the specified record keeping
requirements.
6.2. Confidentiality of assessment outcome is
maintained and access to the assessment
records is provided only to authorized personnel.
_________________________________________________________________________________________________31
Range of Variables
7. Provide feedback to 7.1. Clear and constructive feedback in relation to
persons being performance of the person/s being assessed is
assessed provided using language and strategies to suit
the person/s including provision of guidance on
further goals/training opportunities.
7.2. Opportunities for overcoming any gaps in
competency are explored as revealed by the
assessment with the person/s being assessed.
7.3. The person/s being assessed is advised of
available reassessment opportunities and/or
appeal mechanisms are reviewed where the
assessment decision is challenged.
8. Report on the 8.1. Positive and negative features experienced in
conduct of the conducting the assessment are reported to those
assessment responsible for the assessment procedure.
8.2. Any assessment decision disputed by the
person/s being assessed is recorded and
reported promptly to those responsible for the
assessment procedure.
8.3. Suggestions for improving any aspect of
assessment process are made to appropriate
personnel.
_________________________________________________________________________________________________32
RANGE OF VARIABLES
VARIABLE RANGE
1. Purpose of assessment May include but is not limited to:

1.1. To gain a particular certification or a license
1.2. To determine employee classification
1.3. To identify training needs or progress
1.4. To recognize prior learning/current
competencies
2. Assessment procedure Should specify the following:
2.1. Recording procedure
2.2. Appeals/review mechanism
2.3. Assessment methods to be used
2.4. Instructions/materials to be provided to the
person/s being assessed
2.5. Criteria for making decisions of competent
or not yet competent
2.6. Assessment tools
2.7. Evidence required
2.8. Location of assessment
2.9. Timing of assessment
2.10. Assessment group size
2.11. Allowable adjustments to the assessment
procedure depending on the characteristics
of the person/s being assessed
_________________________________________________________________________________________________33
VARIABLE RANGE
3. Assessment environment May include but is not limited to:

3.1. Time
3.2. Location
3.3. Personnel
3.4. Finances/costs
3.5. Equipment
3.6. Materials
3.7. Health, safety and security requirements
3.8. Company/industry standard operating
procedures
4. Appropriate personnel May include but are not limited to:
4.1 Assessors
4.2 Person/s being assessed
4.3 Employee/union representatives
4.4 Consultative committees
4.5 Users of assessment information, such as:
• Training providers
• Employers
• Human resource departments
4.6 Training/recognition authorities
4.7 Training and assessment coordinators
4.8 Relevant managers/supervisors/team leaders
4.9 Technical specialists
_________________________________________________________________________________________________34
VARIABLE RANGE
5. Assessment methods and May include but are not limited to:
tools
5.1 Specific instructions to be given relating to the
performance of practical tasks or processes or
simulation exercises
5.2 Specific instructions to be given in relation to
projects and exercises
5.3 Sets of oral/written/computer based questions
to be asked
5.4 Performance checklists
5.5 Log books
5.6 Marking guides
5.7 Descriptions of competent performance
6. Allowable adjustments May include but are not limited to:

6.1 Use of adaptive technology or special
equipment to accommodate special needs of
persons with disabilities
6.2 Design of shorter assessment sessions to
allow for fatigue or medication
6.3 Use of large print version of any papers
_________________________________________________________________________________________________35
VARIABLE RANGE
7. Assessment system May be developed by:

7.11 The industry
7.12 The company
7.13 A registered training organization
7.14 Combination of the above
Should specify the following:
7.21 Purpose of assessment
7.22 Competencies required of assessors
7.23 Record-keeping procedures and policies
7.24 Any allowable adjustments to the assessment
method which may be made
7.25 The appeal/review mechanisms and
procedures
7.26 The review and evaluation of the assessment
process
7.27 The linkages between assessment and
training qualifications/awards, employee
classification, remuneration, progression
7.28 Relevant policies
7.29 Quality assurance mechanisms
7.30 Appointment of costs/fees, if applicable
7.31 Marketing/promotion of assessment
7.32 Verification arrangements
7.33 Partnership arrangements, if applicable
_________________________________________________________________________________________________36
VARIABLE RANGE
8. Characteristics of persons May include but are not limited to:

being assessed
8.1 Language literacy and numeracy needs
8.2 Cultural, language and educational
background
8.3 Gender
8.4 Physical ability
8.5 Level of confidence, nervousness or anxiety
8.6 Age
8.7 Experience in training and assessment
8.8 Previous experience with the topic
9. Recording procedures May include but are not limited to:
9.1 Forms designed for the specific assessment
result (paper or electronic)
9.2 Checklists for recording observations/process
used (paper or electronic)
9.3 Combination of the above
10. Assessment reporting Should include:
10.1 The unit/s of competencies in terms of code,
title and endorsement date
10.2 Summative assessment reports, where
issued, will indicate units of competency
where additional learning is required
_________________________________________________________________________________________________37
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence of the following products to
competency be collected:
1.11 Description of the assessment context, including the
purpose of assessment
1.12 The relevant competency or other performance
standard and assessment procedure used
1.13 Description of how evidence gathered is valid,
authentic, sufficient, fair and reliable to ensure
competency
1.14 Conduct of assessment in accordance with
competency requirements
1.15 Recording of the assessment results in accordance
with the specified assessment procedure and record
keeping requirements
1.16 Report on the conduct of the assessment, including
positive and negative features and suggestions for
improving any aspect of the assessment process.
Assessment requires evidence of the following processes
to be provided:
1.21 How agreement was sought with the person/s being
assessed on the conduct of the assessment
1.22 How opportunities to gather evidence were identified
as part of workplace or training activities
1.23 How evidence was gathered in accordance with the
assessment procedure
1.24 How evidence gathering activity covered the
dimensions of competency
1.25 How resources were arranged according to the
assessment procedure
1.26 How appropriate personnel were consulted
1.27 How evidence was gathered in accordance with
allowable adjustments to the assessment method
where applicable
_________________________________________________________________________________________________38
1. Critical aspects of 1.28 How evidence was evaluated in terms of validity,
competency (cont.) authenticity, sufficiency, currency and consistent
achievement of specified standard
1.29 How the assessment was conducted to ensure that:
• The person was put at ease and the supportive
assessment environment was created
• The language, literacy and numeracy issues were
taken into consideration
1.30 How constructive feedback was provided to the
person/s being assessed, including instances of not
yet competent
1.31 How guidance was provided to person/s being
assessed on how to overcome gaps in competency
revealed
2. Underpinning 2.1 Workplace application of relevant standards of

