TR Commercial Cooking NC III

TRAINING
REGULATIONS
COMMERCIAL COOKING
NCIII
________________________
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)
COMMERCIAL COOKING NC III
Page No.
SECTION 1 COMMERCIAL COOKING NC III

QUALIFICATION 1
SECTION 2 COMPETENCY STANDARDS
 Basic Competencies 3-24

 Common Competencies 25-41
 Core Competencies 42-90
SECTION 3 TRAINING STANDARDS
3.1 Curriculum Design 91-97

3.2 Training Delivery 98
3.3 Trainee Entry Requirements 99
3.4 List of Tools, Equipment and Materials 99-102
3.5 Training Facilities 103
3.6 Trainer’s Qualifications 103
3.7 Institutional Assessment 103
SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION

ARRANGEMENTS 104
COMPETENCY MAP 106
DEFINITION OF TERMS 107
ACKNOWLEDGMENTS 109
_________________________________________________________________________________________________________________________________
TR – Commercial Cooking NCIII Promulgated April 2007
TRAINING REGULATIONS FOR
SECTION 1 COMMERCIAL COOKING NC III QUALIFICATION

The COMMERCIAL COOKING NC III Qualification consists of competencies
that a person must achieve to plan, prepare and present various hot and cold
products, including specialized food items, specialty cuisines and quantity foods and
supervise a small team of cooks for guests in hotels, motels, restaurants, clubs,
canteens, resorts, luxury liners and cruise ships within the company’s acceptable
standards.
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
500311109 Lead workplace communication

500311110 Lead small teams
500311111 Develop and practice negotiation skills
500311112 Solve problems related to work activities
500311113 Use mathematical concepts and techniques
500311114 Use relevant technologies
CODE NO. COMMON COMPETENCIES
TRS311206 Roster staff

TRS311207 Control and order stock
TRS311208 Train small groups
TRS311209 Establish and conduct business relationships
CODE NO. CORE COMPETENCIES
TRS512345 Plan and prepare food for ala carte and buffets
TRS512346 Plan and control menu-based catering
TRS512347 Organize bulk cooking operations
TRS512348 Prepare pates and terrines
TRS512349 Plan, prepare and display a buffet
TRS512350 Select, prepare and serve specialized food items
TRS512351 Select, prepare and serve specialty cuisines
TRS512352 Monitor catering revenue and costs
TRS512353 Establish and maintain quality control
TRS512354 Apply cook-chill-freeze production processes
________________________________________________________________________________________________________________________________ 1
A person who has achieved this Qualification is competent to be a:
 Chef de Partie
 Head Chef
________________________________________________________________________________________________________________________________ 2
This section details the contents of the basic, common and core units of
competency required in Commercial Cooking NC III.
BASIC COMPETENCIES
UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

UNIT CODE : 500311109
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to lead in the dissemination and discussion of
ideas, information and issues in the workplace.
PERFORMANCE CRITERIA
ELEMENT Bold and italicized terms are elaborated in the
Range of Variables
1. Communicate 1.1 Appropriate communication method is
information about selected
workplace processes 1.2 Multiple operations involving several topics
areas are communicated accordingly
1.3 Questions are used to gain extra information
1.4 Correct sources of information are identified
1.5 Information is selected and organized correctly
1.6 Verbal and written reporting is undertaken when
required
1.7 Communication skills are maintained in all
situations
2. Lead workplace 2.1 Response to workplace issues are sought
discussions 2.2 Response to workplace issues are provided
immediately
2.3 Constructive contributions are made to
workplace discussions on such issues as
production, quality and safety
2.4 Goals/objectives and action plan undertaken in
the workplace are communicated
3. Identify and 3.1 Issues and problems are identified as they arise
communicate issues 3.2 Information regarding problems and issues are
arising in the workplace organized coherently to ensure clear and
effective communication
3.3 Dialogue is initiated with appropriate personnel
3.4 Communication problems and issues are raised
as they arise
________________________________________________________________________________________________________________________________ 3
This section details the contents of the basic, common and core units of
competency required in Commercial Cooking NC III.
BASIC COMPETENCIES
UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

UNIT CODE : 500311109
required to lead in the dissemination and discussion of
ideas, information and issues in the workplace.
Range of Variables
1. Communicate 1.1 Appropriate communication method is
information about selected
workplace processes 1.2 Multiple operations involving several topics
areas are communicated accordingly
1.3 Questions are used to gain extra information
1.4 Correct sources of information are identified
1.5 Information is selected and organized correctly
1.6 Verbal and written reporting is undertaken when
required
1.7 Communication skills are maintained in all
situations
2. Lead workplace 2.1 Response to workplace issues are sought
discussions 2.2 Response to workplace issues are provided
immediately
2.3 Constructive contributions are made to
workplace discussions on such issues as
production, quality and safety
2.4 Goals/objectives and action plan undertaken in
the workplace are communicated
3. Identify and 3.1 Issues and problems are identified as they arise
communicate issues 3.2 Information regarding problems and issues are
arising in the workplace organized coherently to ensure clear and
effective communication
3.3 Dialogue is initiated with appropriate personnel
3.4 Communication problems and issues are raised
as they arise
________________________________________________________________________________________________________________________________ 3
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the candidate:
competency 1.1. Dealt with a range of communication/information at
one time
1.2. Made constructive contributions in workplace issues
1.3. Sought workplace issues effectively
1.4. Responded to workplace issues promptly
1.5. Presented information clearly and effectively written
form
1.6. Used appropriate sources of information
1.7. Asked appropriate questions
1.8. Provided accurate information
2. Underpinning 2.1. Organization requirements for written and electronic
knowledge communication methods
2.2. Effective verbal communication methods
3. Underpinning 3.1. Organize information
skills 3.2. Understand and convey intended meaning
3.3. Participate in variety of workplace discussions
3.4. Comply with organization requirements for the use
of written and electronic communication methods
4. Resource The following resources MUST be provided:
implications 4.1. Variety of Information
4.2. Communication tools
4.3. Simulated workplace
5. Method of Competency may be assessed through:
assessment 5.1. Competency in this unit must be assessed through
5.2. Direct Observation
5.3. Interview
6. Context of 6.1. Competency may be assessed in the workplace or
assessment in simulated workplace environment
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UNIT OF COMPETENCY : LEAD SMALL TEAMS
UNIT CODE : 500311110
required to lead small teams including setting and
maintaining team and individual performance
standards.
Range of Variables
1. Provide team 1.1. Work requirements are identified and
leadership presented to team members
1.2. Reasons for instructions and requirements are
communicated to team members
1.3. Team members’ queries and concerns are
recognized, discussed and dealt with
2. Assign responsibilities 2.1. Duties, and responsibilities are allocated
having regard to the skills, knowledge and
aptitude required to properly undertake the
assigned task and according to company
policy
2.2. Duties are allocated having regard to individual
preference, domestic and personal
considerations, whenever possible
3. Set performance 3.1. Performance expectations are established
expectations for team based on client needs and according to
members assignment requirements
3.2. Performance expectations are based on
individual team members duties and area of
responsibility
3.3. Performance expectations are discussed and
disseminated to individual team members
________________________________________________________________________________________________________________________________ 6
Range of Variables
4. Supervise team 4.1. Monitoring of performance takes place
performance against defined performance criteria and/or
assignment instructions and corrective action
taken if required
4.2. Team members are provided with feedback,
positive support and advice on strategies to
overcome any deficiencies
4.3. Performance issues which cannot be rectified
or addressed within the team are referenced to
appropriate personnel according to employer
policy
4.4. Team members are kept informed of any
changes in the priority allocated to assignments
or tasks which might impact on client/customer
needs and satisfaction
4.5. Team operations are monitored to ensure that

employer/client needs and requirements are
met
4.6. Follow-up communication is provided on all
issues affecting the team
4.7. All relevant documentation is completed in
accordance with company procedures
________________________________________________________________________________________________________________________________ 7
UNIT OF COMPETENCY : LEAD SMALL TEAMS
UNIT CODE : 500311110
required to lead small teams including setting and
maintaining team and individual performance
standards.
Range of Variables
1. Provide team 1.1. Work requirements are identified and
leadership presented to team members
1.2. Reasons for instructions and requirements are
communicated to team members
1.3. Team members’ queries and concerns are
recognized, discussed and dealt with
2. Assign responsibilities 2.1. Duties, and responsibilities are allocated
having regard to the skills, knowledge and
aptitude required to properly undertake the
assigned task and according to company
policy
2.2. Duties are allocated having regard to individual
preference, domestic and personal
considerations, whenever possible
3. Set performance 3.1. Performance expectations are established
expectations for team based on client needs and according to
members assignment requirements
3.2. Performance expectations are based on
individual team members duties and area of
responsibility
3.3. Performance expectations are discussed and
disseminated to individual team members
________________________________________________________________________________________________________________________________ 6
EVIDENCE GUIDE
1. Critical aspects Assessment requires evidence that the candidate:
of competency 1.1. Maintained or improved individuals and/or team
performance given a variety of possible scenario
1.2. Assessed and monitored team and individual
performance against set criteria
1.3. Represented concerns of a team and individual to
next level of management or appropriate specialist
and to negotiate on their behalf
1.4. Allocated duties and responsibilities, having regard to
individual’s knowledge, skills and aptitude and the
needs of the tasks to be performed
1.5. Set and communicated performance expectations for
a range of tasks and duties within the team and
provided feedback to team members
2. Underpinning 2.1. Company policies and procedures
knowledge 2.2. Relevant legal requirements
2.3. How performance expectations are set
2.4. Methods of Monitoring Performance
2.5. Client expectations
2.6. Team member’s duties and responsibilities
3. Underpinning 3.1. Communication skills required for leading teams
skills 3.2. Informal performance counseling skills
3.3. Team building skills
3.4. Negotiating skills
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 task
________________________________________________________________________________________________________________________________ 9
5. Methods of Competency may be assessed through:
assessment 5.1. Direct observations 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 assessment may occur in workplace or
assessment any appropriately simulated environment
6.2. Assessment shall be observed while task are being
undertaken whether individually or in-group
________________________________________________________________________________________________________________________________ 10
UNIT OF COMPETENCY: DEVELOP AND PRACTICE NEGOTIATION SKILLS
UNIT CODE : 500311111
UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes
required to collect information in order to negotiate to a
desired outcome and participate in the negotiation.
Range of Variables
1. Plan negotiations 1.1 Information on preparing for negotiation is
identified and included in the plan
1.2 Information on active listening is identified and
included in the plan
1.3 Information on different questioning techniques is
identified and included in the plan
1.4 Information is checked to ensure it is correct and up-
to- date
2. Participate in 2.1 Criteria for successful outcome are agreed upon by all
negotiations parties
2.2 Desired outcome of all parties are considered
2.3 Appropriate language is used throughout the
negotiation
2.4 A variety of questioning techniques are used
2.5 The issues and processes are documented and
agreed upon by all parties
2.6 Possible solutions are discussed and their viability
assessed
2.7 Areas for agreement are confirmed and recorded
2.8 Follow-up action is agreed upon by all parties
________________________________________________________________________________________________________________________________ 11
EVIDENCE GUIDE
of competency 1.1. Maintained or improved individuals and/or team
performance given a variety of possible scenario
1.2. Assessed and monitored team and individual
performance against set criteria
1.3. Represented concerns of a team and individual to
next level of management or appropriate specialist
and to negotiate on their behalf
1.4. Allocated duties and responsibilities, having regard to
individual’s knowledge, skills and aptitude and the
needs of the tasks to be performed
1.5. Set and communicated performance expectations for
a range of tasks and duties within the team and
provided feedback to team members
2. Underpinning 2.1. Company policies and procedures
knowledge 2.2. Relevant legal requirements
2.3. How performance expectations are set
2.4. Methods of Monitoring Performance
2.5. Client expectations
2.6. Team member’s duties and responsibilities
3. Underpinning 3.1. Communication skills required for leading teams
skills 3.2. Informal performance counseling skills
3.3. Team building skills
3.4. Negotiating skills
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 task
________________________________________________________________________________________________________________________________ 9
VARIABLE RANGE
3. Active listening May include but not limited to:
3.1 Attentive
3.2 Don’t interrupt
3.3 Good posture
3.4 Maintain eye contact
3.5 Reflective listening
4. Questioning May include but not limited to:
techniques
4.1 Direct
4.2 Indirect
4.3 Open-ended
________________________________________________________________________________________________________________________________ 13
EVIDENCE GUIDE