knowledge performance including industry or company competency
standards and assessment guideline
2.2 Ethical responsibilities including health, safety and
security regulations and procedures relevant to the
specific context
2.3 Understanding of policies and procedures of the
workplace and/or job role together with any related
legislation or regulatory requirements
2.4 Understanding of the assessment principles of reliability,
validity, fairness, flexibility, authenticity, sufficiency and
consistency
3. Underpinning 3.1 Planning of own work including predicting
skills consequences and identifying improvements
3.2 Skills in the application of various assessment
methods/tools relevant to workplace context
3.3 Language, literacy and numeracy skills required to:
3.4 Give clear and precise instructions and information in
spoken or written form
3.5 Seek confirmation of understanding from the person/s
being assessed
3.6 Adjust language to suit target audience
3.7 Prepare required documentation using clear and
comprehensible language and layout
3.8 Ask probing questions and listen actively to understand
_________________________________________________________________________________________________39
responses of the persons being assessed
3.9 Seek additional information for clarification purposes
3.10 Use verbal and nonverbal language to promote a
supportive assessment environment
3.11 Use language of negotiation and conflict resolution to
minimize conflict
3.12 Communication skills appropriate to the culture of the
workplace and the individual
implications 4.1 Assessment on the job or in a simulated workplace
4.2 Use by assessors of competencies relevant to their
areas of technical expertise
4.3 Access to relevant competencies, sources of
information on assessment methods, assessment tools
and assessment procedures
4.4 Access to person/s wishing to be assessed, relevant
workplace equipment, information and appropriate
personnel
assessment
5.1 Work samples and/or simulations
5.2 Direct observation of performance, products, practical
tasks, projects and simulation exercises
5.3 Review of logbooks and/or portfolios
5.4 Questioning
5.5 Consideration of third party reports and authenticated
prior achievements
5.6 Written, oral or computer-managed questioning
6. Context for 1.1 In all workplaces, it may be appropriate to assess
Assessment this unit concurrently with relevant teamwork or
operation units.
1.2 Assessment shall be observed while tasks are being
undertaken whether individually or in a group.
_________________________________________________________________________________________________40
UNIT OF COMPETENCY : MANAGE WORKPLACE DIVERSITY
UNIT DESCRIPTOR : This unit covers the knowledge, skills, behavior and
motivations required to provide leadership in a diverse
workplace where customers and staff are from a wide
range of backgrounds. It builds on the unit “Work in a
socially diverse environment,” and reflects the
importance of managing diversity in the hospitality
industry.
Range of Variables
1. Encourage respect for 1.1. A role model is provided for others through
diversity in the individual behavior that demonstrates respect
workplace for diversity.
1.2. Work practices are developed and planning is
undertaken in a manner which shows respect
for workplace diversity.
1.3. Colleagues are assisted and coached in ways
of accepting diversity in relation to both
colleagues and guests.
2. Use diversity as an 2.1. The skills of a diverse workforce are recognized
asset and used to enhance company performance.
2.2. The benefits of productive diversity are
promoted to colleagues.
3. Deal with problems 3.1. Workplace problems that arise from diversity
arising from diversity issues are recognized promptly and action is
issues taken to resolve the situation.
3.2. Training needs are identified and appropriate
action is taken.
3.3. Coaching and mentoring are used to assist
colleagues to successfully work in a diverse
environment.
_________________________________________________________________________________________________41
RANGE OF VARIABLES
VARIABLE RANGE
1. Diversity May include but is not limited to:
1.10 Race
1.11 Language
1.12 Religion
1.13 Special needs
1.14 Disabilities
1.15 Family structure
1.16 Gender
1.17 Age
1.18 Sexual preference
2. Work practices that reflect May include but are not limited to:
respect for diversity 2.1 Acknowledgement of religious and cultural
celebrations
2.2 Appropriate allocation of duties to
particular staff members
2.3 Culturally appropriate mixing of staff
2.4 Training in culturally-appropriate
communication
2.5 Consideration of customers with special
needs
3. Benefits of productive May include but are not limited to:

diversity 3.3 A multilingual workforce
3.4 Workforce that reflects the diversity of the
customer base
3.5 Improved cross-cultural communication
3.6 Education of the workforce
3.7 Removal of prejudice
3.8 Different perspectives on problem solving
3.9 Increase trade with other countries/cultures
3.10 More interesting work environments
_________________________________________________________________________________________________42
EVIDENCE GUIDE
1. Critical Assessment requires evidence that the candidate:

aspects of 1.1. Demonstrated understanding of the role of leaders and
competency managers in encouraging diversity in the hospitality
industry
1.2. Demonstrated knowledge of cross-cultural
communication techniques as they apply to leaders
and managers
1.3. Demonstrated knowledge of specific cultural issues
that may apply in a particular industry context
2. Underpinning 2.1. Specific diversity issues which apply to the hospitality
knowledge industry and which contribute to the industry’s
progress including benefits of productive diversity
3. Underpinning 3.1. Cross-cultural communication skills with specific
skills reference to the roles of leaders and managers
including cross-cultural communication for:
• Conflict resolution
• Problem-solving
• Negotiation
• Motivation
implications 4.1. Project or work activities that allow the candidate to
address typical diversity issues found in hospitality
workplaces
assessment 5.1. Case studies to develop strategies for effectively
managing diversity in different industry contexts
5.2. Oral or written questions to assess knowledge of
cross-cultural issues and communication techniques
5.3. Review of portfolios of evidence and third party
workplace reports of on-the-job performance by the
candidate
6. Context for 6.1. Competency may be assessed in workplace or in a
6.2. Assessment shall be observed while tasks are being
_________________________________________________________________________________________________43
UNIT OF COMPETENCY : MANAGE FINANCES WITHIN A BUDGET
required to take responsibility for budget management
where others may have developed the budget.
Range of Variables
1. Allocate budget 1.1 Funds are allocated according to agreed priorities.
resources 1.2 Changes in income and expenditure priorities are
discussed with appropriate colleagues prior to
implementation.
1.3 All relevant personnel are consulted and informed in
relation to resource decisions.
1.4 Awareness of the importance of budget control is
promoted.
1.5 Detailed records of resource allocation are
maintained in accordance with enterprise control
systems.
2. Monitor financial 2.1 Actual income and expenditure are checked against
activities against budgets accurately and at regular intervals.
budget 2.2 Financial commitments are included in all
documentation to ensure accurate monitoring.
2.3 Deviations are identified and reported according to
company policy and significance of deviation.
2.4 Appropriate options for more effective management
of deviations are investigated.
2.5 Appropriate colleagues are advised of budget status
in relation to targets within agreed timeframes.
_________________________________________________________________________________________________44
Range of Variables
3. Identify and 3.1 Existing costs and resources are assessed and areas
evaluate options for for improvement are identified.
improved budget 3.2 Desired outcomes are discussed with relevant
performance colleagues.
3.3 Appropriate research is conducted to investigate
new approaches.
3.4 Benefits and disadvantages of new approaches are
defined and clearly communicated.
3.5 Impacts on customer service levels and colleagues
are considered when developing new approaches.
3.6 Recommendations are presented clearly and
logically to the appropriate person/department.
4. Complete financial 4.1 All required financial reports are completed
reports accurately and within designated timelines.
4.2 Clear and concise information are produced to
enable informed decision-making.
4.3 Reports are promptly forwarded to the appropriate
person/department.
_________________________________________________________________________________________________45
RANGE OF VARIABLES
VARIABLE RANGE
1. Budgets May include but are not limited to:
1.1 Cash budgets
1.2 Departmental budgets
1.3 Wages budgets
1.4 Project budgets
1.5 Purchasing budgets
1.6 Sales budgets
1.7 Cashflow budgets
1.8 Budgets for a small business
2. Research May include but is not limited to:
2.1 Discussions with existing suppliers
2.2 Sourcing of new suppliers
2.3 Evaluation of staffing/rostering requirements
2.4 Review of operating procedures
2.5 Potential rostering changes
3. Financial reports May include but are not limited to:
3.1 Daily, weekly, monthly transactions and
reports
3.2 Break-up by department
3.3 Occupancy
3.4 Sales performance
3.5 Commission earnings
3.6 Sales returns
3.7 Yield management
3.8 Commercial account activity
_________________________________________________________________________________________________46
EVIDENCE GUIDE