Competency 1.1 Demonstrated sufficient knowledge of the factors
influencing negotiation to achieve agreed outcome
1.2 Participated in negotiation with at least one person to
achieve an agreed outcome
2. Underpinning 2.1 Codes of practice and guidelines for the organization

knowledge and 2.2 Organizations policy and procedures for negotiations
Attitude 2.3 Decision making and conflict resolution strategies
procedures
2.4 Problem solving strategies on how to deal with
unexpected questions and attitudes during negotiation
2.5 Flexibility
2.6 Empathy
3. Underpinning 3.1 Interpersonal skills to develop rapport with other parties

skills 3.2 Communication skills (verbal and listening)
3.3 Observation skills
3.1 Negotiation skills

implications 4.1 Room with facilities necessary for the negotiation
process
4.2 Human resources (negotiators)

assessment 5.1 Observation/demonstration and questioning
5.2 Portfolio assessment
5.3 Oral and written questioning
5.4 Third party report
6. Context of 6.1 Competency to be assessed in real work environment or

assessment in a simulated workplace setting.
________________________________________________________________________________________________________________________________ 14
UNIT OF COMPETENCY : SOLVE PROBLEMS RELATED TO WORK
ACTIVITIES
UNIT CODE : 500311112
UNIT DESCRIPTOR : This unit of competencies covers the knowledge, skills
and attitudes required to solve problems in the
workplace including the application of problem solving
techniques and to determine and resolve the root
cause of problems.
Range of Variables
1. Identify the problem 1.1. Variances are identified from normal operating
parameters; and product quality
1.2. Extent, cause and nature are of the problem
are defined through observation, investigation
and analytical techniques
1.3. Problems are clearly stated and specified
2. Determine 2.1. Possible causes are identified based on
fundamental causes experience and the use of problem solving
of the problem tools / analytical techniques.
2.2. Possible cause statements are developed
based on findings
2.3. Fundamental causes are identified per results
of investigation conducted
3. Determine corrective 3.1. All possible options are considered for
action resolution of the problem
3.2. Strengths and weaknesses of possible options
are considered
3.3. Corrective actions are determined to resolve
the problem and possible future causes
3.4. Action plans are developed identifying
measurable objectives, resource needs and
timelines in accordance with safety and
operating procedures
4. Provide 4.1. Report on recommendations are prepared
recommendation/s to 4.2. Recommendations are presented to
manager appropriate personnel.
4.3. Recommendations are followed-up, if required
________________________________________________________________________________________________________________________________ 15
RANGE OF VARIABLES
VARIABLE RANGE
1. Preparing for May include but not limited to:
negotiation
1.1 Background information on other parties to the
negotiation
1.2 Good understanding of topic to be negotiated
1.3 Clear understanding of desired outcome/s
1.4 Personal attributes
1.4.1 self awareness
1.4.2 self esteem
1.4.3 objectivity
1.4.4 empathy
1.4.5 respect for others
1.5 Interpersonal skills
1.5.1 listening/reflecting
1.5.2 non verbal communication
1.5.3 assertiveness
1.5.4 behavior labeling
1.5.5 testing understanding
1.5.6 seeking information
1.5.7 self disclosing
1.6 Analytic skills
1.6.1 observing differences between content
and process
1.6.2 identifying bargaining information
1.6.3 applying strategies to manage process
1.6.4 applying steps in negotiating process
1.6.5 strategies to manage conflict
1.6.6 steps in negotiating process
1.6.7 options within organization and
externally for resolving conflict
2. Non verbal May include but not limited to:
environments
2.1 Friendly reception
2.2 Warm and welcoming room
2.3 Refreshments offered
2.4 Lead in conversation before negotiation begins
________________________________________________________________________________________________________________________________ 12
EVIDENCE GUIDE

competency
1.1. Identified the problem
1.2. Determined the fundamental causes of the problem
1.3. Determined the correct / preventive action
1.4. Provided recommendation to manager
These aspects may be best assessed using a range of
scenarios / case studies / what ifs as a stimulus with a
walk through forming part of the response. These
assessment activities should include a range of problems,
including new, unusual and improbable situations that may
have happened.
2. Underpinning 2.1. Competence includes a thorough knowledge and
knowledge understanding of the process, normal operating
parameters, and product quality to recognize non-
standard situations
2.2. Competence to include the ability to apply and
explain, sufficient for the identification of
fundamental cause, determining the corrective
action and provision of recommendations
2.2.1. Relevant equipment and operational
processes
2.2.2. Enterprise goals, targets and measures
2.2.3. Enterprise quality, OHS and environmental
requirement
2.2.4. Principles of decision making strategies
and techniques
2.2.5. Enterprise information systems and data
collation
2.2.6. Industry codes and standards
________________________________________________________________________________________________________________________________ 17
3. Underpinning 3.1. Using range of formal problem solving techniques
skills
3.2. Identifying and clarifying the nature of the problem
3.3. Devising the best solution
3.4. Evaluating the solution
3.5. Implementation of a developed plan to rectify the
problem
4. Resource 4.1. Assessment will require access to an operating
implications 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
reason behind the observable action.
assessment
5.1. Case studies on solving problems in the workplace
5.2. Observation
The unit will be assessed in a holistic manner as is
practical and may be integrated with the assessment of
other relevant units of competency. Assessment will occur
over a range of situations, which will include disruptions to
normal, smooth operation. Simulation may be required to
allow for timely assessment of parts of this unit of
competency. Simulation should be based on the actual
workplace and will include walk through of the relevant
competency components.
6. Context of 6.1. In all workplace, it may be appropriate to assess
assessment this unit concurrently with relevant teamwork or
operation units.
________________________________________________________________________________________________________________________________ 18
UNIT OF COMPETENCY: USE MATHEMATICAL CONCEPTS AND
TECHNIQUES
UNIT CODE : 500311113
required in the application of mathematical concepts
and techniques.
Range of Variables
1. Identify mathematical 1.1 Problem areas are identified based on given
tools and techniques to condition
solve problem 1.2 Mathematical techniques are selected based
on the given problem
2. Apply mathematical 2.1 Mathematical techniques are applied based on

procedure/solution the problem identified
2.2 Mathematical computations are performed to the
level of accuracy required for the problem
2.3 Results of mathematical computation is
determined and verified based on job
requirements
3. Analyze results 3.1 Result of application is reviewed based on

expected and required specifications and
outcome
3.2 Appropriate action is applied in case of error
________________________________________________________________________________________________________________________________ 19
UNIT OF COMPETENCY : SOLVE PROBLEMS RELATED TO WORK
ACTIVITIES
UNIT CODE : 500311112
UNIT DESCRIPTOR : This unit of competencies covers the knowledge, skills
and attitudes required to solve problems in the
workplace including the application of problem solving
techniques and to determine and resolve the root
cause of problems.
Range of Variables
1. Identify the problem 1.1. Variances are identified from normal operating
parameters; and product quality
1.2. Extent, cause and nature are of the problem
are defined through observation, investigation
and analytical techniques
1.3. Problems are clearly stated and specified
2. Determine 2.1. Possible causes are identified based on
fundamental causes experience and the use of problem solving
of the problem tools / analytical techniques.
2.2. Possible cause statements are developed
based on findings
2.3. Fundamental causes are identified per results
of investigation conducted
3. Determine corrective 3.1. All possible options are considered for
action resolution of the problem
3.2. Strengths and weaknesses of possible options
are considered
3.3. Corrective actions are determined to resolve
the problem and possible future causes
3.4. Action plans are developed identifying
measurable objectives, resource needs and
timelines in accordance with safety and
operating procedures
4. Provide 4.1. Report on recommendations are prepared
recommendation/s to 4.2. Recommendations are presented to
manager appropriate personnel.
4.3. Recommendations are followed-up, if required
________________________________________________________________________________________________________________________________ 15
EVIDENCE GUIDE

competency 1.1 Identified, applied and reviewed the use of
mathematical concepts and techniques to workplace
problems
2. Underpinning 2.1 Fundamental operation (addition, subtraction, division,

knowledge multiplication)
2.2 Measurement system
2.3 Precision and accuracy
2.4 Basic measuring tools/devices
3. Underpinning 3.1 Applying mathematical computations

skills 3.2 Using calculator
3.3 Using different measuring tools

implications 4.1 Calculator
4.2 Basic measuring tools
4.3 Case Problems

assessment 5.1 Authenticated portfolio
5.2 Written Test
5.3 Interview/Oral Questioning
5.4 Demonstration
6. Context of 6.1 Competency may be assessed in the work place or in a

assessment simulated work place setting
________________________________________________________________________________________________________________________________ 21
UNIT OF COMPETENCY: USE RELEVANT TECHNOLOGIES
UNIT CODE : 500311114
UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills,

and attitude required in selecting, sourcing and applying
appropriate and affordable technologies in the
workplace.
Range of Variables
1.1 Usage of different technologies is determined

1. Study/select appropriate based on job requirements
technology 1.2 Appropriate technology is selected as per work
specification
2.1 Relevant technology is effectively used in carrying

2. Apply relevant technology out function
2.2 Applicable software and hardware are used as per
task requirement
2.3 Management concepts are observed and
practiced as per established industry practices
3.1 Maintenance of technology is applied in

3. Maintain/enhance of accordance with the industry standard operating
relevant technology procedure, manufacturer’s operating
guidelines and occupational health and safety
procedure to ensure its operative ability
3.2 Updating of technology is maintained through
continuing education or training in accordance with
job requirement
3.3 Technology failure/ defect is immediately reported
to the concern/responsible person or section for
appropriate action
________________________________________________________________________________________________________________________________ 22
RANGE OF VARIABLES
VARIABLE RANGE
1. Technology May include but are not limited to:
1.1 Office technology
1.2 Industrial technology
1.3 System technology
1.4 Information technology
1.5 Training technology
2. Management concepts May include but not limited to:

2.1 Real Time Management
2.2 KAIZEN or continuous improvement
2.3 5s
2.4 Total Quality Management
2.5 Other management/productivity tools
3. Industry standard operating May include but are not limited to:
procedure 3.1 Written guidelines relative to the usage of
office technology/equipment
3.2 Verbal advise/instruction from the co-worker
4. Manufacturer’s operating May include but are not limited to:

guidelines/ instructions 4.1 Written instruction/manuals of specific
technology/ equipment
4.2 General instruction manual
4.3 Verbal advise from manufacturer relative to
the operation of equipment
5. Occupational health and May include but are not limited to:
safety procedure 5.1 Relevant statutes on OHS
5.2 Company guidelines in using
technology/equipment
6. Appropriate action May include but are not limited to:

6.1 Implementing preventive maintenance
schedule
6.2 Coordinating with manufacturer’s technician
________________________________________________________________________________________________________________________________ 23
3. Underpinning 3.1. Using range of formal problem solving techniques
skills
3.2. Identifying and clarifying the nature of the problem
3.3. Devising the best solution
3.4. Evaluating the solution
3.5. Implementation of a developed plan to rectify the
problem
4. Resource 4.1. Assessment will require access to an operating
implications 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
reason behind the observable action.
assessment
5.1. Case studies on solving problems in the workplace
5.2. Observation
The unit will be assessed in a holistic manner as is
practical and may be integrated with the assessment of
other relevant units of competency. Assessment will occur
over a range of situations, which will include disruptions to
normal, smooth operation. Simulation may be required to
allow for timely assessment of parts of this unit of
competency. Simulation should be based on the actual
workplace and will include walk through of the relevant
competency components.
6. Context of 6.1. In all workplace, it may be appropriate to assess
assessment this unit concurrently with relevant teamwork or
operation units.
________________________________________________________________________________________________________________________________ 18
COMMON COMPETENCIES
UNIT OF COMPETENCY : ROSTER STAFF
UNIT CODE : TRS5311206
UNIT DESCRIPTOR : This unit covers the knowledge, skills, behavior and
motivations required to develop staff rosters. This role
may be carried out by operational supervisors and
managers.
Range of Variables
1 Develop and implement 1.1 Rosters are developed in accordance with
staff rosters company agreements and wage budgets.
1.2 Operational efficiency and customer service levels
are maximized while wage costs are minimized in
roster development.
1.3 Duties are combined where appropriate to ensure
effective use of staff.
1.4 The available skills base is utilized appropriately to
roster the most effective mix of staff and to meet
different operational requirements.
1.5 Rosters are presented in required formats to
ensure clarity of information in accordance with
company standards.
1.6 Rosters are communicated to appropriate
colleagues within designated timelines.
2. Maintain staff records 2.1 Time sheets and other documentation are
completed accurately and within designated
timelines.
2.2 Staff records are updated accurately and
maintained or stored in accordance with
establishment procedures.
________________________________________________________________________________________________________________________________ 25
RANGE OF VARIABLES
VARIABLE RANGE
1. Rosters May be for but are not limited to:
1.1 An individual department
1.2 A whole establishment
1.3 A specific project
2. Company agreements May be but are not limited to:

2.1 Number of hours worked in a given shift
2.2 Overall number of hours allocated to different
staff members
2.3 Breaks between shifts
2.4 Nature of duties allocated
2.5 Use of permanent or casual staff
________________________________________________________________________________________________________________________________ 26
EVIDENCE GUIDE

Competency 1.1 Demonstrated knowledge and understanding of the
factors and issues which impact upon staff rostering
1.2 Demonstrated familiarity with typical formats and the
key information to be included
1.3 Demonstrated the ability to prepare staff rosters which
meet wage budgets and which provide a level of
staffing sufficient to ensure the delivery of high quality
customer service.
2. Underpinning 2.1 The role of rosters and their importance in controlling
knowledge staff costs
2.2 Factors to be considered when developing rosters
2.3 Formats for the presentation of staff rosters and details
to be included
2.4 Knowledge on area of operation for which roster is
being developed.
3. Underpinning Skills 3.1 Organize information
3.2 Prepare staff rosters
Implications 4.1 Project or work activities which allow the candidate to
prepare rosters for a workplace and to evaluate their
cost efficiency and operational effectiveness against
nominated standards
4.2 Preparation of more than one roster to meet the
staffing requirements of more than one operational
situation
Assessment 5.1. Evaluation of the staffing costs and service levels at
an event for which the candidate has prepared
rosters
5.2. Oral or written questions to assess knowledge of
specific factors which affect the design of rosters
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 the workplace or
Assessment in simulated workplace environment
6.2. Assessment shall be observed while tasks are
being undertaken whether individually or in a group
________________________________________________________________________________________________________________________________ 27
EVIDENCE GUIDE

competency 1.1 Identified, applied and reviewed the use of
mathematical concepts and techniques to workplace
problems
2. Underpinning 2.1 Fundamental operation (addition, subtraction, division,

knowledge multiplication)
2.2 Measurement system
2.3 Precision and accuracy
2.4 Basic measuring tools/devices
3. Underpinning 3.1 Applying mathematical computations

skills 3.2 Using calculator
3.3 Using different measuring tools

implications 4.1 Calculator
4.2 Basic measuring tools
4.3 Case Problems

assessment 5.1 Authenticated portfolio
5.2 Written Test
5.3 Interview/Oral Questioning
5.4 Demonstration
6. Context of 6.1 Competency may be assessed in the work place or in a