competency
1.1 Demonstrated knowledge of basic budget principles
and structures
1.2 Knows budgeting terminology relevant to a specific
industry context
1.3 Demonstrated the ability to monitor income and
expenditure in accordance with the budget, and to
identify ways of improving budget performance
1.4 Demonstrated understanding of the main types of
budget that apply in the specific enterprise or
industry context
2. Underpinning 2.1 Budget structure
knowledge
2.2 Company and legal requirements in relation to
disbursement of funds and record-keeping
2.3 Budgeting terminology relevant to a specific industry
context
2.4 Financial reporting procedures and cycles relevant to
the enterprise or industry sector
3. Underpinning 3.1 Techniques related to maximizing budget performance
skills relevant to the enterprise or industry sector
implications
4.1 Project or work activities that include the management
of and reporting on a budget for a specific project or
operational area over a period of time so that the
monitoring and implementation aspects of the unit
can be assessed
4.2 Use of figures and data that reflect the financial
operating conditions of industry
4.3 The requirement to evaluate options for improved
budget performance
_________________________________________________________________________________________________47
assessment
5.1 Evaluation of financial reports detailing financial
performance of projects or activities conducted by
the candidate
5.2 Evaluation of reports produced by the candidate
detailing the processes undertaken to manage
finances within a budget
5.3 Case studies and problem solving to assess
application of the principles of budget management
to different situations
5.4 Review of portfolios of evidence and third party
candidate
6. Context of 6.1 Competency may be assessed in workplace or in a
_________________________________________________________________________________________________48
UNIT OF COMPETENCY : MANAGE QUALITY CUSTOMER SERVICE
required to manage customer service quality in the
workplace within a tourism or hospitality context. It
focuses on the need to develop active approaches to
service quality issues with some strategic focus.
Range of Variables
1. Develop approaches 1.1 Information on customer needs, expectations and
to enhance satisfaction levels is obtained using both informal
customer service and formal research.
quality 1.2 Opportunities are provided for both customers and
colleagues to provide feedback on products and
services.
1.3 Changes in internal and external environments
are reviewed and findings are integrated into planning
for quality service.
1.4 Opportunities are provided for colleagues to
participate in the customer service planning process.
1.5 Standards and plans are developed to address key
quality service issues.
2. Manage the delivery 2.1 Customer service standards and expectations are
of quality service clearly communicated to colleagues.
2.2 Access to information on service standards and
delivery is provided to colleagues.
2.3 Coaching is used to assist colleagues to deal with
customer service issues and to take responsibility
for service outcomes.
2.4 Customer service in the workplace is monitored to
ensure standards are met in accordance with
enterprise policies and procedures.
_________________________________________________________________________________________________49
Range of Variables
3. Monitor and adjust 3.1 Feedback is sought from customers on an ongoing
customer service basis and this is used to improve performance where
applicable.
3.2 Customer service problems are identified and
adjustments to standards, systems and procedures
are made to ensure continued service quality.
3.3 New approaches are communicated to all those
involved in service delivery within appropriate
timeframes.
_________________________________________________________________________________________________50
RANGE OF VARIABLES
VARIABLE RANGE
1. Informal and formal May include but are not limited to:
research 1.1 Talking to customers
1.2 Qualitative or quantitative research
1.3 Seeking feedback from service delivery
colleagues
1.4 Analysis of competitive environment
1.5 Analysis of industry and market trends
2. Changes in internal and May include but are not limited to:
external environments 2.1 Management changes
2.2 Organizational restructuring
2.3 Introduction of new equipment
2.4 Recruitment practices
2.5 Technological changes affecting service
delivery
2.6 Changes in the competitive environment
2.7 Economic climate
2.8 Trends in customer preferences
2.9 Advent of E-business
3. Customer service May include but are not limited to:
standards/ Customer 3.1 Response times
service issues
3.2 Service guarantees
3.3 Pricing guarantees
3.4 Product quality
3.5 Document presentation standards
3.6 Personal presentation standards
3.7 Complaint management
_________________________________________________________________________________________________51
EVIDENCE GUIDE

competency
1.1 Demonstrated ability to develop proactive approaches
to the delivery and monitoring of quality customer
service within a specific tourism/hospitality context
1.2 Demonstrated knowledge of quality service principles
and processes
2. Underpinning 2.1 Roles and responsibilities of management in ensuring
knowledge quality service within an enterprise
2.2 The concept of total quality service and total quality
management
2.3 The role of continuous improvement and benchmarking
in quality assurance
2.4 Overview of the range of market research techniques
used to gain information on customer preferences
2.5 Legislation that impacts on customer service standards
and delivery
2.6 Industry schemes that impact on customer service
standards and delivery (e.g. accreditation schemes,
codes of conduct)
3. Underpinning 3.1 Application of total quality service and total quality
skills management in a tourism or hospitality context
3.2 Methods of implementing quality assurance in the
workplace including:
3.2.1 Establishing standards
3.2.2 Monitoring
3.2.3 Staff involvement and reward
3.2.4 Evaluation
3.3 Application of continuous improvement and/or
benchmarking in a tourism or hospitality context
_________________________________________________________________________________________________52
implications
4.1 Project or work activities conducted over a period of
time to allow the candidate to establish, monitor and
evaluate service delivery in a tourism or hospitality
context
4.2 Involvement of a team for which the candidate is leader
assessment
5.1 Evaluation of projects managed by the candidate in
conjunction with industry to enhance service delivery
in a given operation
5.2 Evaluation of projects managed by the candidate to
create, market and deliver a tourism or hospitality
service
5.3 Case studies to assess specific service delivery issues
in different workplace contexts
5.4 Oral or written questions to assess knowledge of
quality assurance concepts and principles
candidate
6. Context of 6.1 Competency may be assessed in workplace or in a
_________________________________________________________________________________________________53
CORE COMPETENCIES
UNIT OF COMPETENCY : OPERATE A FOOD OUTLET
UNIT DESCRIPTOR : This unit covers the preparation and service

of foods in an outlet in various venues in the
hospitality and tourism industry.
ELEMENT PERFORMANCE CRITERIA

Bold and Italicized terms are elaborated in the Range
Statement
1. Prepare for service 1.1 Quantities and quality of products and food items
are checked and restocking is done where
necessary.
1.2 Mise-en-place in the kitchen is checked to
ensure sufficient and appropriate food items are
prepared in order to commence service.
1.3 Mise-en-place in the service area is checked to
ensure completeness, efficiency and timeliness
before service commences.
1.4 Ongoing requirements for additional food items
are met at an appropriate time.
1.5 Display of service area and food items are
inspected to ensure cleanliness, hygiene and
attractiveness.
1.6 Personal presentation and hygiene of staff are
checked to ensure requirements are met and
maintained throughout service.
1.7 Mise-en-place and cooking are checked to ensure
they are carried out in accordance with safety and
hygiene requirements.
_________________________________________________________________________________________________54
2. Provide quality customer 2.1 Customer requirements in terms of speed of
service service, quantity, quality, additions and
modifications to standard recipes and special
requirements are determined and met.
2.2 Use of customer service skills is checked to
ensure polite, efficient and effective service.
2.3 Assistance to customers is checked to ensure
that it is provided, where required, in selection of
food items.
2.4 Use of selling skills is checked to ensure that
they are appropriately employed according to
enterprise procedures.
2.5 Correct operation of equipment is checked to
ensure safety and compliance with
manufacturer’s instructions and principles of
occupational health and safety.
2.6 Work is organized and, where appropriate, in
consultation with other team members, to ensure
that food is prepared or cooked in a timely
manner and ongoing customer service is
provided.
3. Ensure quality of food 3.1 Compliance with principles of food safety is
ensured during the entire food production process.
3.2 Portion control is checked to ensure compliance
with enterprise standards and in order to minimize
waste.
3.3 Food presentation is checked to ensure
attractiveness, absence of drips or spills, and use
of appropriate hot or cold storage/presentation
equipment
4. Manage storage of food 4.1 Storage of food items is checked to ensure
compliance with principles and practices of
hygiene and food safety.
4.2 Stock monitoring, accounting and reordering are
checked to ensure that they are conducted
according to enterprise procedures when
required.
_________________________________________________________________________________________________55
5. Ensure equipment is properly 5.1 Equipment maintenance is monitored to ensure

cleaned and maintained compliance with manufacturer’s instructions.
5.2 Cleaning of equipment is checked to ensure that
it is done where required before, during and after
completion of service.
_________________________________________________________________________________________________56
RANGE OF VARIABLES
VARIABLE RANGE
1. Mise-en-place May include but is not limited to:
1.1 Assembling and preparing ingredients for
menu items
1.2 Cleaning, peeling and slicing fruits and
vegetables
1.3 Preparing simple food items such as salads,
sandwiches, garnishes, coatings and batters
1.4 Selection and handling (thawing,
reconstituting, regenerating, reheating) of
portion controlled and convenience products
1.5 Display of goods in appropriate storage
facility
2. Equipment
2.1 Microwaves
2.2 Deep fryers
2.3 Hot plates
2.4 Rotisseries
2.5 Pans and urns
2.6 Bains marie
2.7 Food warmers
_________________________________________________________________________________________________57
EVIDENCE GUIDE
Assessment requires evidences that the candidate:

1. Critical aspects of
1.1 Supervised the application of hygiene and safety
competency
principles and procedures
1.2 Organized the preparation of a range of foods efficiently
and within realistic industry timeframes
1.3 Ensured the quality of customer service within the
context of enterprise policies and procedures
2. Underpinning 2.1 Range of basic cooking skills appropriate to the
knowledge enterprise which may include:
▪ Hot plate
▪ Reheating
▪ Microwaving
▪ Baking
▪ Roasting
▪ Boiling
▪ Char-grilling, barbecue
2.2 Principles of personal and food hygiene
2.3 Safe work practices as required by Occupational Healtn
and Safety legislation and guidelines
2.4 Product knowledge of range of food offered
3. Underpinning 3.1 Practices of personal and food hygiene
skills 3.2 Customer service and communication skills
3.3 Waste minimization techniques and environmental
considerations in specific relation to the operation of the
outlet
implications 4.1 An environment containing sufficient and appropriate
food service and cooking equipment for the preparation
and service of food items, to reflect commercial operating
practice
4.2 Use of real ingredients
4.3 Preparation and service of food items for customers on
more than one occasion and within industry-realistic time
constraints
assessment 5.1 Direct observation of the candidate preparing, cooking
and serving food items.
5.2 Sampling of items prepared by the candidate.
5.3 Inspection of a food service area set up and operated by
the candidate
5.4 Oral or written questions to test knowledge of hygiene
and occupational health and safety issues related to the
cooking and service of food in a particular outlet
candidate.
_________________________________________________________________________________________________58
6. Context for 6.1 Assessment may be done in the workplace or in a
assessment simulated workplace setting (assessment centers)
6.2 Assessment activities are carried out through TESDA’s
accredited assessment center
_________________________________________________________________________________________________59
UNIT OF COMPETENCY : PREPARE TENDERS FOR CATERING
CONTRACTS
UNIT DESCRIPTOR : This unit covers the skills and knowledge

required to prepare tenders for catering
contracts. This role could be undertaken by
senior operating personnel, marketing
coordinators, supervisors or managers
within catering or restaurant operations.

Statement
1. Clarify requirements for catering 1.1 Contents of the tender brief are interpreted
tenders accurately and assessed in terms of the
organization’s capacity to meet stated
requirements.
1.2 Action required for development of tender
submission is identified.
1.3 Fixed and variable costs are accurately
identified within the brief.
1.4 Liaison with the customer is undertaken to
clarify requirements where appropriate.
2. Develop details for inclusion in 2.1 Proposed products and outcomes are
tender developed to meet requirements including
menus, food and beverage specification, and
styles of service, theme and decor.
2.2 Proposed operational details are developed
including meeting requirements.
2.3 Accurate costings are developed for all
proposed products and services.
2.4 Options are developed to meet, and where
possible, exceed the expectations of the
customer.
2.5 Possible competitors are evaluated and
appropriate strategies are developed to
address competitive issues.
_________________________________________________________________________________________________60
3. Prepare tender documents 3.1 Tender documents are prepared within the
designated timelines in accordance with the
requirements of the brief.
3.2 Tender documents are presented in a format
that maximizes the use of presentation and
promotional techniques.
_________________________________________________________________________________________________61
RANGE OF VARIABLES
This unit applies to all catering operations where event catering is provided. The
following explanations identify how this unit may be applied in different workplaces,
sectors and circumstances.
Events and functions may be in a central location or across a range of smaller

locations indoors or outdoors.
VARIABLE SCOPE
1. Contents of the tender brief May include but are not limited to:
1.1 Services required
1.2 Style of service
1.3 Customers or audience
1.4 Budget requirements
1.5 Legal responsibilities of the contractor
1.6 Legal responsibilities of the principal
1.7 Operational management approaches.
2. Operational details
2.1 Staffing
2.2 Transport
2.3 Stock control
2.4 Equipment and resources
2.5 Security/emergency plan
2.6 Facilities management approaches.
_________________________________________________________________________________________________62
EVIDENCE GUIDE
Assessment requires evidences that the

1. Critical aspects of competency
candidate:
1.1 Demonstrated ability to prepare a tender
document for a specific commercial
catering contract including assessment of
the brief, coordination of details, accurate
and profitable costing and professional
presentation.
1.2 Demonstrated knowledge of typical
requirements and formats for catering
tender documents.
2.1 Components typically required for catering
2. Underpinning knowledge
tenders and detailed knowledge of the
operational and cost issues associated
with each of those components.
2.2 Quality assurance issues related to
catering tenders.
3.1 Presentation techniques for tender
3. Underpinning skills
documents.
4. Resource implications The following resources MUST be provided:
4.1 Project or work activities that allow the
candidate to prepare a fully-costed tender
for a specific catering contract in a
competitive bidding environment.
5. Methods of assessment Competency may be assessed through:
5.1 Review of tenders prepared by candidate
for a particular event or catering contract.
5.2 Case studies to assess ability to develop
options to meet different tender briefs.
5.3 Review of reports prepared by the
candidate detailing the major issues and
factors to be considered when preparing
tenders for catering contracts.
5.4 Review of portfolios of evidence and third
party workplace reports of on-the-job
performance by the candidate.
6. Context for assessment 6.1 Assessment may be done in the workplace
or in a simulated workplace setting
(assessment centers)
6.2 Assessment activities are carried out
through TESDA’s accredited assessment
center
_________________________________________________________________________________________________63
UNIT OF COMPETENCY: DEVELOP A FOOD SAFETY PROGRAM
UNIT DESCRIPTOR : This unit covers the development, implementation and

evaluation of a food safety program for a hospitality or
catering operation where food is stored, prepared and
served.

Bold and italicized terms are elaborated in the Range of
Variables
1. Identify needs for the food 1.1 Characteristics of the establishment are
safety program evaluated, including:
▪ Size and nature of organization
▪ “at risk” client groups
▪ layout
▪ menu
▪ production equipment
▪ facilities
▪ re-thermalization and service requirements
1.2 Food safety hazards or any particular issues
or risk situations are identified.
1.3 Existing policies, procedures, practices and
product specifications are evaluated and the
need for change or enhancement is assessed.
2. Develop a food safety 2.1 Food safety program is designed to suit the
program for a specific characteristics and needs of the enterprise, in
commercial catering consultation with appropriate colleagues and
enterprise stakeholders.
2.2 Food production flow charts are developed.
2.3 Critical control points in the food production
system are identified.
2.4 Methods of control for critical points and
hazards are established.
2.5 Standard operational policies and
procedures to support the food safety
program, including control procedures,
corrective measures and contingency plans
are developed or modified.
2.6 Product specifications are developed or
modified and recorded.
2.7 Product suppliers are identified and quality
_________________________________________________________________________________________________64
Variables
assurance specifications are established.

2.8 Compliance of the food safety program with
regulatory requirements and standards is
ensured.
2.9 Training needs are identified and a training
plan or program is developed based on needs.
2.10 Schedule for regular review of the food safety
program is developed.
3. Implement the food safety 3.1 Food safety programs, policies and procedures
program are communicated to management and
colleagues in the workplace.
3.2 Compliance by all colleagues to policies and
procedures is ensured.
3.3 Practical and user-friendly recording system is
established to document food safety
performance.
3.4 Product specifications are communicated to
suppliers and employees and compliance is
checked.
3.5 Appropriate training and mentoring related to
the food safety program is organized.
3.6 Implementation problems are promptly
identified and corrective action is taken.
_________________________________________________________________________________________________65
Variables
4. Evaluate and revise the food 4.1 Operation and results of the food safety
safety program as required program are monitored according to schedule
and in consultation with colleagues and other
stakeholders.
4.2 Operational policies, procedures and records
are reviewed and changes or additions
required are identified.
4.3 Tests and/or measures to validate required
safety standards are carried out.
4.4 Food safety program is revised to incorporate
amendments or additions.
4.5 Records are kept to track changes to the food
safety program and changes are incorporated
into the production system.
4.6 Colleagues are informed of changes and of
when they commence.
4.7 Need for additional training based on
evaluation of the program is identified.
4.8 Display of appropriate signage and information
is ensured.
_________________________________________________________________________________________________66
RANGE OF VARIABLES
The following explanations identify how this may be applied in different workplaces, sectors and
circumstances.
The food safety program systematically identifies the food safety hazards that may be reasonably
expected to occur in all food handling operations. It identifies where and how each hazard can be
controlled, describes how these controls are to be monitored, the corrective action required if control
conditions are not met and information to be recorded. The food safety program must comply with
relevant national and local government legislation and ordinances.
The food safety plan may be a formal plan or a less-structured program. It may be developed as a stand-
alone program or may be integrated with the overall quality program in a workplace.
This unit is based around the HACCP system but may also be customized to other systems.
VARIABLE RANGE
1. Establishment May include but is not limited to:
1.1 Cafeteria/kiosks/canteens/cafes/gourmet food
shops/restaurants/hotels
1.2 Fast food outlets
1.3 Educational institutions
1.4 Health establishments
1.5 Mining operations
1.6 Military forces
1.7 Corrective services/final institution
1.8 Residential catering
1.9 In-flight catering
1.10 Transport catering
1.11 Events catering
1.12 Private catering
2. “At risk” client groups May include but are not limited to:
2.1 Patients, residents and clients of health care
establishments.
2.2 Children or babies
2.3 Pregnant women
2.4 Aged persons
2.5 People with immune deficiencies or allergies.
3. Food safety hazards May include but are not limited to:
3.1 Foods highly susceptible to microbiological
contamination
3.2 Working in temperatures that promote the rapid growth
of micro-organisms
3.3 Display of food, buffets
_________________________________________________________________________________________________67
VARIABLE RANGE
3.4 Processes where food is required to be touched by
hand
3.5 Requirements for re-thermalization or defrosting
4. Critical control points May include but are not limited to:
4.1 Receiving
4.2 Storing
4.3 Preparing
4.4 Processing
4.5 Displaying
4.6 Packaging
4.7 Servicing
4.8 Transporting
5. Standard operational May include but are not limited to:
policies and 5.1 Food production procedures
procedures 5.2 Procedures for maintaining records
5.3 Contingency plans
5.4 Pest control
5.5 Cleaning and sanitation programs
5.6 Equipment maintenance
5.7 Employee training in hygiene and food handling
5.8 Maintenance of personal hygiene and suitable dress
standards.
6. Contingency plans May include but are not limited to:
6.1 Food poisoning
6.2 Customer complaints
6.3 Rejected food
6.4 Equipment breakdown
6.5 Faulty equipment
6.6 Existence of pests and vermin
7. Tests May include but are not limited to:
7.1 Food quality reviews and tests
7.2 Bacterial swabs and counts
7.3 Chemical tests
7.4 Audit arrangements and programs
7.5 Analysis of and actions arising from critical incidents
8. Records May include but are not limited to:
8.1 Temperature control data
8.2 Food production records.
_________________________________________________________________________________________________68
EVIDENCE GUIDE