assessment simulated work place setting
________________________________________________________________________________________________________________________________ 21
4. Follow-up orders 4.1 The delivery process is monitored to ensure
agreed deadlines are met.
4.2 Continuity of supply is ensured by liaising with
colleagues and suppliers.
4.3 Routine supply problems are followed up or
referred to the appropriate person in accordance
with company policy.
4.4 Stock is distributed to agreed locations.
5. Organize and 5.1 Stocks are organized at appropriate intervals
administer stocks according to company policy and procedures.
5.2 Stocktaking responsibilities are allocated to staff.
5.3 Accurate stock reports are produced within
designated timelines.
________________________________________________________________________________________________________________________________ 29
RANGE OF VARIABLES
VARIABLE RANGE
1. Stock May include but is not limited to:
1.1 Food
1.2 Beverages
1.3 Equipment such as maintenance and cleaning

equipment, office equipment
1.4 Linen
1.5 Stationery
1.6 Brochures and promotional materials
1.7 Cleaning supplies and chemicals
1.8 Vouchers and tickets
1.9 Souvenir products
2. Stock losses May be due to the following:
2.1 Lack of rotation leading to product

deterioration
2.2 Inappropriate storage conditions
2.3 Access by pests or vermin
2.4 Theft
2.5 Overstocking
________________________________________________________________________________________________________________________________ 30
EVIDENCE GUIDE

of Competency 1.1 Demonstrated the ability to maintain continuous stock
supply within a specific hospitality industry environment
1.2 Demonstrated the ability to meet accuracy and speed
requirements for completion and maintenance of stock
records
2 Underpinning 2.1 Stock level maintenance techniques as appropriate to
Knowledge the industry sector
2.2 Typical stocktaking procedures as appropriate to the
industry sector
2.3 Stock recording systems
2.4 Stock security systems
2.5 Types of stock control documentation and systems
that may be applied in the hospitality industry
2.6 Reasons for stock loss and damage
3. Underpinning 3.1 Collect, organize and analyze information
Skills 3.2 Plan and organize activities
3.3 Application of underpinning knowledge
Implications 4.1 Project or work activities that allow the candidate to
demonstrate stock control and monitoring over a
period of time
4.2 Use of real stock items
4.3 Use of industry-current stock control technology or
documentation
4.4 Involvement of internal/external suppliers
Assessment 5.1 Review of activities undertaken by the candidate to
monitor stock for a given period of time for a specific
outlet
5.2 Written or oral questions to test knowledge of
reasons for procedures
5.3 Review of workplace reports and records related to
stock control, prepared by the candidate
5.4 Review of portfolios of evidence and third party
candidate
________________________________________________________________________________________________________________________________ 31
EVIDENCE GUIDE
2 1. Critical aspects of Assessment requires evidence that the candidate:

competency 1.1 Studied and selected appropriate technology
consistent with work requirements
1.2 Applied relevant technology
1.3 Maintained and enhanced operative ability of relevant
technology
2.1 Awareness on technology and its function

2. Underpinning
knowledge 2.2 Repair and maintenance procedure
2.3 Operating instructions
2.4 Applicable software
2.5 Communication techniques
2.6 Health and safety procedure
2.7 Company policy in relation to relevant technology
2.8 Different management concepts
2.9 Technology adaptability
3. Underpinning skills 3.1 Relevant technology application/implementation

3.2 Basic communication skills
3.3 Software applications skills
3.4 Basic troubleshooting skills

implications 4.1 Relevant technology
4.2 Interview and demonstration questionnaires
4.3 Assessment packages
5. Method of Competency must be assessed through:

assessment 5.1 Interview
5.2 Actual demonstration
5.3 Authenticated portfolio (related certificates of
training/seminar)
6. Context of 6.1 Competency may be assessed in actual workplace or

assessment simulated environment
________________________________________________________________________________________________________________________________ 24
UNIT OF COMPETENCY : TRAIN SMALL GROUPS
UNIT DESCRIPTOR : This unit covers the requirements for planning,

delivering and reviewing training provided for the
purposes of developing competency on a one-to-one
or small group basis.
Range of Variables
1. Prepare for trainings 1.1 Specific training needs are identified and
confirmed through consultation with appropriate
personnel.
1.2 Training objectives are matched to identify
competency development needs.
1.3 Training approaches are planned and
documented.
2. Deliver training 1.1 Training is conducted in a safe and accessible
environment.
1.2 Training delivery methods appropriate to the
participant(s) needs, trainer availability, location
and resources are selected.
1.3 Strategies and techniques which facilitate the
learning process are employed.
1.4 Training objectives, sequence of activities and
assessment processes are discussed with training
participant(s).
1.5 Systematic approach to training is undertaken to
meet specific needs of training participant(s).
3. Provide opportunities for 1.1 Practice opportunities are provided to ensure that
the participants achieve the components of
practice competency.
1.2 Variety of methods for encouraging learning is
implemented to meet the individual needs of
participants.
________________________________________________________________________________________________________________________________ 33
4. Review training 1.1 Participants are encouraged to self evaluate
performance and areas for improvement are
identified.
1.2 Participants” readiness for assessment is
monitored and assistance is provided with the
collection of evidence for satisfactory
performance.
1.3 Training is evaluated against objectives in the
context of self-assessment, participant feedback,
supervisor comments and measurements.
1.4 Training details are recorded according to
enterprise and legislative requirements.
1.5 Results of evaluation are utilized to guide further
training.
________________________________________________________________________________________________________________________________ 34
RANGE OF VARIABLES
VARIABLE RANGE
1. Training needs Relevant information to identify training needs

may include but not limited to:
1.1 Industry/enterprise or other performance
competency standards
1.2 Industry/workplace training practices
1.3 Job descriptions
1.4 Results of training needs analysis
1.5 Business plans of the organization which
identify skill development requirements
1.6 Standard operating and/or other workplace
procedures
2. Appropriate personnel May include but not limited to:

1.1 Team leaders/supervisors/technical experts
1.2 Managers/employers
1.3 Training and assessment coordinators
1.4 Training participants
1.5 Representative from government regulatory
bodies
1.6 Union/employee representatives
3. Training delivery methods May include but not limited to:
1.1 Presentations
1.2 Demonstrations
1.3 Explanations
1.4 Problem solving
1.5 Mentoring
1.6 Experiential learning
1.7 Group work
1.8 Job rotation
4.Strategies and techniques May include but not limited to:
4.1 Active listening
4.2 Targeted questioning
4.3 Points of clarification
4.4 Group discussions
________________________________________________________________________________________________________________________________ 35
EVIDENCE GUIDE

Competency 1.1 Demonstrated knowledge and understanding of the
factors and issues which impact upon staff rostering
1.2 Demonstrated familiarity with typical formats and the
key information to be included
1.3 Demonstrated the ability to prepare staff rosters which
meet wage budgets and which provide a level of
staffing sufficient to ensure the delivery of high quality
customer service.
2. Underpinning 2.1 The role of rosters and their importance in controlling
knowledge staff costs
2.2 Factors to be considered when developing rosters
2.3 Formats for the presentation of staff rosters and details
to be included
2.4 Knowledge on area of operation for which roster is
being developed.
3. Underpinning Skills 3.1 Organize information
3.2 Prepare staff rosters
Implications 4.1 Project or work activities which allow the candidate to
prepare rosters for a workplace and to evaluate their
cost efficiency and operational effectiveness against
nominated standards
4.2 Preparation of more than one roster to meet the
staffing requirements of more than one operational
situation
Assessment 5.1. Evaluation of the staffing costs and service levels at
an event for which the candidate has prepared
rosters
5.2. Oral or written questions to assess knowledge of
specific factors which affect the design of rosters
5.3. Review of portfolios of evidence and third party
candidate
6. Context for 6.1. Competency may be assessed in the workplace or
Assessment in simulated workplace environment
6.2. Assessment shall be observed while tasks are
being undertaken whether individually or in a group
________________________________________________________________________________________________________________________________ 27
EVIDENCE GUIDE

Competency 1.1. Demonstrated the ability to identify specific training
needs and required competency outcomes.
1.2. Demonstrated the ability to outline the training approach
and steps to be followed.
1.3. Demonstrated the ability to identify training participant(s)
and delivery method(s) to be used
1.4. Demonstrated the ability to organize and conduct the
training.
2. Underpinning 2.1. Identification of evidence of competency
Knowledge 2.2. Competency in the units being taught
2.3. Training delivery methods
3. Underpinning 3.1. Planning and documenting training approaches
Skills 3.2. Training delivery methods
3.3. Training strategies and techniques which facilitate
learning process
3.4. Correct use of equipment and presentation skills
appropriate for the training
3.5. Communication skills (written and oral)

Implications 4.1. Project or work activities that allow the candidate to
demonstrate planning, conducting and review of training
on a one-to-one or small group basis.
4.2. Access to records, logbooks, reports and other sources
of information about the operation and/or the personnel.
Assessment 5.1 Direct observation of performance in the conduct of the
training
5.2 Evaluation of the training plans and documents prepared
by the candidate
5.3 Oral or written questions to assess knowledge in training
needs analysis
6. Context for 6.1 Competency assessment may occur in workplace or any
Assessment appropriately simulated environment
6.2 Assessment shall be observed on multiple occasions
involving a combination of direct, indirect and
supplementary forms of evidence.
________________________________________________________________________________________________________________________________ 37
UNIT OF COMPETENCY : ESTABLISH AND CONDUCT BUSINESS
RELATIONSHIPS
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required
to manage business relationships with customers or
suppliers within a tourism or hospitality context. It
focuses on the relationship building and negotiation
skills.
Range of Variables
1. Establish and conduct 1.1 Relationships are established within the
business relationships appropriate cultural context in a manner that
promotes goodwill and trust between the
enterprise, its customers and suppliers.
1.2 Trust and respect are built in business
relationships through use of effective
communication skills and techniques
1.3 Opportunities to maintain regular contact with
customers and suppliers are identified and taken
up.
2. Conduct negotiations 2.1 Negotiations are conducted in a business-like
and professional manner within the relevant
cultural context.
2.2 Negotiations are conducted in the context of the
current enterprise marketing focus.
2.3 Benefits for all parties in the negotiation are
maximized through use of established techniques
and in the context of establishing long term
relationships.
2.4 Feedback and input from colleagues are
incorporated into the negotiation.
2.5 The results of negotiations are communicated to
appropriate colleagues and stakeholders within
the appropriate timeframes.
________________________________________________________________________________________________________________________________ 38
3. Make formal business 3.1 Agreements are confirmed in writing using formal
agreements contracts and in accordance to enterprise
requirements.
3.2 Appropriate approvals for all aspects of formal
agreements are checked and obtained in
accordance with enterprise procedures.
3.3 The need for specialist advice in the development
of contracts is identified and sought where
appropriate.
4.Foster and maintain 4.1 Information needed to maintain sound business
business relationships relationships are pro-actively sought, reviewed and
acted upon.
4.2 Agreements are honored within the scope of
individual responsibility.
4.3 Adjustments to agreements are made in
consultation with the customer/supplier and
information are shared with appropriate colleagues.
4.4 Relationships are nurtured through regular contact.
________________________________________________________________________________________________________________________________ 39
RANGE OF VARIABLES
VARIABLE RANGE
1. Stock May include but is not limited to:
1.1 Food
1.2 Beverages
1.3 Equipment such as maintenance and cleaning

equipment, office equipment
1.4 Linen
1.5 Stationery
1.6 Brochures and promotional materials
1.7 Cleaning supplies and chemicals
1.8 Vouchers and tickets
1.9 Souvenir products
2. Stock losses May be due to the following:
2.1 Lack of rotation leading to product

deterioration
2.2 Inappropriate storage conditions
2.3 Access by pests or vermin
2.4 Theft
2.5 Overstocking
________________________________________________________________________________________________________________________________ 30
EVIDENCE GUIDE

Competency 1.1 Demonstrated the ability to conduct successfully
business negotiations
1.2 Demonstrated the ability to build and maintain
relationships o achieve successful business outcomes
1.3 Demonstrated the knowledge and understanding of the
current environment and major industry issues in which
tourism and/or hospitality businesses operate.
2. Underpinning 2.1 Business environment including major industry issues in
Knowledge which the tourism and hospitality industry operates.
2.2 Legal issues that affect negotiations and contracts
2.3 General knowledge about contracts.
3. Underpinning 3.1 Negotiation and communication techniques appropriate
Skills to negotiations.
3.2 Interpersonal skills
3.3 Mathematical skills i.e. calculating profit margins for the
contract
Implications 4.1. Project or work activities conducted over a period of time
so that all aspects of the unit can be assessed.
4.2. Relationship-building and negotiation activities with a
range of individuals with whom the candidate has an
actual or potential business relationship.
Assessment 5.1. Evaluation of negotiation and business relationships or
agreements conducted or made by the candidate
5.2. Evaluation of reports prepared by the candidate detailing
how the negotiation aspects of a project were managed.
5.3. Case studies to assess application of knowledge to
business situations.
6. Context for 6.1. Competency assessment may occur in workplace or any
Assessment appropriately simulated environment
6.2. Assessment shall be observed on multiple occasions
involving a combination of direct, indirect and
supplementary forms of evidence.
________________________________________________________________________________________________________________________________ 41
CORE COMPETENCIES
UNIT OF COMPETENCY: PLAN AND PREPARE FOOD FOR ALA CARTE &
BUFFETS
UNIT DESCRIPTOR : This unit deals with the knowledge, skills, behavior and
motivations required to plan and prepare foods for ala
carte and buffet situations.
Range of Variables
1. Plan ala carte and buffet items 1.1 The ala carte and buffet is planned
according to enterprise and/or customer
requirements.
1.2 Appropriate food items are selected
according to season, budget, occasion
and customer requirements.
1.3 Food cost is calculated in accordance with
budget and reporting requirements
1.4 Layout and display of the buffet are
planned, in accordance with the type of
food, occasion and desired theme.
1.5 Buffet centerpieces & decoration are
designed organized and produced
according to enterprise procedures.
________________________________________________________________________________________________________________________________ 42
Range of Variables
2. Prepare, produce and present 2.1 Appropriate methods of cookery are
foods for ala carte and buffets used to prepare meats, poultry, seafood
and other foods for ala carte and buffets.
2.2 Buffet items are glazed with aspic or
gelatin preparations according to
acceptable enterprise standards
2.3 Sauces and garnishes suitable for ala
carte and buffet food items are produced.
2.4 Meats are carved and served according
to enterprise standards.
2.5 Hot and cold foods are served and
presented according to health and
hygiene regulations.
2.6 Portion control is applied to minimize
wastage and maximize profit.
2.7 Food items are attractively and tastefully
arranged and presented to maximize
appeal.
2.8 Desserts suitable for ala carte and buffet
presentation are prepared and produced
using standard and/or enterprise recipes
3. Store ala carte and buffet items 3.1 Store ala carte and buffet items
hygienically and correctly before and
after the service time, at a safe
temperature.
3.2 Proper portioning for storage must be
undertaken, together with dates to
facilitate “first in, first out” procedures.
________________________________________________________________________________________________________________________________ 43
UNIT OF COMPETENCY : TRAIN SMALL GROUPS
UNIT DESCRIPTOR : This unit covers the requirements for planning,

delivering and reviewing training provided for the
purposes of developing competency on a one-to-one
or small group basis.
Range of Variables
1. Prepare for trainings 1.1 Specific training needs are identified and
confirmed through consultation with appropriate
personnel.
1.2 Training objectives are matched to identify
competency development needs.
1.3 Training approaches are planned and
documented.
2. Deliver training 1.1 Training is conducted in a safe and accessible
environment.
1.2 Training delivery methods appropriate to the
participant(s) needs, trainer availability, location
and resources are selected.
1.3 Strategies and techniques which facilitate the
learning process are employed.
1.4 Training objectives, sequence of activities and
assessment processes are discussed with training
participant(s).
1.5 Systematic approach to training is undertaken to
meet specific needs of training participant(s).
3. Provide opportunities for 1.1 Practice opportunities are provided to ensure that
the participants achieve the components of
practice competency.
1.2 Variety of methods for encouraging learning is
implemented to meet the individual needs of
participants.
________________________________________________________________________________________________________________________________ 33
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidences that the candidate:

Competency 1.1 Demonstrated the ability to plan all the details and
resources for the buffet including food items, costing,
layout and display.
1.2 Demonstrated expertise in preparing buffet dishes within
typical workplace time constraints.
1.3 Demonstrated complete understanding of the different
nature and handling requirements for buffet food items.
1.4 Demonstrated ability to apply safe and hygienic
practices in the preparation and service of buffets.
2. Underpinning 2.1 Suitable types of foods and dishes for buffets to meet
Knowledge enterprise, customer, nutritional and cultural
requirements.
2.2 Characteristics of food items suitable for buffets and
appropriate service conditions and temperatures to
maintain optimum quality.
2.3 Nutrition, in particular, the effects of cooking on the
nutritional value of food, and ensuring a nutritional
balance in buffet menus.
2.4 Culinary and technical terms commonly used in the
industry associated with buffets.
2.5 Food danger zone
2.6 Legislation of food safety related to service of food for
buffets.
3. Underpinning 3.1 A range of cookery skills for varieties of food items.
Skills 3.2 Principles and practices of hygiene, particularly related
to issued surrounding buffet service.
3.3 Logical and time efficient workflow.
3.4 Presentation techniques for food item that make-up a
buffet.
3.5 Waste minimization techniques and environmental
considerations in specific relation to buffets.
Implications 4.1 Fully equipped operational commercial kitchen including
industry-current tools, utensils and equipment
4.2 Ingredients
________________________________________________________________________________________________________________________________ 45
Assessment 5.1 Direct observation of the candidate preparing food for
buffets.
5.2 Sampling of buffet items prepared by the candidate.
5.3 Written or oral questions to test knowledge about
suitable items for buffets, food safety issues.
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
________________________________________________________________________________________________________________________________ 46
UNIT OF COMPETENCY: PLAN AND CONTROL MENU-BASED CATERING
UNIT DESCRIPTOR : This unit deals with the basic planning, preparing and
controlling of menu-based catering within established
enterprise systems.
ELEMENT
Bold and italicized terms are elaborated in the
Range of Variables
1. Plan and prepare menus 1.1 Enterprise and/or customer requirements are
identified for menus.
1.2 Menu items are determined according to the
different menu planning considerations.
1.3 Costs of menu items are established and
compliance is ensured with enterprise costing
constraints.
1.4 Menus are prepared as required by the
enterprise, type of cuisine or particular situation
1.5 Menus are organized and written using:
 Terminology appropriate to the market and
style of menu.
 Item descriptions which promote menu items.
2. Control menu-based catering 2.1 Appropriate catering control systems are
selected and used according to enterprise
requirements.
2.2 Production schedules are planned giving
consideration to menu constraints, available
equipment, expertise of labor and available time.
2.3 Labor costs are controlled considering the
roster, scheduling, award conditions and rates.
2.4 Product utilization and quality is optimized
through the application of portion control and
effective yield testing.
2.5 Stock control measures are applied by following
correct receiving and storing procedures
2.6 Security procedures in food production and
storage areas are applied to minimize risks of
theft, damage or loss.
________________________________________________________________________________________________________________________________ 47
5.Components of competency May include but not limited to:
5.1 Task skill
5.2 Task management skills
5.3 Contingency management skills
5.4 Job/role environment skills
5.5 Transfer and application of skills and
knowledge of new contents
6. Needs of participants Characteristics of training participants may include
but not limited to:
1.1. Cultural, language, and educational
background
1.2. Gender
1.3. Physical ability
1.4. Level of confidence, nervousness or anxiety
1.5. Age
1.6. Previous experience with the topic
1.7. Experience in training and assessment
________________________________________________________________________________________________________________________________ 36
RANGE OF VARIABLES
This unit applies to all hospitality and catering enterprises where food is prepared
and served such as restaurants, hotels, clubs, cafeterias and other catering
operations.
VARIABLE RANGE
1. Types of menus May include but not limited to:
1.1 Menus may be classified according to how
food items are offered and priced:
 Table d’hote (Selective or Non-Selective)
 A la carte
1.2 Menus may be classified according to how
often they are changed
 Cyclical
 Fixed menu
 Day’s menu
1.3 Menus may be based on meal types
 Breakfast
 Lunch
 Dinner
 Snack
1.4 Menus may be utilized for
 Function
 Buffet
 Ala carte
1.5 Types of menus
 Classical
 Modern
 Ethnic
2. Menu planning concerns May include but not limited to:
2.1 Balance in the variety of cooking method,
colors, tastes and food textures
2.2 Nutritional values
2.3 Seasonal availability
2.4 pricing versus cost
2.5 popularity index
2.6 Results of sales analysis and customer
feedback.
________________________________________________________________________________________________________________________________ 49
3. Catering control systems May include but not limited to:
3.1 Production planning sheets
3.2 Sales analysis forms
3.3 Daily kitchen reports
3.4 Wastage sheets
4. Costing restraints May include but not limited to:

4.1 Enterprise policy on menu pricing and gross
margins. Budgets
4.2 Labor requirements
________________________________________________________________________________________________________________________________ 50
EVIDENCE GUIDE

Competency 1.1 Demonstrated proficiency in costing and pricing menus.
1.2 Demonstrated ability to plan multiple menus to meet
differing customer and operational needs.
1.3 Demonstrated expertise in planning menus given the
constraints on the resources available.
1.4 Demonstrated ability to control costs.
1.5 Demonstrated adeptness in analyzing and applying current
industry data and prices
2. Underpinning 2.1 Menu Planning procedures
Knowledge 2.2 Different types and styles of menus
2.3 Historical development of menus, modern trends in menus
2.4 Quantity Food Production and Cost Control
2.5 Principles of nutrition
 Dietary Guidelines for Australians
 Planning nutritionally-balanced menus
 The effects of cooking on the nutritional value of food
2.6 Culinary terms related to menus commonly used in the
industry.
2.5 2.7 Recipe/Menu Costing
3. Underpinning Skills 3.1 Various ways of sequencing food items, including classical
and contemporary.
3.2 Organizational skills and teamwork.
3.4 Inventory and stock control systems.
3.5 Purchasing, receiving, storing, holding and issuing
procedures.
3.6 Costing, yield testing and portion control.
Implications 4.1 Fully equipped kitchen
4.1 Ingredients appropriate for production
4.2 Recipe costs worksheets
4.3 Work schedules
4.4 Banquet event forms inventory
Assessment 5.1 Review of samples of menus, production schedules,
security plans and checklists prepared by the candidate.
5.2 Oral or written questions to assess knowledge of menu
items, menu types and characteristics, portion control and
cost control.
5.3 Review of portfolios of evidence and third party workplace
reports of on-the-job performance by the candidate.
________________________________________________________________________________________________________________________________ 51
3. Make formal business 3.1 Agreements are confirmed in writing using formal
agreements contracts and in accordance to enterprise
requirements.
3.2 Appropriate approvals for all aspects of formal
agreements are checked and obtained in
accordance with enterprise procedures.
3.3 The need for specialist advice in the development
of contracts is identified and sought where
appropriate.
4.Foster and maintain 4.1 Information needed to maintain sound business
business relationships relationships are pro-actively sought, reviewed and
acted upon.
4.2 Agreements are honored within the scope of
individual responsibility.
4.3 Adjustments to agreements are made in
consultation with the customer/supplier and
information are shared with appropriate colleagues.
4.4 Relationships are nurtured through regular contact.
________________________________________________________________________________________________________________________________ 39
UNIT OF COMPETENCY: ORGANIZE BULK COOKING OPERATIONS
UNIT DESCRIPTOR : This unit deals with the organizational process required to
organize bulk-cooking operations. It covers those
operations where food is provided to large numbers of
people and where food production systems are utilized
rather than food being prepared in a la carte situation.
ELEMENT PERFORMANCE CRITERIA

Bold and italicized terms are elaborated in the Range of
Variables
1. Plan kitchen operations for 1.1 Quantities are determined and accurately
bulk cooking calculated according to recipes and
specifications.
1.2 Food items are ordered in correct quantities for
requirements.
1.1 A mise en place list, which is clear, complete
and appropriate to the situation, is prepared for
food equipment.
1.4 A work schedule and workflow plan is designed
for the relevant section of kitchen to maximize
teamwork and efficiency.
2. Organize production of bulk 2.1 Operation and service of orders are organized
cooking menus for the relevant section of the kitchen to enable
smooth workflow and to minimize delays.
2.2 The sequence of dishes is controlled to enable
smooth workflow and minimize delays.
2.3 Quality control is exercised in all stages of
preparation with focus on design, eye appeal
and portion size.
2.4 Appropriate receiving, storing and cleaning
procedures are established and correctly
followed.
3. Select systems for bulk 3.1 Appropriate food production systems are
cooking selected for bulk cooking according to relevant
factors.
3.2 Appropriate equipment is identified to assist
production and cooking operations.
________________________________________________________________________________________________________________________________ 53
Variables
4. Use preparation and cooking 4.1 Menu items, which are compatible with the type
techniques appropriate to the of system chosen, are selected.
bulk cooking system 4.2 Specialty recipes are prepared and served
taking into account the type of food service
system.
4.3 Food is prepared using methods which take into
account the effects of different methods of
preparation on nutrition quality and structure.
4.4 Systems and equipment are safely and
hygienically used.
________________________________________________________________________________________________________________________________ 54
RANGE OF VARIABLES
operations. The following explanations identify how this may be applied in different
workplaces, sectors and circumstances.
The selection of food production systems refers to the selection of systems already
installed in an enterprise.
VARIABLE
RANGE
1. Food production system May include but not limited to:

1.1 Fresh cook
1.2 Cook-chill to five day shelf life
1.3 Cook-chill - extended life
1.4 Cook-freeze
2. Factors affecting selection of food May include but not limited to:
production systems 2.1 Type of food to be prepared
2.2 Quantity of food
2.3 Timeframe
2.4 Customer requirements
2.5 Menu type
2.6 Enterprise practices
3. Appropriate equipment to assist May include but not limited to:
cooking operations 3.1 Receiving
3.2 Storage
3.3 Preparation
3.4 Cooking
3.5 Post cooking storing
3.6 Re-thermalization where applicable
3.7 Serving
4. Specialty recipes May include but not limited to:
4.1 recipes that are uniquely prepared by the
establishment
4.2 food that is popular in the establishment
________________________________________________________________________________________________________________________________ 55
CORE COMPETENCIES
UNIT OF COMPETENCY: PLAN AND PREPARE FOOD FOR ALA CARTE &
BUFFETS
UNIT DESCRIPTOR : This unit deals with the knowledge, skills, behavior and
motivations required to plan and prepare foods for ala
carte and buffet situations.
Range of Variables
1. Plan ala carte and buffet items 1.1 The ala carte and buffet is planned
according to enterprise and/or customer
requirements.
1.2 Appropriate food items are selected
according to season, budget, occasion
1.3 Food cost is calculated in accordance with
budget and reporting requirements
1.4 Layout and display of the buffet are
planned, in accordance with the type of
food, occasion and desired theme.
1.5 Buffet centerpieces & decoration are
designed organized and produced
________________________________________________________________________________________________________________________________ 42
Assessment 5.1 Evaluation of reports prepared by the candidate detailing
the processes used for an actual bulk cooking operation
including key factors for success and lessons to be learned
for future operations.
5.2 Direct observation of the candidate using bulk cooking

equipment.
5.3 Sampling of dishes prepared as part of a bulk cooking
operation.
5.4 Oral or written questions to assess knowledge of
commodities, techniques and features of bulk cooking
operations to maintain quality, storage, food hygiene.
5.5 Case studies to assess ability to create procedures and
systems to different bulk cooking situations.

________________________________________________________________________________________________________________________________ 57
UNIT OF COMPETENCY: PREPARE PATES AND TERRINES
UNIT DESCRIPTOR : This unit deals with the specialist skills and knowledge,
skills, behavior and motivations required to prepare
pates and terrines.