competency 1.1 Demonstrated ability to implement and maintain food
safety standards and program to enterprise standards
and in line with legislative requirements.
1.2 Demonstrated involvement and interaction with a
kitchen team.
2. Underpinning 2.1 Principles and methods of food production.
knowledge 2.2 HACCP based concepts that support food safety
program design.
2.3 Options for the structure, development and
implementation of a food safety program, including
HACCP.
2.4 Hygiene and food safety legislation and regulations in
relation to food safety program requirements.
2.5 Local health regulations pertaining to food production
and packaging.
2.6 Conditions for development of microbiological
contamination and control methods.
2.7 Potential staff training needs in relation to food safety.
3. Underpinning skills 3.1 Policies and practices of personal hygiene and food
handling.
3.2 Planning and consultative processes which could be
used in program development.
3.3 Food safety recording requirements and options.
implications 4.1 Project or work activities conducted over a period of
time and which allow the candidate to establish and
monitor a food safety program for a particular cookery or
catering workplace.
4.2 Involvement and interaction with a kitchen team.
_________________________________________________________________________________________________69
assessment 5.1 Review of documentation related to food safety
systems, including policies and procedures, audit
summaries and reports developed by the candidate.
5.2 Case studies to assess ability to develop systems to
meet differing workplace needs.
5.3 Activities conducted in conjunction with industry to allow
the candidate to develop systems for a real workplace.
5.4 Written or oral questions about chosen systems and
reason for selection.
candidate.
6. Context for 6.1 Assessment may be done in the workplace or in a
assessment simulated workplace setting (assessment centers)
6.2 Assessment activities are carried out through TESDA’s
accredited assessment center
_________________________________________________________________________________________________70
ELECTIVE COMPETENCIES
UNIT OF COMPETENCY : PLAN COFFEE SHOP LAYOUT, MENU AND

STORAGE (COFFEE SHOP)
UNIT DESCRIPTOR : This unit covers the layout, menu and storage
aspects of planning a coffee shop which serves
patisserie items. It deals with the production,
display and service of patisserie products and
suitable beverages.

Statement
1. Plan coffee shop layout 1.1 Floor plan for kitchen, service, display and
storage areas is developed according to
anticipated customer requirements and
volume.
1.2 Fixtures, furnishing, décor, and equipment are
planned according to business objectives,
budget, and style of coffee shop required.
2. Plan the product and service 2.1 Menu is planned and designed, identifying a
elements of coffee shop range of appropriate menu items and
operation beverages to meet market needs.
2.2 Workflow schedule for production and service
is prepared according to expected customer
volume and menu requirements, taking into
consideration available facilities, staff, time,
equipment and enterprise practices.
2.3 Display of items is planned considering style of
coffee shop, required storage temperatures,
and visual appeal.
_________________________________________________________________________________________________71
3. Plan and organize the storage 3.1 Proper storage for pastries, cakes, and
for coffee shop menu items savoury items at the correct temperatures is
planned and organized according to food
safety requirements and to maximize shelf
life and product quality.
3.2 Packaging that is appropriate for the
preservation of freshness, taste and eating
characteristics is planned.
_________________________________________________________________________________________________72
RANGE OF VARIABLES
VARIABLE SCOPE
1. Menu items May include but are not limited to:
1.1 Pastries and cakes
1.2 Savoury items such as quiche, ham and
cheese croissants
1.3 Beverages such as
• Coffee
• Tea
• Cold carbonated drinks
• Fresh juices
• Milk
• Soy-based drinks
1.4 Ice cream
May include but is not limited to:
2. Proper storage
2.1 Covering menu items on display
2.2 Maintaining appropriate temperatures for
different menu items
2.3 Safe food handling practices
3. Food safety requirements May include but are not limited to:
3.1 Warm or chilled service temperatures
3.2 Eating qualities such as taste, texture,
moisture content
_________________________________________________________________________________________________73
EVIDENCE GUIDE
Assessment requires evidence that the

1. Critical aspects of competency
candidate:
1.1 Demonstrated ability to plan the layout,
menu and storage aspects of a coffee
shop operation
1.2 Demonstrated knowledge of key hygiene
and food safety issues relating to coffee
shops
2.1 Principles and requirements of relevant
2. Underpinning knowledge
legislation relating to:
• Occupational health and safety
• Hygiene
• Nutrition
• Licensing regulations
• Local health regulations
2.2 Appropriate technical and culinary terms
for coffee shop operations
2.3 Coffee shop equipment, its functions and
routine maintenance
2.4 Varieties and characteristics of menu
items offered
2.5 Underlying principles of making cakes,
pastries, and savoury items
2.6 Commodity knowledge, including quality
indicators of ingredients
2.7 Storage conditions for menu items and
optimizing shelf-life, freshness and eating
qualities
3.1 Organizational skills and teamwork
3. Underpinning skills
3.2 Menu planning and menu design
3.3 Preparation of pastries, cakes and savoury
products
3.4 Costing, yield testing and portion control
3.5 Handling, portioning and serving ice
creams
3.6 Buffet and table set-ups
3.7 Coffee and tea preparation and beverage
service
3.8 Defining and applying quality control
3.9 Time management skills
3.10 Communication skills
_________________________________________________________________________________________________74
3.11 Safe work practices, particularly in relation
to using cutting implements, appliances,
heated surfaces, ovens and mixing
equipment
4. Resource implications The following resources MUST be provided:
4.1 Project or work activities that allow the
candidate to demonstrate skills required to
complete planning for the operation of a
proposed coffee shop
4.2 Access to relevant product and equipment
information
5. Methods of assessment Competency may be assessed through:
5.1 Evaluation of plans and designs produced
by the candidate for a coffee shop
operation within a nominated location
5.2 Evaluation of projects to propose
enhancements to existing coffee shops
5.3 Case studies to assess ability to tailor
plans to different market conditions
5.4 Review of portfolios of evidence and third
party workplace reports of on-the-job
performance by the candidate
6. Context for assessment 6.1 Assessment may be done in the workplace
or in a simulated workplace setting
(assessment centers)
6.2 Assessment activities are carried out
through TESDA’s accredited assessment
center
_________________________________________________________________________________________________75
SECTION 3 TRAINING STANDARDS
These guidelines are set to provide the Technical and Vocational Education and
Training (TVET) providers with information and other important requirements to
consider when designing training programs for FOOD AND BEVERAGE SERVICE NC
IV.
The guidelines include information on curriculum design, training delivery,

trainee entry requirements, tools and equipment, training facilities, and trainer’s
qualifications among others.
3.1 CURRICULUM DESIGN
Course Title: FOOD AND BEVERAGE SERVICE NC Level: NC IV
Nominal Training Duration: 56 Hrs. (Basic)