Variables
1. Prepare pates and terrines 1.1 A range of pates and terrines are prepared
according to standard recipes.
1.2 Appropriate ingredients are selected for
production of pates and terrines.
1.3 Lining of moulds for pates and terrines are
prepared using suitable ingredients.
1.4 A range of binding agents and processes are
used in the preparation of basic forcemeat.
1.6 A range of pastries suitable for pate en croute
are prepared and correctly handled to ensure
high quality and attractive presentation.
1.7 Specialized equipment and machinery for
making pates and terrines are correctly and
safely operated according to manufacturer’s
instructions.
2. Present pates and terrines 2.1 Pates and terrines are attractively presented for
various uses including, but not limited to
appetizers, entrees or buffets.
2.1 Pates and terrines are appropriately decorated
giving consideration to contemporary tastes,
color presentation and eye appeal.
3. Develop new recipes 3.1 Recipes for pates and terrines are developed
using a range of suitable products giving
consideration to tastes and presentation.
3.2 New recipes for pates and terrines are tested for
taste, yield and customer acceptance.
________________________________________________________________________________________________________________________________ 58
RANGE OF VARIABLES
workplaces, sectors and circumstances
Pates and terrines refer to any edible food that has been ground or pureed to a paste
and set and/or baked in a container or mould. They can be made from a range of
ingredients including meats, poultry, game, seafood, fruits and vegetables. Terrines
are generally of a coarser consistency than pates and are baked in a pot (a terrine)
after which they are named. Pates en croute are pates or terrines that have been
baked in a pastry casing.
A variety of pates and terrines must be made. They can either be classical or
modern, and varying in ethnic and cultural origins. A variety of new recipes for pates
and terrines must also be produced.
VARIABLE RANGE
1. Pates and terrines
May include but not limited to spreadable pastes
made from
1.1 meat
1.2 vegetables
1.3 fish
1.4 fruits
2. Appropriate ingredients for May include but not limited to:
making pates, pâtés en croute 2.1 Dairy foods
and terrines 2.2 Vegetables
2.3 Offal, livers
2.4 Poultry
2.5 Game
2.6 Veal, ham and port
2.7 Fish and shellfish
2.8 Filipino native game,
2.9 Fruits and fruit products
3. Appropriate ingredients for lining May include but not limited to:
moulds 3.1 Pork fat
3.2 Pork caul
3.3 Vegetables
3.4 Pastry
3.5 Skins
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EVIDENCE GUIDE

Competency 1.1 Demonstrated the ability to plan all the details and
resources for the buffet including food items, costing,
layout and display.
1.2 Demonstrated expertise in preparing buffet dishes within
typical workplace time constraints.
1.3 Demonstrated complete understanding of the different
nature and handling requirements for buffet food items.
1.4 Demonstrated ability to apply safe and hygienic
practices in the preparation and service of buffets.
2. Underpinning 2.1 Suitable types of foods and dishes for buffets to meet
Knowledge enterprise, customer, nutritional and cultural
requirements.
2.2 Characteristics of food items suitable for buffets and
appropriate service conditions and temperatures to
maintain optimum quality.
2.3 Nutrition, in particular, the effects of cooking on the
nutritional value of food, and ensuring a nutritional
balance in buffet menus.
2.4 Culinary and technical terms commonly used in the
industry associated with buffets.
2.5 Food danger zone
2.6 Legislation of food safety related to service of food for
buffets.
3. Underpinning 3.1 A range of cookery skills for varieties of food items.
Skills 3.2 Principles and practices of hygiene, particularly related
to issued surrounding buffet service.
3.4 Presentation techniques for food item that make-up a
buffet.
considerations in specific relation to buffets.
Implications 4.1 Fully equipped operational commercial kitchen including
industry-current tools, utensils and equipment
4.2 Ingredients
________________________________________________________________________________________________________________________________ 45
EVIDENCE GUIDE

Competency 1.1 Explained and described in detail the different products
commodities suitable for pates and terrines.
1.2 Demonstrated expertise in preparing pates and terrines
to meet enterprise standards.
1.3 Demonstrated skills in presenting pates and terrines
professionally.
1.4 Demonstrated ability in developing new recipes for pates
and terrines.
1.5 Applied safe and hygienic practices in handling and
storing of pates and terrines.
2. Underpinning 2.1 Ingredients suitable for making pates and terrines and
Knowledge their characteristics.
2.2 Outcomes of the various binding agents and processes
used in the preparation of pates and terrines.
2.3 Culinary terms related to pates and terrines commonly
used in the industry.
2.4 Principles of nutrition, in particular, the food values of
pates and terrines and the effects of cooking on the
nutritional value of food.
3. Underpinning skills 3.1 Presentation of skills for pates and terrines including
pastry decoration, glazing, layering of ingredients,
precision cutting and arranging.
3.2 Safe work practices, in particular in relation to using
chopping and mincing equipment.
3.3 Hygiene requirements particularly relating to possible
bacterial spoilage in the preparation, storage and service
of pate and terrine products.
Implications 4.1 Demonstration of skills in making multiple types of pates
and terrines within a fully equipped operational
commercial kitchen (including industry-current
equipment)
4.2 Use of a range of real ingredients suitable for making
pates and terrines.
4.3 Preparation of pates and terrines within commercially
realistic time constraints.
________________________________________________________________________________________________________________________________ 61
Assessment 5.1 Direct observation of the candidate using techniques to
prepare pates and terrines.
5.2 Sampling of pates and terrines, cookery techniques,
equipment and food hygiene.
candidate.
5. Context for 6.1 Assessment may be done in the workplace or in

________________________________________________________________________________________________________________________________ 62
UNIT OF COMPETENCY: PLAN, PREPARE AND DISPLAY BUFFET
UNIT DESCRIPTOR : This unit deals with the advanced skills and knowledge
required to design, plan, prepare and display a buffet
creatively.

Variables
1. Plan and design a buffet 1.1 Total concept, food items and displays are
designed as required, in consultation with
customers and other relevant personnel.
1.2 Buffets are planned according to the required
theme or occasion, in consultation with
1.3 An appropriate range and quantity of food items
are selected and organized giving consideration
to quality and price according to the enterprise or
customer requirements.
2. Prepare for the buffet 2.1 Appropriate service equipment, service ware and
linen are selected to display food and
decorations.
2.2 Tables and service points are planned and
arranged so they are suitable for buffet display
and service according to establishment
requirements, occasion and efficient safe
customer/staff accessibility.
2.3 Food presentation is prepared or organized with
artistic flair and according to establishment
standards or customer requirements.
2.4 Appropriate and attractive decorations and
centerpieces are selected and prepared or
organized as required.
2.5 All preparations and arrangements for buffet are
coordinated to all concerned individuals.
3. Display food items. 3.1 Food items are displayed with a sense of artistry
to create customer appeal.
3.2 Garnishes and accompaniments are used to
enhance taste and appeal.
3.3 Buffet service is supervised to ensure that food
items are replenished and that the total display
remains neat and attractive.
________________________________________________________________________________________________________________________________ 63
ELEMENT
Bold and italicized terms are elaborated in the
Range of Variables
3. Practice portion control 3.1 Correct portioning activities are identified
through
 Weight
 Volume
 Count
3.2 Correct tools portioning are calculated and
used.
________________________________________________________________________________________________________________________________ 48
RANGE OF VARIABLES
Buffets may be associated with various occasions and situations. They may be
indoors or outdoors.
VARIABLE RANGE
1. Various occasions May include but not limited to:
1.1 Functions
1.2 Parties
1.3 Special celebrations
1.4 Breakfast
1.5 Lunch
1.6 Dinner
2. Customer requirements May include but not limited to:
2.1 Selection of appropriate food and food items
2.2 Table arrangements
2.3 Service equipment
2.4 Linen
2.5 Decorations
2.6 Candles and lighting
2.7 Centerpieces
3. Decorations and centerpieces May include but not limited to:
3.1 Fruits
3.2 Vegetables
3.3 Flowers and plants
3.4 Salt
3.5 Ice
3.6 Bread
3.7 Chocolate
3.8 Sugar
3.9 Decorated cakes and display cakes
3.10 Margarine
4. Concerned individuals May include but not limited to:
4.1 Customers/Client or Organizer
4.2 Supervisors and managers
4.3 Display artists and decoration wholesalers
4.4 Interior designers and decorators
4.5 Other cooks and chefs
4.6 Service staff
________________________________________________________________________________________________________________________________ 65
EVIDENCE GUIDE

Competency 1.1 Demonstrated skills to plan and design the total concept
of a buffet.
1.2 Demonstrated the ability to organize and plan buffet
arrangements including efficient workflow, service and
physical layout.
1.3 Demonstrated ability to coordinate details of the buffet
arrangements to all concerned parties.
1.4 Demonstrated skillfulness in food presentation and
garnishing.
1.5 Observed and applied safe and hygienic practices in
food preparation, service and storage of food.
2. Underpinning 2.1 The design processes for buffets including:
Knowledge  Balance of dish types
 Nutritional considerations
 Color and style
 Appropriateness of food items for buffets
 Operational constraints.
 Costing issue
2.2 Legislation on food safety related to service of food for
buffet.
3. Underpinning 3.1 Artistic skills and creativity relating to design and
Skills presentation of buffets.
3.2 Techniques for the attractive presentation and display of
food, centerpieces and decorations.
3.3 Principles and practices of hygiene, particularly related to
issues surrounding buffet service.
considerations.
4.2 Ingredients in the preparation of the pates, terrines and
forced meats
4.3 Utensils and kitchen tools to prepare the products
4.4 Project or work activities that allow the candidate to plan
and coordinate the actual operation of a buffet.
Assessment 5.1 Evaluation of a buffet (content and presentation) planned
and coordinated by the candidate.
5.2 Oral or written questions to assess knowledge of buffet
design issues and options.
________________________________________________________________________________________________________________________________ 66
6. Context for 6.1 Assessment may be done in the workplace or in
________________________________________________________________________________________________________________________________ 67
EVIDENCE GUIDE

Competency 1.1 Demonstrated proficiency in costing and pricing menus.
1.2 Demonstrated ability to plan multiple menus to meet
differing customer and operational needs.
1.3 Demonstrated expertise in planning menus given the
constraints on the resources available.
1.4 Demonstrated ability to control costs.
1.5 Demonstrated adeptness in analyzing and applying current
industry data and prices
2. Underpinning 2.1 Menu Planning procedures
Knowledge 2.2 Different types and styles of menus
2.3 Historical development of menus, modern trends in menus
2.4 Quantity Food Production and Cost Control
2.5 Principles of nutrition
 Dietary Guidelines for Australians
 Planning nutritionally-balanced menus
 The effects of cooking on the nutritional value of food
2.6 Culinary terms related to menus commonly used in the
industry.
2.5 2.7 Recipe/Menu Costing
3. Underpinning Skills 3.1 Various ways of sequencing food items, including classical
and contemporary.
3.4 Inventory and stock control systems.
procedures.
3.6 Costing, yield testing and portion control.
4.1 Ingredients appropriate for production
4.2 Recipe costs worksheets
4.3 Work schedules
4.4 Banquet event forms inventory
Assessment 5.1 Review of samples of menus, production schedules,
security plans and checklists prepared by the candidate.
5.2 Oral or written questions to assess knowledge of menu
items, menu types and characteristics, portion control and
cost control.
________________________________________________________________________________________________________________________________ 51
Variables
3. Prepare and present (dishes 3.1 Specialized food items are prepared ensuring
using) specialized food items appropriate flavor combinations, aesthetic
characteristics and taste.
3.2 Dishes are cooked in a variety of styles as
required by the menu, enterprise, customer
preferences.
3.3 Food items are appropriately presented to
maximize appeal.
3.4 Foods are preserved where appropriate, using
suitable techniques.
4. Implement hygienic and safe 4.1 Potential hygiene and safety problems are
practices identified and appropriate preventative
measures are taken to eliminate risk in the
preparation of specialized food items.
4.2 Specialized food items are stored hygienically
and correctly.
________________________________________________________________________________________________________________________________ 69
RANGE OF VARIABLES
VARIABLE RANGE
1. Specialized food items May include but not limited to:
1.1 Meats, poultry, and game other than lamb,
beef, pork and chicken.
1.2 Offal and specialist meat products
1.3 Unusual fish, shellfish and other foods from
sea or fresh water.
1.4 Aromatics, flavorings, spices and herbs.
1.5 Seeds and nuts
1.6 Fungi
1.7 Preserves, condiments and accompaniments
1.8 Commodities from ethnic cuisines and cultural
tradition such as Mexican, Asian, Middle East
1.9 Fruits, vegetables, flowers and salad items
1.10 Aquatic plants such as seaweeds
1.11 Specialist cheeses and dairy products
1.12 Bush foods and native Philippine ingredients
1.13 Specialist cakes, pastries, bread, desserts,
preserves and sweets
2. Promotional Strategies May include but not limited to:
2.1 Menus
2.2 “specials” lists
2.3 blackboards
2.4 fliers and pamphlets
2.2 media releases
3. Specialized preparation and May include but not limited to:
cooking 3.1 Marinating, coating
3.2 Tenderizing
3.3 Hanging of meat, poultry and game
3.4 Preserving: Drying, salting, pickling, smoking
(hot and cold)
3.5 Techniques such as cooking on salt, using
special ovens and cooking utensils
3.6 Earth oven cooking
________________________________________________________________________________________________________________________________ 70
VARIABLE RANGE
4. Preventative measures May include but not limited to:
4.1 Identifying and discarding poisonous or non-
edible parts of food items.
4.2 Safe handling of food items with potential for
injury, such as spines and thorns
4.3 Using particular cooking techniques to maximize
quality and appeal
4.4 Safe and hygienic operation of food preparation
equipment.
________________________________________________________________________________________________________________________________ 71
Variables
4. Use preparation and cooking 4.1 Menu items, which are compatible with the type
techniques appropriate to the of system chosen, are selected.
bulk cooking system 4.2 Specialty recipes are prepared and served
taking into account the type of food service
system.
4.3 Food is prepared using methods which take into
account the effects of different methods of
preparation on nutrition quality and structure.
4.4 Systems and equipment are safely and
hygienically used.
________________________________________________________________________________________________________________________________ 54
UNIT OF COMPETENCY: SELECT, PREPARE AND SERVE SPECIALTY
CUISINES
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required in
the preparation and service of a range of specialized
items offered by enterprises which specialize in
particular cuisine style.

Variables
1. Plan specialized cuisine 1.1 Authentic menus and menu items are planned
for a specialized cuisine to meet enterprise
1.2 Seasonality and general availability of
ingredients are taken into account when
developing menus and choosing menu items.
1.4 Menu items are priced to achieved satisfactory
profit levels and satisfy enterprise
requirements.
1.5 Menus and promotional materials are
developed to focus on menu items within a
specialized cuisine.
1.6 Décor and setting are planned according to
specialized cuisine, cultural considerations and
enterprise focus.
1.7 Price menu items to achieve satisfactory profit
levels and satisfy enterprise requirements.
1.8 Develop menus or promotional materials to
focus on menu items within a specialized
cuisine.
1.9 Plan décor and setting according to
specialized cuisine, cultural considerations
and enterprise focus.
2. Select and purchase food for 2.1 Select menu items which are appropriate to
menu items. the cuisine styles, taking into consideration
quality, price, seasonal availability and
enterprise requirements.
2.2 Source suitable suppliers of standard and
specialized food items required.
2.3 Select suppliers according to quality, price and
enterprise requirements.
2.4 Minimize wastage through appropriate
________________________________________________________________________________________________________________________________ 73
Variables
purchase and storage, taking into account any

special requirements.
3. Select and use equipment 3.1 Identify and use specialized utensils, and
and techniques for cooking equipment to produce authentic menu
preparation, cooking and items.
service 3.2 Use appropriate presentation methods and
utensils, according to the style and
requirements of the cuisine.
3.3 Set and decorate tables according to cuisine
and enterprise requirements.
4. Prepare, cook and serve a 4.1 Prepare and cook a range of authentic menu
range of menu items items, typical of a specialized cuisine, using
preparation, cookery and service techniques in
keeping with the cuisine styles.
4.2 Observe steps, cultural requirements and
major issues in the preparation, cooking and
service or specialized cuisines.
4.3 Prepare appropriate accompaniments and
garnishes required for specific menu items.
4.4 Serve menu items in correct sequence, using
appropriate accompaniments and garnishes.
5. Implement safe and hygienic 5.1 Identify potential hygiene and safety problems
practices and take appropriate preventative measures to
eliminate risks in producing specialized
cuisines.
5.2 Store foods correctly according to health
regulations.
________________________________________________________________________________________________________________________________ 74
RANGE OF VARIABLES
Depending on the enterprise or the context, a range of authentic menu items must
be produced within a cuisine style, covering various categories of food such as
snacks, appetizers, main courses, palate fresheners, desserts and drinks.
VARIABLE RANGE
1. Specialized cuisine May include but not limited to:
1.1 Specialty or ethnic
1.2 Classical
1.3 Contemporary
1.4 National or regional
1.5 Vegetarian cuisines
2. Décor and setting May include but not limited to:
2.1 Furnishings and fittings
2.2 Color schemes
2.3 Lighting
2.4 Decorations
2.5 Live or music
2.6 Display of artworks
3. Specialized utensils May include but not limited to:
3.1 Utensils for preparation, cooking,
presentation, service and eating.
3.2 Ovens such as tandoors, wood-fired, earth
3.3 Smoking equipment
3.4 Finger bowls
3.5 Napkins
4. Preparation methods May include but not limited to:
4.1 Marinades and marinating
4.2 Combinations of spices and other
ingredients, providing authentic flavorings,
colors and textures.
4.3 Hanging and dressing of meat, poultry and
game
4.4 Preserving eg. Drying, salting, pickling,
smoking
4.5 Techniques such as cooking in salt, leaves,
paper and bark.
________________________________________________________________________________________________________________________________ 75
Assessment 5.1 Evaluation of reports prepared by the candidate detailing
the processes used for an actual bulk cooking operation
including key factors for success and lessons to be learned
for future operations.
5.2 Direct observation of the candidate using bulk cooking

equipment.
5.3 Sampling of dishes prepared as part of a bulk cooking
operation.
5.4 Oral or written questions to assess knowledge of
commodities, techniques and features of bulk cooking
operations to maintain quality, storage, food hygiene.
5.5 Case studies to assess ability to create procedures and
systems to different bulk cooking situations.

________________________________________________________________________________________________________________________________ 57
EVIDENCE GUIDE
Assessment requires evidences that the candidate:

1. Critical aspects of
1.1 Demonstrated ability to prepare and present a variety of
Competency
menu items within a specialized cuisine.
1.2 Detailed understanding of the cultural dimensions of a
2. Underpinning 2.1
Cultural and historical background to the relevant
Knowledge cuisines including traditional settings, festivals,
ingredients, regional variations, religious and cultural
customs, traditions and sanctions.
2.2 The effects of methods of preparation and cooking on
the flavor and appearance of menu items in a
2.3 Culinary terms used to describe specialized menu items
and equipment.
3. Underpinning Skills 3.1 Advanced preparation and cooking techniques used in
3.2 Principles and practices of hygiene.
3.3 Safe work practices.
Implications 4.1 Use of a wide range of suitable ingredients for making a
variety of menu items within a specialized cuisine.
4.2 Demonstration of skills within a fully equipped
operational commercial kitchen (including industry-
current and any specialized equipment) and on more
than one occasion.
4.3 Industry-realistic ratios of kitchen staff to customers.
4.4 Preparation of menu items for customers within typical
workplace time constraints.
Assessment 5.1 Direct observation of the candidate preparing and
cooking food items for a specialized cuisine.
5.2 Sampling of food items prepared by the candidate.
5.3 Case studies to plan and prepare items from a
specialized cuisine to meet particular needs.
5.4 Written or oral questions to test knowledge of menu
items in a specialized cuisine.
candidate.
________________________________________________________________________________________________________________________________ 77
________________________________________________________________________________________________________________________________ 78
UNIT OF COMPETENCY: MONITOR CATERING REVENUE AND COSTS
UNIT DESCRIPTOR : This unit deals with the skills and knowledge required to
establish and monitor the costs involved in operating a
food service operation.

Variables
1. Establish and maintain 1.1 Appropriate basic systems for purchasing and
purchasing and ordering ordering are established and implemented to
system maximize quality and minimize costs and
wastage.
1.2 Systems for storing food items are established
and maintained to avoid deterioration,
wastage, theft and spoilage.
1.3 Stock records are systematically and regularly
updated following established standard
operational procedures.
2. Establish and maintain a 2.1 Departmental and operational income
financial control system statements are prepared as per established
standard operational procedures.
2.2 Budget forecasts are determined within
defined fiscal periods and any variations are
adequately explained.
2.3 Financial records updated and effectively
utilized.
3. Maintain a production control 3.1 Food control and production schedules are
system developed and maintained to maximize
efficiency and minimize waste.
3.2 Work flows and staff rostering is designed to
minimize unit labor cost.
3.3 Daily sales are accurately monitored to make
timely adjustments to menus to reflect
customer preferences.
4. Select and utilize technology 4.1 Appropriate computer systems and
business machines are selected and utilized
for ease and efficiency.
4.2 Appropriately software is selected according
to the needs of the establishment.
________________________________________________________________________________________________________________________________ 79
4. Basic forcemeat May include but not limited to:
4.1 stuffing
4.2 mixtures of raw or cooked ingredients, chopped
or minced or ground, used to stuff eggs, fish,
poultry, game, meat vegetables or pasta.
4.3 three main types of forcemeat are
 those made with meat, game or poultry
 those made with fish,
 those made with vegetables.
5. Equipment for making pates and May include but not limited to:
terrines 5.1 Bowl cutters or food processors
5.2 Food mills and blenders
5.3 Mincers
________________________________________________________________________________________________________________________________ 60
EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to develop and maintain an
efficient cost control and monitoring system within a
commercial cookery environment.
1.2 Demonstrated knowledge of financial systems relevant
to kitchen operations.
1.3 Demonstrated ability to set up a food production
system linked to cost and revenue control systems and
targets.
2. Underpinning 2.1 The role of the kitchen as a profit center within an
Knowledge overall business.
2.2 Inventory and stock control systems used in
commercial kitchens.
3. Underpinning Skills 3.1 Typical record keeping and accounting systems used
in commercial kitchens, their features and benefits.
procedures.
3.3 Costing, yield testing, portion control
Implications 4.1 Project or work activities conducted over a period of
time that allows the candidate to establish and
maintain systems for a nominated commercial cookery
or catering workplace.
Assessment 5.1 Review of food production, cost and revenue control
systems established and monitored by the candidate.
5.2 Oral or written questions about typical systems and
their benefits.
5.3 Written and oral questions to test knowledge of food,
cost and revenue control systems and options.
candidate.
5.5 Case studies to assess ability to establish systems for
different workplace needs.
6.2 Assessment activities are carried out through
TESDA’s accredited assessment center
________________________________________________________________________________________________________________________________ 81
UNIT OF COMPETENCY: ESTABLISH AND MAINTAIN QUALITY CONTROL
UNIT DESCRIPTOR : This unit deals with the knowledge and skills required to
ensure that high standards of food quality are
established and maintained in a commercial kitchen
environment. These tasks are generally undertaken by
a qualified cook or chef who also has some supervisory
responsibilities.

Variables
1. Establish and implement 1.1 Appropriate procedures are applied to ensure

procedures for quality the quality of menu items with regard to:
control  Raw materials
 Cooking processes
 Portion control
 Presentation
1.2 Products and services are ensured consistent
with enterprise requirements.
1.3 Food items are ensured to match menu
descriptions.
2. Monitor and solve quality 2.1 Procedures are applied to monitor quality
related problems including:
 Observation
 Formal audits and reviews
 Tasting
 Seeking feedback
2.2 Problems related to quality control of food are
identified and solved according to established
standard operating procedures.
.
________________________________________________________________________________________________________________________________ 82
RANGE OF VARIABLES
Quality procedures may be manual or computer-based.
Quality data may be collected over different time-frames, according to enterprise

requirements and practice.
VARIABLE RANGE
1. Quality procedures May include but not limited to:
1.1 Formal audits against enterprise quality
standards and requirements.
1.2 Feedback from colleagues and customers
1.3 Reviews of costs and revenues
2. Types of quality procedures May include but not limited to:
2.1 Manual
2.2 Computer-based
3. Quality data 3.1 Enterprise requirements
3.2 practice
________________________________________________________________________________________________________________________________ 83
UNIT OF COMPETENCY: PLAN, PREPARE AND DISPLAY BUFFET
UNIT DESCRIPTOR : This unit deals with the advanced skills and knowledge
required to design, plan, prepare and display a buffet
creatively.

Variables
1. Plan and design a buffet 1.1 Total concept, food items and displays are
designed as required, in consultation with
1.2 Buffets are planned according to the required
theme or occasion, in consultation with
1.3 An appropriate range and quantity of food items
are selected and organized giving consideration
to quality and price according to the enterprise or
customer requirements.
2. Prepare for the buffet 2.1 Appropriate service equipment, service ware and
linen are selected to display food and
decorations.
2.2 Tables and service points are planned and
arranged so they are suitable for buffet display
and service according to establishment
requirements, occasion and efficient safe
customer/staff accessibility.
2.3 Food presentation is prepared or organized with
artistic flair and according to establishment
standards or customer requirements.
2.4 Appropriate and attractive decorations and
centerpieces are selected and prepared or
organized as required.
2.5 All preparations and arrangements for buffet are
coordinated to all concerned individuals.
3. Display food items. 3.1 Food items are displayed with a sense of artistry
to create customer appeal.
3.2 Garnishes and accompaniments are used to
enhance taste and appeal.
3.3 Buffet service is supervised to ensure that food
items are replenished and that the total display
remains neat and attractive.
________________________________________________________________________________________________________________________________ 63
UNIT OF COMPETENCY: APPLY COOK-CHILL-FREEZE PRODUCTION
PROCESSES
UNIT DESCRIPTOR : This unit applies to the planned process of food

preparation, cooking, chilling, freezing, storage, thawing
and re-thermalization of food by to ensure
microbiological safety and palatability.