24 Hrs. (Common)
60 Hrs. (Core)
20 Hrs. (Elective)
Course Description:
This course is designed to enhance the knowledge, skills and attitudes in

overseeing restaurant operations in accordance with industry standards. It covers core
competencies on operating a food outlet, preparing tenders for catering contracts,
developing a food safety program and planning for coffee shop operations. It also
includes competencies in developing teams and individuals, applying problem-solving
techniques, collecting, analyzing and organizing information, planning and organizing
work, conducting assessment, and managing workplace diversity, finances, and quality
customer service.
_________________________________________________________________________________________________76
BASIC COMPETENCIES
Assessment
Unit of Competency Learning Outcomes Methodology
Approach
1. Utilize specialized 1.1 Apply • Discussion • Written test
communication communication method • Performance
skills strategies to meet • Role Play test
specific needs of • Brainstorming • Interview
internal and • Lecture
external client.
1.2 Represent the
organization in
internal and
external forums.
1.3 Facilitate group
discussion.
1.4 Conduct
interview
2. Develop team and 2.1 Determine • Discussion • Written test
individual needs development • Role playing • Direct
needs. • Observation observation
2.2 Foster individual • Role playing
and organization
growth
2.3 Monitor and
evaluate
workplace
learning
2.4 Develop team
commitment and
cooperation
2.5 Facilitate
accomplishment
of organizational
goals
_________________________________________________________________________________________________77
Assessment
Approach
3. Apply problem 3.1 Analyze the • Brainstorming • Written test
solving techniques problem • Discussion • Direct
in the workplace 3.2 Identify • Case studies observation
fundamental • Role playing • Interview
cause of the • Small group
problem work
3.3 Determine
possible solution
3.4 Prepare
communication or
documentation
report
3.5 Present
recommendation
to appropriate
personnel
3.6 Implement
solution
4. Collect, analyze 4.1 Study information • Group • Written test
and organize requirements. discussion • Practical/
information 4.2 Process data. • Case study performance
4.3 Analyze, interpret • Interaction test
and organize
information
gathered.
4.4 Present
findings/recomm
endations
5. Plan and organize 5.1 Set work • Brainstorming • Written test
work objectives • Discussion • Direct
5.2 Plan and • Case studies observation
schedule work • Role playing • Interview
activities • Small group
5.3 Implement and work
monitor
plans/activities
5.4 Review and
evaluate work
plans and
activities
_________________________________________________________________________________________________78
Assessment
Approach
6. Promote 6.1 Study guidelines • Group • Written test
environmental for environmental discussion • Practical/
protection concerns. • Case study performance
6.2 Implement • Interaction test
specific
environmental
programs
6.3 Monitor activities
on environmental
protection/progra
ms
COMMON COMPETENCIES
Assessment
Approach
1. Conduct 1.1 Identify and explain • Lecture • Observation
assessment the context of • Role-Play • Interviews/
assessment • Simulation Questioning
1.2 Plan evidence- • Group
gathering Discussion
opportunities
1.3 Organize
assessment
1.4 Gather evidence
1.5 Make the
assessment decision
1.6 Record assessment
results
1.7 Provide feedback to
persons being
assessed
1.8 Report on the
conduct of the
assessment
_________________________________________________________________________________________________79
Assessment
Approach
2. Manage 2.1 Encourage respect • Lecture • Interviews/
workplace for diversity in the • Discussion Questioning
diversity workplace • Case Studies • Observation
2.2 Use diversity as an • Problem-
asset solving
2.3 Deal with problems activities
arising from diversity
issues
3. Manage 3.1 Allocate budget • Lecture • Questioning
finances within a resources • Discussion • Observation
budget 3.2 Monitor financial • Case Studies
activities against • Problem-
budget solving
3.3 Identify and evaluate activities
options for improved
budget performance
3.4 Complete financial
reports
4. Manage quality 4.1 Develop approaches • Lecture • Questioning
customer to enhance • Discussion • Observation
service customer service • Case Studies
quality • Problem-
4.2 Manage the delivery solving
of quality service activities
4.3 Monitor and adjust
customer service
_________________________________________________________________________________________________80
CORE COMPETENCIES
Assessment
Approach
1. Operate a food 1.1 Prepare for service • Lecture/ • Written Test
outlet 1.2 Provide quality Discussion • Practical Test
customer service • Demonstration • Observation
1.3 Ensure quality of • Group • Oral
food discussion Questioning
1.4 Manage storage of • Problem-
food solving
1.5 Ensure equipment activities
is properly cleaned
and maintained
2. Prepare tenders 2.1 Clarify • Lecture/ • Written Test
for catering requirements for Discussion • Practical Test
contracts catering tenders • Demonstration • Observation
2.2 Develop details for • Group • Oral
inclusion in tender discussion Questioning
2.3 Prepare tender • Problem-
documents solving
activities
3. Develop a food 3.1 Identify needs for • Lecture/ • Written Test
safety program the food safety Discussion • Practical Test
program • Demonstration • Observation
3.2 Develop a food • Hands-on in Laboratory
safety program for • Video Viewing • Oral
a specific Questioning
commercial
catering enterprise
3.3 Implement the food
safety program
3.4 Evaluate and
revise the food
safety program as
required
_________________________________________________________________________________________________81
ELECTIVE COMPETENCIES
Assessment
Approach
1. Plan coffee shop 1.1 Plan coffee shop • Lecture/ • Written Test
layout, menu and layout Discussion • Practical Test
storage (Coffee 1.2 Plan the product • Demonstration • Observation
Shop) and service • Group • Oral
elements of coffee discussion Questioning
shop operation • Problem-
1.3 Plan and organize solving
the storage for activities
coffee shop menu
items
_________________________________________________________________________________________________82
3.2 TRAINING DELIVERY
The delivery of training should follow to the design of the

curriculum. Delivery should be guided by the 10 basic principles of
competency-based TVET.
• The training is based on curriculum developed from the

competency standards;
• Learning is modular in its structure;
• Training delivery is individualized and self-paced;
• Training is based on work that must be performed;
• Training materials are directly related to the competency
standards and the curriculum modules;
• Assessment is based on the collection of evidence of the
performance of work to the industry required standard;
• Training is based both on and off-the-job components;
• Allows for recognition of prior learning (RPL) or current
competencies;
• Training allows for multiple entry and exit; and
• Approved training programs are Nationally Accredited
The competency-based TVET system recognizes various types of

delivery modes, both on and off-the-job as long as the learning is driven
by the competency standards specified by the industry. The following
training modalities may be adopted when designing training programs:
• The dualized mode of training delivery is preferred and

recommended, thus, programs would contain both in-school and
in-industry training or fieldwork components. Details can be
referred to the Dual Training System (DTS) Implementing Rules
and Regulations
• Modular/self-paced learning is a competency-based training
modality where the trainee is allowed to progress at his own
pace. The trainer only facilitates the training delivery
• Peer teaching/mentoring is a training modality wherein fast
learners are given the opportunity to assist the slow learners
• Supervised industry training or on-the-job training is a training
approach designed to enhance the knowledge and skills of the
trainee through actual experience in the workplace to acquire
specific competencies prescribed in the training regulations
• Distance learning is a formal education process in which
majority of the instruction occurs when the students and
instructor are not in the same place. Distance learning may
_________________________________________________________________________________________________83
employ correspondence study, audio, video or computer
technologies
3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students wishing to gain entry into this course should possess
the following requirements:
• can communicate both orally and in written form;

• physically and mentally fit;
• with good moral character;
• can perform basic mathematical computation;
• must be competent in the entire Food and Beverage Services NC III
(Restaurant) qualification either through training, experience or
certification
This list does not include specific institutional requirements such as

educational attainment, appropriate work experience, and others that may be
required of the trainees by the school or training center delivering the TVET
program.
_________________________________________________________________________________________________84
3.4 LIST OF TOOLS AND EQUIPMENT
FOOD AND BEVERAGE SERVICE – NC IV
Recommended list of tools, equipment and materials for the training of a

maximum of 25 trainees for FOOD AND BEVERAGE SERVICE NC IV are as
follows:
TOOLS EQUIPMENT MATERIALS