Variables
1. Ensure goods received 1.1 Delivered goods are checked to ensure correct
conform to the appropriate quantities, acceptable use-by dates and
food hygiene and health temperature.
standards 1.2 Temperature check results are recorded
1.3 Stock is moved quickly to freezer storage,
ensuring that freezer doors are not left open
for extended periods of time.
1.4 Freezer temperatures are checked and
recorded daily, according to enterprise
procedures.
1.5 Breaches of established enterprise standards
and procedures concerning receipt of goods,
temperature checks, and stock quality are
reported following required enterprise
procedures.
1.6 Stock is rotated on a “first in-first out” basis to
ensure consumption by use-by dates and
avoid wastage.
2. Prepare and cook food to 2.1 Raw food and ingredients are checked for
meet industry safety potential deterioration prior to preparation.
standards 2.2 Food is cooked to specified internal
temperatures.
2.3 Microbiological and chemical changes are kept
within safe tolerances.
2.4 Quality of food is maintained at the optimum
level in terms of taste and appearance.
2.5 Food is portioned and packaged following
required procedures and using correct
containers for freezing where necessary.
________________________________________________________________________________________________________________________________ 85
Variables
3. Chill cooked food 3.1 Time and temperature standards are met for
blast and water-bath chilling.
3.2 Food quality is maintained throughout the
chilling process.
4. Freeze cooked food 4.1 Food is frozen in accordance with appropriate

food safety standards.
4.2 Food is frozen in batches, in accordance with
enterprise procedures, allowing each freezing
cycle to be completed.
5. Store cooked food under 5.1 Time and temperature standards are met for
refrigeration storage.
5.2 Spoilage is minimized.
5.3 Appropriate containers are selected for
storage.
5.4 Correct and clear labeling is ensured.
5.5 Place food items in appropriate storage once
the cook-chill or freezing cycle is complete.
5.6 Correct storage temperatures are maintained.
5.7 Storage temperatures are monitored and
recorded accurately.
6. Distribute cook-chill/frozen 6.1 Where necessary, food from production kitchen
products to outlets is transported by refrigerated or
insulated containers.
6.2 Safe handling of food is maintained throughout
the distribution cycle.
6.3 Temperature levels are checked and recorded
at dispatch and receiving.
7. Prepare frozen food for 7.1 Required food item is removed from the freezer
reheating and appropriate methods for thawing are
used in accordance with enterprise procedures
and food safety requirements.
7.2 Trays are spaced to permit air circulation.
7.3 Product is thawed to 0-4oC within 24 hours.
7.4 Food is safely transported to the point of
production and service, maintaining correct
temperatures.
________________________________________________________________________________________________________________________________ 86
Variables
8. Re-thermalize (reheat) food 8.1 Oven is pre-heated to required temperature in

products accordance with enterprise procedures and
food safety standards.
8.2 Food product is appropriately prepared for
reheating.
8.3 Re-heating containers are spaced to allow air
flow.
8.4 Rethermalization or re-heating procedures
are followed in accordance with manufacturer’s
recommendations, oven type, loading
procedures and other established procedures
of the enterprise.
8.5 Product temperature is checked and recorded
in accordance with enterprise procedures.
8.6 Thermometers are cleaned between
temperature checks of each food item.
8.7 Fully frozen food is reheated where required in
emergencies, in accordance with enterprise
procedures and food safety standards.
9. Maintain and serve re-heated 9.1 Re-heated food is safely transferred to heated
food bain-marie.
9.2 Food temperature is maintained at 70oC.
9.3 Warm holdings are minimized.
9.4 Portion control and serving procedures of the
enterprise are followed.
9.5 Food items are served or delivered at
temperatures which comply with food safety
standards, enterprise policy and client
preferences.
________________________________________________________________________________________________________________________________ 87
EVIDENCE GUIDE

Competency 1.1 Demonstrated skills to plan and design the total concept
of a buffet.
1.2 Demonstrated the ability to organize and plan buffet
arrangements including efficient workflow, service and
physical layout.
1.3 Demonstrated ability to coordinate details of the buffet
arrangements to all concerned parties.
1.4 Demonstrated skillfulness in food presentation and
garnishing.
1.5 Observed and applied safe and hygienic practices in
food preparation, service and storage of food.
2. Underpinning 2.1 The design processes for buffets including:
Knowledge  Balance of dish types
 Nutritional considerations
 Color and style
 Appropriateness of food items for buffets
 Operational constraints.
 Costing issue
2.2 Legislation on food safety related to service of food for
buffet.
3. Underpinning 3.1 Artistic skills and creativity relating to design and
Skills presentation of buffets.
3.2 Techniques for the attractive presentation and display of
food, centerpieces and decorations.
3.3 Principles and practices of hygiene, particularly related to
issues surrounding buffet service.
considerations.
4.2 Ingredients in the preparation of the pates, terrines and
forced meats
4.3 Utensils and kitchen tools to prepare the products
4.4 Project or work activities that allow the candidate to plan
and coordinate the actual operation of a buffet.
Assessment 5.1 Evaluation of a buffet (content and presentation) planned
and coordinated by the candidate.
5.2 Oral or written questions to assess knowledge of buffet
design issues and options.
________________________________________________________________________________________________________________________________ 66
EVIDENCE GUIDE
Competency 1.1 Demonstrated observance of Hazard Analysis and
Critical Control Points (HACCP) or other food safety
program requirements during the entire cook-chill-freeze
cycle.
1.2 Demonstrated ability to operate cook-chill-freeze system
and equipment.
1.3 Demonstrated ability to produce, package, store,
rethermalize and serve food items prepared.
1.4 Demonstrated knowledge of occupational health and
safety and food hygiene regulations.
2. Underpinning 2.1 Temperature specifications for the maintenance of food
Knowledge safety and quality in the cook-chill-freeze process.
2.2 Freezing and storage requirements in specific relation to
cook-chill-freeze.
2.3 Health and safety, food safety and hygiene
requirements of particular relevance to cook-chill-freeze.
2.4 HACCP principles.
3. Underpinning 3.1 Principles and methods of cookery, including
Skills preparation and cooking techniques for all major food
groups.
3.2 Conducting temperature checks and recording data.
3.3 Features of cook-chill-freeze systems and procedures
for using cook-chill-freeze equipment.
Implications 4.1 Demonstration of skills using suitable cook-chill-freeze
equipment and real food items.
4.2 Production of a multiple cook-chill-freeze food items to
meet differing needs.
4.3 Preparation of cook-chill-freeze food items within typical
work time constraints.
Assessment 5.1 Direct observation of the candidate using cook-chill-
freeze equipment.
5.2 Sampling of cook-chill-freeze items prepared by the
candidate.
5.3 Written or oral questions to test knowledge of suitable
items for cook-chill-freeze systems, hygiene issues
related to cook-chill-freeze systems and specifications
and procedures for cook-chill-freeze.
candidate.
________________________________________________________________________________________________________________________________ 89
________________________________________________________________________________________________________________________________ 90
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 COMMERCIAL COOKING NC III.
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: COMMERCIAL COOKING NC Level: III
Nominal Training Duration: 20 Hrs. (Basic)

24 Hrs. (Common)
200 Hrs. (Core)
Course Description:
This course is designed to enhance the knowledge, skills and attitude in

cooking in accordance with industry standards. It covers the basic, common and
core competencies needed in supervising a small team of cooks, to include planning
and preparing foods such as specialized food items, specialty cuisines and quantity
foods. It also includes competencies on leading workplace communication and small
teams, controlling and ordering stock, and establishing business relationships.
3.1 CURRICULUM DESIGN
BASIC COMPETENCIES
Unit of Assessment
Learning Outcomes Methodology
Competency Approach
1. Lead 1.1 Communicate information  Group  Observation
workplace about workplace processes. discussion  Interviews
communication  Role Play
1.2 Lead workplace  Brainstorming
discussions.
1.3 Identify and communicate
issues arising in the
workplace
2. Lead small 2.1 Provide team leadership.  Lecture  Demonstration
teams 2.2 Assign responsibilities  Demonstration  Case studies
among members.  Self-paced
2.3 Set performance expectation (modular)
for team members.
2.4 Supervise team performance
________________________________________________________________________________________________________________________________ 91
Variables
3. Prepare and present (dishes 3.1 Specialized food items are prepared ensuring
using) specialized food items appropriate flavor combinations, aesthetic
characteristics and taste.
3.2 Dishes are cooked in a variety of styles as
required by the menu, enterprise, customer
preferences.
3.3 Food items are appropriately presented to
maximize appeal.
3.4 Foods are preserved where appropriate, using
suitable techniques.
4. Implement hygienic and safe 4.1 Potential hygiene and safety problems are
practices identified and appropriate preventative
measures are taken to eliminate risk in the
preparation of specialized food items.
4.2 Specialized food items are stored hygienically
and correctly.
________________________________________________________________________________________________________________________________ 69
COMMON COMPETENCIES
Unit of Assessment
Competency Approach
1. Roster staff 1.1 Develop and implement  Discussion  Observation
staff rosters  Case study  Interview
 Written test
1.2 Maintain staff records
2. Control and 2.1 Maintain stock levels and  Discussion  Written test
order stock records  Lecture  Review of
 Simulation documents
2.2 Process stock orders
2.3 Minimize stock losses
2.4 Follow-up orders
2.5 Organize and administer
stocks
3. Train small 3.1 Prepare for training  Lecture/  Written Test

groups  Discussion  Oral
3.2 Deliver training  Demonstration Questioning
3.3 Provide opportunities for  Hands-on  Review of
practices  Video Viewing documents
 Direct
3.4 Review training
observation
4. Establish and
4.1 Establish and conduct  Lecture/  Written Test
conduct business relationships  Discussion  Oral
business  Demonstration Questioning
relationships 4.2 Conduct negotiations  Hands-on  Review of
4.3 Make formal business  Video Viewing documents
agreements  Direct
observation
4.4 Foster and maintain business
 Case studies
relationships
________________________________________________________________________________________________________________________________ 93
CORE COMPETENCIES
Unit of Assessment
Competency Approach
1. Plan and 1.1 Plan ala carte and buffet  Lecture/  Written Test
prepare food items  Discussion  Practical Test
for ala carte 1.2 Prepare, produce and  Demonstration (i.e Mise-en-
and buffets present foods for ala carte  Hands-on place, Work
and buffets  Video Viewing Techniques,
1.3 Store ala carte and buffet Hygiene and
items Sanitation,
Sensory
Evaluation,
Plating and
Presentation,
Portion Size)
 Observation in
Laboratory
 Oral
Questioning
2. Plan and 2.1 Plan and prepare menus  Lecture/  Written Test
control menu- 2.2 Control menu-based catering  Discussion  Practical Test
based 2.3 Practice portion control  Demonstration (i.e Mise-en-
catering  Hands-on place, Work
 Video Viewing Techniques,
Hygiene and
Sanitation,
Sensory
Evaluation,
Plating and
Presentation,
Portion Size)
 Observation in
Laboratory
 Oral
Questioning
________________________________________________________________________________________________________________________________ 94
Unit of Assessment
Competency Approach
3. Organize bulk 3.1 Plan kitchen operations for  Lecture/  Written Test
cooking bulk cooking  Discussion  Practical Test
operations 3.2 Organize production of bulk  Demonstration (i.e Mise-en-
cooking menus  Hands-on place, Work
3.3 Select systems for bulk  Video Viewing Techniques,
cooking Hygiene and
3.4 Use preparation and cooking Sanitation,
techniques appropriate to the Sensory
bulk cooking system Evaluation,
Plating and
Presentation,
Portion Size)
 Observation in
Laboratory
 Oral
Questioning
4. Prepare pates 4.1 Prepare pates and terrines  Lecture/  Written Test
and terrines 4.2 Present pates and terrines  Discussion  Practical Test
4.3 Develop new recipes  Demonstration (i.e Mise-en-
 Hands-on place, Work
Hygiene and
Sanitation,
Sensory
Evaluation,
Plating and
Presentation,
Portion Size)
 Observation in
Laboratory
 Oral
Questioning
________________________________________________________________________________________________________________________________ 95
EVIDENCE GUIDE

Competency 1.1 Demonstrated ability in selecting appropriate cooking
methods to specialized food products.
1.2 Demonstrated ability to plan specialized menu and
menu items.
1.3 Demonstrated skills in preparing and presenting
specialized food items.
2. Underpinning 2.1 Menu Planning
Knowledge 2.2 Specialized food items
2.3 Purchasing
2.4 Preparing, cooking and storing specialized food items.
2.5 Culinary terms used to describe specialized items and
equipment.
2.6 History and significance of specialized food items.
3. Underpinning skills 3.1 Advanced and/or specialized preparation and cooking
techniques.
3.2 Purchasing and storage of specialist food items.
Implications 4.1 Demonstration of skills within a suitably equipped food
preparation area (i.e. environment suited to the item in
question).
4.2 Use of a variety of specialized food items.
4.3 Preparation of specialized menu items within typical
workplace time constraints.
Assessment 5.1 Direct observation of the candidate preparing
5.2 Case studies to assess ability to suggest and prepare
specialized food in response to particular needs.
5.3 Sampling of food items prepared by the candidate.
5.4 Written or oral questions to test knowledge of
workplace report of on-the-job performance by the
candidate.

________________________________________________________________________________________________________________________________ 72
Unit of Assessment
Competency Approach
8. Monitor 8.1 Establish and maintain  Lecture/  Written Test
catering purchasing and ordering  Discussion  Practical Test
revenue and system  Demonstration  Observation in
costs 8.2 Establish and maintain  Hands-on Laboratory
financial control system  Video Viewing  Oral
8.3 Maintain production control Questioning
system
8.4 Select and utilize technology
9. Establish and 9.1 Establish and implement  Lecture/  Written Test

maintain procedures for quality control Discussion  Practical Test
quality control 9.2 Monitor and solve quality  Demonstration (i.e Mise-en-
related problems  Hands-on place, Work
Hygiene and
Sanitation,
Sensory
Evaluation,
Plating and
Presentation,
Portion Size)
 Observation
in Laboratory
 Oral
Questioning
10. Apply cook- 10.1 Ensure goods received  Lecture/  Written Test
chill-freeze conform to the appropriate  Discussion  Practical Test
production food hygiene and health  Demonstration (i.e Mise-en-
processes standards  Hands-on place, Work
10.2 Prepare and cook food to  Video Viewing Techniques,
meet industry safety Hygiene and
standards Sanitation,
10.3 Chill cooked food Sensory
10.4 Freeze cooked food Evaluation,
10.5 Store cooked food under Plating and
refrigeration Presentation,
10.6 Distribute cook-chill/frozen Portion Size)
products  Observation in
10.7 Prepare frozen food for Laboratory
reheating  Oral
10.8 Re-thermalize (reheat) food Questioning
products
10.9 Maintain and serve reheated
food
________________________________________________________________________________________________________________________________ 97
3.2 TRAINING DELIVERY
The delivery of training should follow 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 employ correspondence
study, audio, video or computer technologies
________________________________________________________________________________________________________________________________ 98
3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students who wish to enter this training should possess the
following requirements:
 can communicate in basic English in both oral and written

form
 physically and mentally fit
 with good moral character
 can perform basic mathematical computation
 must be competent in the entire Commercial Cooking
NCII qualification either through training, experience or
certification
This list does not include specific institutional requirements such

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

25 trainees for COMMERCIAL COOKING NC III are as follows:
QTY TOOLS QTY EQUIPMENT QTY COOKING UTENSILS

1 unit Reach-in freezer 5 pcs. Sauce pan w/ handle,
Basic cutting knives 16 cm. diameter x 8
cm. height
5 pcs. Paring knife 1 unit Reach-in refrigerator 5 pcs. Sauce pan w/ handle,
20 cm. diameter x 8
cm. height
3 pcs. Bread knife 5 units 4 burner gas range w/ 5 pcs. Sauteing pan - small
oven
5 pcs. Filleting knife 1 unit Stock pan burner 3 pcs. Sauteing pan - medium
5 pcs. Carving knife 1 unit Deep fat fryer 3 pcs. Sauteing pan - large
(small/single)
3 pcs. Chef’s knife 6” 1 unit Microwave oven 2 pcs. Sauteing pan - heavy
duty
4 pcs. Braising pan - small
3 pcs. Chef’s knife 8” 1 unit Combination of broiler 2 pcs. Braising pan - medium
and griddle - small
5 pcs. Boning knife 5 unit Exhaust hood 2 pcs. Braising pan - large
3 pcs. Oysters knife 1 unit Dish washing machine 4 pcs, Stock pots - small
(optional)
3 pcs. Cleaver 1 unit Blender machine 2 pcs. Stock pots - medium
5 pcs. Butcher knife 1 unit Pressure cooker 1 pc. Stock pot - large
________________________________________________________________________________________________________________________________ 99
RANGE OF VARIABLES
Depending on the enterprise or the context, a range of authentic menu items must
be produced within a cuisine style, covering various categories of food such as
snacks, appetizers, main courses, palate fresheners, desserts and drinks.
VARIABLE RANGE
1. Specialized cuisine May include but not limited to:
1.1 Specialty or ethnic
1.2 Classical
1.3 Contemporary
1.4 National or regional
1.5 Vegetarian cuisines
2. Décor and setting May include but not limited to:
2.1 Furnishings and fittings
2.2 Color schemes
2.3 Lighting
2.4 Decorations
2.5 Live or music
2.6 Display of artworks
3. Specialized utensils May include but not limited to:
3.1 Utensils for preparation, cooking,
presentation, service and eating.
3.2 Ovens such as tandoors, wood-fired, earth
3.3 Smoking equipment
3.4 Finger bowls
3.5 Napkins
4. Preparation methods May include but not limited to:
4.1 Marinades and marinating
4.2 Combinations of spices and other
ingredients, providing authentic flavorings,
colors and textures.
4.3 Hanging and dressing of meat, poultry and
game
4.4 Preserving eg. Drying, salting, pickling,
smoking
4.5 Techniques such as cooking in salt, leaves,
paper and bark.
________________________________________________________________________________________________________________________________ 75
TOOLS CLEANING MATERIALS MATERIALS
QTY QTY QTY
5 pcs. Skimmers 4 pcs. Broom (tambo) Meat
spider
3 pcs. Strainer, small, 2 pcs. Dust pan Beef
fine
3 pcs. Siever 5 pcs. Garbage bin (4 Pork
gals.)
2 pcs. Strainer, 2 pcs. Liquid soap Lamb
medium, fine dispenser
2 pcs. Paper towel
Tongs Poultry
dispenser
5 pcs. 8 inches
EQUIPMENT
3 pcs. 12 inches SAFETY Chicken
TOOLS 1 set First Aid Kit Duck
5 pcs. Turner, 3” x 6” 1 pc. Fire Extinguisher Turkey
5 pcs. Spatula Pigeon, etc.
5 pcs. Wooden
spoon
5 pcs. Parisienne
Seafood
spoon
5 pcs. Zester Fish
5 pcs. Piping bag Shellfish
5 sets Pastry tubes Crustacean
3 pcs. Strainer
Chinois - small Perishables
3 pcs. Strainer
Chinois - Vegetable
medium
3 pcs. Funnel - small Fruits
2 pcs. Funnel - Dairy products
medium
5 sets Measuring
Processed foods
spoon
5 sets Measuring cup Dry Goods (Groceries)
5 sets Measuring urn Sauces
Spices
Seasoning
Canned fruits
Canned vegetables
________________________________________________________________________________________________________________________________ 101
TOOLS EQUIPMENT MATERIALS
QTY QTY QTY
Miscellaneous Dry Goods (Groceries)
1 pc. Ice cream Noodles
scoop
10 pcs. Cheese cloth Pasta
12 pcs. Serving spoon Rice
1 pc. Food mill Flour
3 pcs. Weighing Sugar
scale – 5 kgs.
5 pcs. Weighing Beans
scale – 1000
grams
TRAINING MATERIALS/
RESOURCES
Manuals
Books
Video (CD)
NOTE: Implementation of the training program can be made possible through a MOA between the
Training school and Industry for the use of the facilities. This is in response to the school
limitation on the high cost of equipment.
________________________________________________________________________________________________________________________________ 102
3.5 TRAINING FACILITIES
Based on a class intake of 25 students/trainees.
Space Requirement Size in Meters Area in Sq. Total Area in Sq.

Meters Meters
Student/Trainee
1 x 1 m. 1 sq. m. 25 sq. m
Working Space
Lecture/Demo Room 8 x 5 m. 40 sq. m. 40 sq. m.
Laboratory 8 x 5 m. 40 sq. m. 40 sq. m.

Learning Resource
3 x 5 m. 15 sq. m. 15 sq. m.
Center
Facilities/Equipment/
36 sq. m.
Circulation Area
Total workshop area: 156 sq. m.
3.6 TRAINER’S QUALIFICATIONS FOR TOURISM (HOTELS AND

RESTAURANTS) SECTOR
COMMERCIAL COOKING – NC III
TRAINER QUALIFICATION I (TQ III)
 Must have completed a Trainer’s Training Methodology Course

(TM III) or its equivalent
 Must be physically and mentally fit
 Must have at least 3-5 years job/industry experience
 Must be a holder of Commercial Cooking NC Level III 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.
________________________________________________________________________________________________________________________________ 103
________________________________________________________________________________________________________________________________ 78
4.5 The following are qualified to apply for assessment and certification:
4.5.1 Graduates of formal, non-formal and informal including

enterprise-based training programs.
4.5.2 Experienced Workers (wage employed or self-employed)
4.6 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)".
________________________________________________________________________________________________________________________________ 105
ANNEX A
COMPETENCY MAP - TOURISM Sector
(Hotels and Restaurants)
Clean and Prepare
maintain Receive and Prepare Prepare, cook Prepare vegetables,
Organize and Select, prepare
kitchen store kitchen stocks, sauces and serve food appetizers and Prepare fruits, eggs
prepare food and cook meat
premises supplies and soups for menus salads sandwiches and starch
products
Prepare and Prepare Plan and Plan and

Package
COMPETENCIES
Prepare and portion Prepare and pastry, cakes, prepare food control menu-
Prepare hot and prepared
cook poultry controlled cook seafood and yeast- Present food for ala carte based catering
cold desserts foodstuffs
and game meat cuts based and buffets
CORE
products
Select, prepare Select, Monitor Apply cook- Prepare foods

Establish and
Organize bulk Prepare pates Plan, prepare and serve prepare and catering chill-freeze according to
maintain
cooking and terrines and display ala specialized food serve specialty revenue and production dietary and
quality control
operations carte and buffet items cuisines costs processes cultural needs
Transport and Apply catering Develop menus Manage facilities Plan the
store food in a to meet special Select catering associated with catering for an Design menus Develop a food
control
safe and hygienic dietary and systems commercial event or to meet market safety program
principles
manner cultural needs catering function needs
contracts
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
________________________________________________________________________________________________________________________________ 106
DEFINITION OF TERMS
1. Barbecue – A cooking method involving grilling food over a wood or charcoal

fire. Usually some sort of rub, marinade, or sauce is brushed on the item before
or during cooking.
2. Blanch – to cook an item briefly in boiling water or hot fat before finishing or
storing it.
3. Boil – a cooking method in which items are immersed in liquid at or above the
boiling point (212ºF/100ºC).
4. Braise – a cooking method in which the main item, usually meat, is seared in fat,
then simmered in stock to another liquid in a covered vessel.
5. Broil – a cooking method in which items are cooked by a radiant heat source
placed above the food, usually in a broiler or salamander.
6. Butcher - a chef or purveyor who is responsible for butchering meats, poultry
and occasionally fish.
7. Chafing dish – a metal dish with a heating unit (flame or electric) used to keep
foods warm and to cook foods at tableside or during buffet service.
8. Chop – to cut into pieces of roughly the same size. Also, a small cut of meat
including part of the rib
9. Combination method – a cooking method that involves the application of both
moist and dry heat to the main item (for example, braising or stewing)
10. Cure – to preserve a food by salting, smoking and or drying
11. Deep fry – a cooking method in which foods are cooked by immersion in hot fat;
deep-fried foods are often coated with bread crumbs or batter before being
cooked
12. Dice – to cut ingredients into small cubes (1/4 inches for small, 1/3 for medium,
¾ inch for large)
13. Fillet – a boneless cut of meat, fish or poultry
14. Garnish – an edible decoration of accompaniment to a dish
15. Gratine – browned in an oven or under a salamander. Gratine can also refer to
a forcemeat in which some portion of the dominant meat is sautéed and cooled
before grinding.
16. Grill – a cooking technique in which foods are cooked by a radiant heat source
placed below the food. Also, the piece of equipment on which grilling is done.
17. Instant reading thermometer – a thermometer used to measure the internal
temperature of foods. The stem is inserted into the food, producing an instant
temperature read out.
________________________________________________________________________________________________________________________________ 107
EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to develop and maintain an
efficient cost control and monitoring system within a
commercial cookery environment.
1.2 Demonstrated knowledge of financial systems relevant
to kitchen operations.
1.3 Demonstrated ability to set up a food production
system linked to cost and revenue control systems and
targets.
2. Underpinning 2.1 The role of the kitchen as a profit center within an
Knowledge overall business.
2.2 Inventory and stock control systems used in
commercial kitchens.
3. Underpinning Skills 3.1 Typical record keeping and accounting systems used
in commercial kitchens, their features and benefits.
procedures.
3.3 Costing, yield testing, portion control
Implications 4.1 Project or work activities conducted over a period of
time that allows the candidate to establish and
maintain systems for a nominated commercial cookery
or catering workplace.
Assessment 5.1 Review of food production, cost and revenue control
systems established and monitored by the candidate.
5.2 Oral or written questions about typical systems and
their benefits.
5.3 Written and oral questions to test knowledge of food,
cost and revenue control systems and options.
candidate.
5.5 Case studies to assess ability to establish systems for
different workplace needs.
6.2 Assessment activities are carried out through
TESDA’s accredited assessment center
________________________________________________________________________________________________________________________________ 81
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

MS. SUSAN EDILO VIC ALCUAZ
Standards Development Sub-Committee Placement Sub-Committee
MR. SANTOS BUENVENIDA

ENGR. EVELYN PANTIG
Professional and Programs Development Sub-
Committee
________________________________________________________________________________________________________________________________ 109
IWG - STANDARDS AND ASSESSMENT COMMITTEE
COMMERCIAL COOKING
MS. MA. CHRISTINA AQUINO MR. DAVID PELAEZ

Lyceum of the Phils. University, Manila Center for Culinary Arts, Manila
Quezon City
CHEF ENRICO MAGTANONG CHEF OJIE RELOJ
Center for Culinary Arts, Manila Center for Culinary Arts, Manila
Quezon City Quezon City
CHEF MICHAEL YAP CHEF MICK BONDOC
Center for Culinary Arts, Manila Cravings Restaurant
Quezon City Quezon City
The TESDA Board Members and Secretariat
The Management and Staff of the TESDA Secretariat
 QSO
________________________________________________________________________________________________________________________________ 110

TR Commercial Cooking NC III

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TR Commercial Cooking NC III

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TRAINING

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

COMMERCIAL COOKING NC III

SECTION 1 COMMERCIAL COOKING NC III

SECTION 2 COMPETENCY STANDARDS

 Basic Competencies 3-24

SECTION 3 TRAINING STANDARDS

3.1 Curriculum Design 91-97

SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION

COMPETENCY MAP 106

DEFINITION OF TERMS 107

SECTION 1 COMMERCIAL COOKING NC III QUALIFICATION

This Qualification is packaged from the competency map of the Tourism

The Units of Competency comprising this Qualification include the following:

CODE NO. BASIC COMPETENCIES

500311109 Lead workplace communication

CODE NO. COMMON COMPETENCIES

TRS311206 Roster staff

CODE NO. CORE COMPETENCIES

UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

UNIT CODE : 500311110

4.5. Team operations are monitored to ensure that

UNIT CODE : 500311110

UNIT CODE : 500311111

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

2. Underpinning 2.1 Codes of practice and guidelines for the organization

3. Underpinning 3.1 Interpersonal skills to develop rapport with other parties

4. Resource The following resources MUST be provided:

5. Method of Competency may be assessed through:

6. Context of 6.1 Competency to be assessed in real work environment or

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

UNIT CODE : 500311113

2. Apply mathematical 2.1 Mathematical techniques are applied based on

3. Analyze results 3.1 Result of application is reviewed based on

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

2. Underpinning 2.1 Fundamental operation (addition, subtraction, division,

3. Underpinning 3.1 Applying mathematical computations

4. Resource The following resources MUST be provided:

5. Method of Competency may be assessed through:

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

UNIT CODE : 500311114

UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills,

1.1 Usage of different technologies is determined

2.1 Relevant technology is effectively used in carrying

3.1 Maintenance of technology is applied in

2. Management concepts May include but not limited to:

4. Manufacturer’s operating May include but are not limited to:

6. Appropriate action May include but are not limited to:

UNIT OF COMPETENCY : ROSTER STAFF

UNIT CODE : TRS5311206

2. Company agreements May be but are not limited to:

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

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

2. Underpinning 2.1 Fundamental operation (addition, subtraction, division,

3. Underpinning 3.1 Applying mathematical computations

4. Resource The following resources MUST be provided:

5. Method of Competency may be assessed through:

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