QTY QTY QTY
8 Dining chair 25 50 cm X 50 cm Table
8 Dinner plates, 10”
napkin
Show/base plates, 2 Tray stand (optional) 3 kilos Coffee beans (Fresh
8 roasted whole)
12”
2 Waiter station cabinet Liqueurs
Baileys Irish Cream
8 Fish plates, 8”
Irish Whiskey
Kahlua
1 2 Group Espresso 4liters Fresh milk
8 Dessert plates, 7”
Machine
1 Double spout porta Liquid cream
8 Cereal plates, 5”
filter w/ basket
Side plates or 1 Single spout porta Flavored syrups
12 filter w/ basket
bread plates, 6”
Bouillon cups and 1 Refrigerator or cooler 2 bags Ice (tubes or cubes)
8 for milk/cream
saucers, 8-12 oz.
Teacups and 1 Doser grinder 1 kilo Sugar white
8
saucers, 6 2/3 oz.
2 French Press 1 kilo Brown sugar
Demi-tasse, 3 1/3 2 Vacuum Pot Siphon 1 Stemmed cherries
8 bottle
oz.
2 Coffee pots, 2 pint 1 pack Marshmallows
2 Tea pots, 2 pint 2 Bar trays
CUTLERIES Cocoa powder
8 Dinner knives Cinnamon powder
8 Dinner forks 8 oz paper cups
8 Salad knives 12 oz paper cups
16 Salad forks
8 Fish knives
8 Fish forks
_________________________________________________________________________________________________85
QTY QTY QTY
8 Soup spoons
8 Dessert spoons
8 Dessert forks
8 Teaspoons
4 Demi-tasse spoons
8 Long spoons
8 Cocktail forks
8 Service forks
8 Service spoons
4 Sauce ladles
4 Soup ladles
2 Cake servers
2 Hand tampers
2 Bar spoon
3 Hand towels
5 Cappuccino cups
with underliner
5 Latte cups with
underliner
5 Demitasse cups
with underliner
1 Bar caddy (for
garnishes)
2 Trash bins
2 Milk pitchers
(stainless steel)
2 Grinder brush
5 Tablespoons
5 Teaspoons
GLASSWARE
8 Red wine glasses
8 White wine glasses
8 Water goblets
_________________________________________________________________________________________________86
QTY QTY QTY
TABLES
Square tables good
2
for 4 persons
CLOTH
2 54”X54
2 90”X90”
2 64”X64”
2 72”X72”
4 Side towels
OTHER ACCESSORIES
2 Salt shakers
2 Pepper shakers
2 Pepper mills
2 Rectangular trays
2 Oval trays
2 Round trays
2 Tooth pick holders
2 Sugar containers
2 Creamer containers
2 Oil and vinegar
containers and
holders
2 Sauce boats
8 Menu cards
2 Order pads
OTHER ACCESSORIES
2 Pens
2 Flower vases
2 Reservation books
2 Water pitchers
8 Plate covers
2 Bill folder/change
trays
2 Ice bucket with tongs
_________________________________________________________________________________________________87
3.5 TRAINING FACILITIES
Based on a class intake of 25 students/trainees.
Space Size in Meters Area in Sq. Total Area in

Requirement Meters Sq. Meters
Lecture/Laboratory
5 x 10 50 50
Area
Wash Room 2x5 10 10
Tool Room/Supply
5x4 20 20
Room
Circulation Area 5x5 25 25
Total Workshop Area : 105
3.6 TRAINER’S QUALIFICATIONS FOR TOURISM SECTOR (HOTELS AND

RESTAURANTS)
FOOD BEVERAGE SERVICE NCIV
TRAINER'S QUALIFICATIONS (TQ IV)
• Must have completed a Trainers Training Methodology Course (TM IV)

or its equivalent
• Must have at least 3-5 years job/industry experience
• Must be physically and mentally fit
• Must be a holder of Food and Beverage Service NC level IV certificate
or equivalent
• Must be of good moral character
• With pleasing personality
• Must have attended relevant training and seminars
3.7 INSTITUTIONAL ASSESSMENT
Institutional assessment is undertaken by trainees to determine

their achievement of units of competency. A certificate of achievement is
issued for each unit of competency.
_________________________________________________________________________________________________88
SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
4.1 The qualification of FOOD AND BEVERAGE SERVICE NC IV may be

attained through:
4.1.1 Demonstration of competence in all the core units of competency listed

below:
4.1.1.1 Operate a food outlet

4.1.1.2 Prepare tenders for catering contracts
4.1.1.3 Develop a food safety program
Successful candidates shall be awarded a National Certificate (NC) on Food

and Beverage Service NCIV (Restaurant) bearing the signature of the
Director General.
4.1.2 Candidates who demonstrate competence in all the core units plus the
elective unit “Plan coffee shop layout, menu and storage (Coffee
Shop)” will be awarded a National Certificate (NC) on Food and
Beverage Service NCIV (Restaurant and Coffee Shop) bearing the
signature of the Director General.
4.2 Assessment shall focus on the core units of competency. The basic and
common units shall be integrated or assessed concurrently with the core
units.
4.3 The following are qualified to apply for assessment and certification:
4.3.1 Graduates of formal, non-formal and informal institutions including

enterprise-based training programs
4.3.2 Experienced workers (wage employed or self employed)
4.4 The guidelines on assessment and certification are discussed in detail in the
"Procedures Manual on Assessment and Certification" and "Guidelines on the
Implementation of the Philippine TVET Qualification and Certification System
(PTQCS)".
_________________________________________________________________________________________________89
ANNEX A
COMPETENCY MAP - TOURISM Sector
(Hotels and Restaurants)
Prepare and mix Transport and

Prepare and Prepare foods
cocktails and Provide wine Prepare bakery store food in a Apply catering
present according to
Clean bar areas Operate bar non-alcoholic service products for safe and control
gateaux, tortes dietary and
drinks patissiers hygienic principles
and cakes cultural needs
manner
COMPETENCIES
Manage
facilities Develop and
Develop menus Provide a link
CORE
Select catering associated with Plan the catering Design menus to Provide food Provide room update food
to meet special between
systems commercial for an event or meet market and beverage service and beverage
dietary and kitchen and
catering function needs service knowledge
cultural needs service areas
contracts
Prepare and Prepare Plan coffee

Provide specialist serve Provide Operate a food tenders for Develop a food shop layout,
Plan and monitor
advice on food espresso specialist advice outlet catering safety program menu and
espresso coffee
coffee on wine contracts storage
service
Observe
COMPETENCIES
Develop and Perform Provide Control and Train small Establish and
workplace Perform
update workplace and effective Roster staff order stock groups conduct
hygiene computer
COMMON
industry safety practices customer business

procedures operations
knowledge service relationships
Conduct Manage Manage Manage

assessment workplace finances within quality
diversity a budget customer
service
COMPETENCIES
Practice Lead Develop and Solve

Participate in Work in team Practice career Lead small
occupational workplace practice problems
workplace environment professionalism teams
health and safety communication negotiation related to work
communication
BASIC
practices skills activities
Use Utilize Apply problem- Collect, Promote

Plan and
mathematical Use relevant specialized Develop teams solving analyze and environmental
organize work
concepts and technologies communication and individuals techniques in organize protection
techniques skills the workplace information
_________________________________________________________________________________________________90
DEFINITION OF TERMS
1. APERITIF - is any drink taken before meals, to improve your appetite
2. BARISTA - a professional operator of an espresso machine
3. BREWING - a stage in making beer in which worth is boiled with hops
4. BUSBOY - refers to the dining room helper and runner, title given to a Food
and Beverage Service Attendant, National Certificate I
5. BUSSED OUT - taking out soiled plates/dishes from the dining area to
dishwashing area
6. CAFFE LATTE – a type of coffee drink made with hot milk
7. CAFFE MACCHIATO – (also known as espresso macchiato) an espresso with a

teaspoon of milk in it, and a small “spot” of foam on top of the crema, traditionally to
show the beverage has milk in it – a “marked” espresso. This drink is the traditional
variation.
8. CAPPUCCINO – an Italian beverage prepared with espresso coffee, hot milk and
milk foam
9. CAPTAIN FOOD AND BEVERAGE SERVICE ATTENDANT - refers to the

supervisor of The Food and Beverage Service Attendant, also refers to Food and
Beverage Service Attendant, National Certificate Level I.
10. COCKTAIL - is a well-mixed drink made up of base liquor, a modifying ingredient as

a modifier and special flavoring of coloring agents. It is usually an aperitif taken at
leisure before a meal to whet the appetite.
11. COMMIS - refers to the category according to the extent of difficulty and complexity
of skills and knowledge required for the job.
12. COMMUNICATION - the transfer of ideas through verbal and non-verbal

communication
13. CORDIAL/ LIQUEUR - a spirits that are sweetened and flavor with natural flavors
14. CUTLERY – refers to knives and other cutting implements
15. DEMITASSE – a small cup used to serve Turkish coffee or espresso. It is half
of a full coffee cup, a tasse.
16. DISH OUT - food taken from the kitchen to the dining area
17. DISTILLATION - a process involving continuous evaporation and condensation of

liquid wherein higher alcohol content could be obtained
_________________________________________________________________________________________________91
18. ESPRESSO – a concentrated coffee beverage brewed by forcing very hot, but
not boiling, water under high pressure through coffee that has been ground to a
consistency between extremely fine and coarse powder.
19. FERMENTATION - an action of yeast upon a sugar in solution, which breaks

down the sugar into carbon dioxide and alcohol
20. FLAMBE’ - flamed with spirit or liqueur
21. FLATWARE - it denotes all forms of spoons and forks
22. FOOD AND BEVERAGE SERVICE ATTENDANT - refers to the workers assigned
in the service of food and beverage to the guests, also known as waiter.
23. GARNISH - an ingredient which decorates, accompanies or completes a dish. Many

dishes are identified by the name of their garnishes
24. HIGHBALL DRINK - is a tall drink consisting of a shot of specified spirit with mixers
such as sodas, water, etc. serve with cube ice in a highball glass
25. HOLLOWWARE – consists of any item made from silver e.g. teapots, milk jugs,
sugar, basins, oval flats
26. LATTE MACCHIATO – steamed milk served in a glass with ½ shot espresso or less
poured through it, leaving a “spot” of crema to indicate this is not a caffe latte, but a
latte macchiato – “marked” milk.
27. LEVEL / CLASS - refers to the category according to the extent of difficulty and
complexity of skills and knowledge required of the jobs.
28. LONG OR TALL DRINK - is a mixed drinks that are served in tall glasses
29. MENU - a list in specific order of the dishes to be served at a given meal
30. MISE EN PLACE - French term for having all ingredients in ready to use
Preparation before service
31. PRE-DINNER - short mixed drinks that are basically dry in taste and are usually
served before a meal to wet the appetite
32. SILVERWARE - tableware made of solid silver, silver gilt or silver metal. Silver plate
made from single strip of plated metal
33. SPIRITS - are drinks obtained by distillation after fermentation from vegetables,
grains, fruits, plants and other substance with sugar or starch-based
34. TABLE NAPKIN - an individual piece of linen which is used to protect the clothing
or wipe the mouth during a meal
_________________________________________________________________________________________________92
35. TABLEWARE - is a term recognized as embracing all items of flatware, cutlery,
hollowware
36. VIENNA – a medium to dark roast of coffee
Other Terms Used :
• Captain Waiter – Chef de Etage

• Chef – a person who prepares food as an occupation in restaurant,
private house, hotel
• Dining Room Attendant – Commis de Rang (busboy)
• Director of Service – Chef de Service
• Head Waiter – Chef de Salle
• Waiter – Chef de Rang/Demi Chef de Rang
• Wine Steward – Chef de Vin/Chef Sommelier
_________________________________________________________________________________________________93
ACKNOWLEDGMENTS
The Technical Education and Skills Development Authority (TESDA) wishes

to extend thanks and appreciation to the many representatives of business, industry,
academe and government agencies who donated their time and expertise to the
development and validation of these Training Regulations.
TOURISM INDUSTRY BOARD FOUNDATION, INC. (TIBFI) - EXECUTIVE

COMMITTEE
MR. DANIEL L. EDRALIN SEC. AUGUSTO BOBOY SYJUCO

Chairman Trustee
Director General, TESDA
MR. HUMPHREY O’LEARY ATTY. MA. VICTORIA V. JASMIN

Deputy Chairman Trustee
MR. PAUL LIM SO DR. IGNACIO S. PABLO

Treasurer Executive Director
DR. CORAZON R. RODRIGUEZ

Secretary
INDUSTRY WORKING GROUP (IWG)
MR. HUMPHREY O’LEARY MR. BIENVENIDO CLARAVALL

MS. ANABELLE MORENO Assessment and Certification
Co-Chairs Sub-Committee
Industry Working Committee
MS. SYLVIA SANGCO

Chair, Planning Sub-Committee Advocacy Sub-Committee
MS. YAEL FERNANDEZ VIC ALCUAZ

MS. SUSAN EDILO Placement Sub-Committee
Standards Development Sub-Committee
MR. SANTOS BUENVENIDA MS. MA. THERESE C. DOMINGO

ENGR. EVELYN PANTIG Food and Beverage Service Expert
Professional and Programs Development Sub-
Committee
The TESDA Board Members and Secretariat
The Management and Staff of the TESDA Secretariat

• QSO
_________________________________________________________________________________________________94

FBS Iv

Uploaded by

Copyright:

Available Formats

FBS Iv

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FBS Iv

Uploaded by

Copyright:

Available Formats

TRAINING

FOOD AND BEVERAGE

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

FOOD AND BEVERAGE SERVICE NC IV

SECTION 1 FOOD AND BEVERAGE SERVICE

SECTION 2 COMPETENCY STANDARDS

• Basic Competencies 3-28

SECTION 3 TRAINING STANDARDS

3.1 Curriculum Design 76-82

SECTION 4 NATIONAL ASSESSMENT AND

DEFINITION OF TERMS 91-93

SECTION 1 FOOD AND BEVERAGE SERVICE NC IV QUALIFICATION

The Food and Beverage Service NC IV Qualification consists of

This Qualification is packaged from the competency map of the Tourism

The Units of Competency comprising this Qualification include the following:

500311115 Utilize specialized communication skills

CODE NO. COMMON COMPETENCIES

TRS311210 Conduct assessment

TRS512368 Operate a food outlet

CODE NO. ELECTIVE COMPETENCIES

A person who has achieved this Qualification is competent to be a/an:

UNIT OF COMPETENCY : UTILIZE SPECIALIZED COMMUNICATION SKILLS

1. Critical aspects of Assessment requires evidence that the candidate:

3. Underpinning 3.1 Full range of communication techniques including:

4. Resource 4.1 Access to appropriate workplace where assessment

5. Method of Competency MUST be assessed through:

6. Context of 6.1 This unit should be assessed on the job through

1. Critical aspects of Assessment requires evidence that the candidate:

1.2. Possible causes of problem are identified within

1.3 Possible cause statements are developed based

2.2 Strengths and weaknesses of possible options are

2.3 Corrective action is determined to resolve the

3.3 Recommendations are followed-up, if required

4. Implement solution 4.1 Measurable objectives are identified

4.2 Resource needs are identified

4.3 Timelines are identified in accordance with plan

5. Evaluate/Monitor 5.1. Processes and improvements are identified based

5.2. Recommendations are prepared and submitted to

1. Area of responsibility Variables may include but are limited to:

2. Occupational Health and 2.1. As per company, statutory and vendor

1. Critical aspects of Assessment requires evidence that the candidate:

6. Context of 6.1. Competency may be assessed in the work place or

UNIT CODE : 500311118

UNIT DESCRIPTOR : This unit covers the outcomes required to process,

1. Study information 1.1 Needs are identified using established research

4. Present findings/ 4.1 Findings/recommendations summarized and

2. Forms May include but are not limited to:

3. Methodologies 3.1 Qualitative methods

4. Statistical 4.1. Averages (Mean, Median, Mode)

5. Data 5.1. Raw Data

6. Information 6.1. Processed and packaged data

1. Critical aspects of Assessment requires evidence that the candidate

2. Underpinning 2.1 Data processing, Information analysis and interpretation

6. Context of 6.1 Competency may be assessed in actual workplace or

UNIT CODE : 500311120

2. Implement specific 2.1 Programs/Activities are identified according to

3. Monitor activities on 3.1 Activities are periodically monitored and evaluated

Critical aspects of Assessment requires evidence that the candidate: