TVET CERTIFICATE V in FOOD AND BEVERAGE SERVICE · Original published version updated: December,...

5

TVET CERTIFICATE V in

FOOD AND BEVERAGE SERVICE

CODE

HOTFBS5001

Kigali December, 2014

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HOTFBS5001-TVET CERTIFICATE V

Food and Beverage Service

REQF Level 5 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

December, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with WDA. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where the

training is being conducted. This permission does not extend to the making of copies for use

outside the immediate training environment for which they are made, nor the making of copies

for hire or resale to third parties. The views expressed in this version of the work do not

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to

theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Internet: http:// www.wda.gov.rw

http://www.wda.gov.rw/

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Table of Contents

C o p y r i g h t i i

T a b l e o f C o n t e n t s i i i

L i s t o f a b b r e v i a t i o n s v i i

A c k n o w l e d g m e n t s v i i i

1 . G E N E R A L I N T R O D U C T I O N 1

2 . Q U A L I F I C A T I O N D E T A I L S 2

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 4

3 . T R A I N I N G P A C K A G E 5

3.1 Course structure 5

3.2Competencies chart 5

3.4 Flowchart 7

4 . A S S E S S M E N T G U I D E L I N E S 8

4.1 Assessment Methodology 8

4.2 Portfolio 8

C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 1

LU 1: Participate as part of a team and respect the rules of the training environment 13

LU 2:Explain the occupation and learning process 16

LU 3: Respect the facilitation and apply learning methods 19

LU 4: Develop personal plans based on self-assessment practices 22

C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 2 8

LU 1: Conduct OSH (occupational safety and health) monitoring 30

LU 2:Collect and analyze Occupational health, safety incidents report 35

LU 3: Train all staff on occupational health and safety matters 41

C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 4 7

LU 1:Communicate orally in social and professional situations with ease 49

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LU 2:Read correctly a range of materials 54

LU 3: Listen to audio messages with different English accents to get the intended message 58

LU 4: Produce a variety of medium texts on professional and general topics 63

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 7 0

LU1 :Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 73

LU2 :Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane

no gukoresha ibinyazina binyuranye. 80

LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 89

LU 4:Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 98

LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire

y’Ikinyarwanda. 108

C C M M K 5 0 1 - M A W A S I L I A N O M B A L I M B A L I Y A K I O F I S I K A T I K A K I S W A H I L I

1 1 8

LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi. 120

LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi 124

LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali. 128

C C M F T 5 0 1 - T E C H N I Q U E S D ’ E X P R E S S I O N O R A L E E T E C R I T E E N F R A N C A I S 1 3 3

LU 1:Ecrire en respectant l’orthographe courante 136

LU 2:Employer le vocabulaire technique dans différents écrit 140

LU 3:Présider des débats et des discussions 145

LU 4:Conduire des réunions. 149

LU 5:Rédiger et présenter un exposé 153

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 5 7

LU 1: Communicate with customers and colleagues from diverse backgrounds 159

LU 2:Address cross-cultural misunderstandings 163

C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 6 8

LU 1:Prepare document Layout 170

LU 2:Apply basic computer operations 176

LU 3:Manage data 183

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 9 1

LU 1:Apply human values 193

LU 2:Respect engineering ethics 199

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LU 3:Apply safety 203

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 2 0 8

LU 1: Identify activities to be accomplished for real business operations 210

LU 2:Create a productive working environment 217

LU 3: Run real business operation 225

LU 4: Monitor and evaluate the business 232

C C M I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 3 8

LU 1: Demonstrate supervisory skills 240

LU 2:Get briefed on industrial attachment program 246

LU 3: Develop one’s competences on the workplace 250

F B S F T 5 0 1 - P R O C E S S I N G F I N A N C I A L T R A N S A C T I O N S 2 5 4

LU 1: Record and balance petty cash transactions 256

LU 2: Balance all transaction 263

F B S M S 5 0 1 - M A N A G I N G T H E S A L E A N D S E R V I C E O F W I N E S 2 6 9

LU 1:Research and select wines to meet business objectives 272

LU 2:Monitor wine management systems 279

LU 3:Develop and extend wine skills and knowledge for self and others 287

Summative Assessment 292

F B S P C 5 0 1 - P L A N N I N G F O R C A T E R I N G F O R A N E V E N T O R F U N C T I O N 2 9 5

LU 1:Identify purpose and scope of the event 297

LU 2: Prepare catering proposal for event or function 302

LU 3: Prepare and implement operational plan for the catering of an event or function 309


F B S P D 5 0 1 - P L A N N I N G , P R E P A R I N G A N D D I S P L A Y I N G B U F F E T S E T T I N G A N D

S E R V I C E 3 2 7

LU 1: Plan and design buffet setting 330

LU 2:Prepare for the buffet setting 340

LU 3: Ensure display food items 350

LU 4:Ensure the buffet presentation is safe and hygienic 356


F B S P M 5 0 1 - U S I N G A P R O P E R T Y M A N A G E M E N T S Y S T E M I N F & B S E R V I C E 3 6 6

U 1: Setup and administer Point of Sales in F&B service 368

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LU 2: Use Point Of Sales (POS) in F&B service 377

LU 3: Use stock control system in F&B service 380

LU 4: Use Conference Management System in F&B service 383


F B S P S B 3 0 1 - P R O V I D I N G A N D S U P E R V I S I N G Q U A L I T Y C U S T O M E R S E R V I C E 3 9 1

LU 1: Develop approaches to enhance quality customer service 393

LU 2: Manage the delivery of quality service 403

LU 3: Monitor and adjust customer service 410

F B S M S 5 0 1 - M A N A G I N G T H E S A L E A N D S E R V I C E O F C O F F E E 4 1 7

LU 1: Plan coffee service 420

LU 2:Provide professional advice on coffee and coffee service 425

LU 2:Maintain and store cleaning equipment and chemicals. 433

LU 2:Monitor machinery and equipment 448

G L O S S A R Y a

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List of abbreviations

AQA Accreditation and quality assurance unit

BRC British retail consortium

CDU Curriculum development unit

CE Certification and examination unit

CV Curriculum vitae

ES Ecole secondaire

ILO International labour organization

ISCO International standard classification of occupations

RTQF Rwanda TVET Qualification Framework

OHS Occupational health and safety

PPE Personal protective equipment

QA Quality assurance

RDB Rwanda Development board

ToT Training of trainers unit

TVET Technical and vocational education and training

WDA Workforce development authority

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in

the development of this curriculum:

Coordination

MUHIRE JMV, CDU-WDA

Facilitators

NTAHONTUYE Félix, CDU-WDA

Aimable RWAMASIRABO, CDU-WDA

MUTIJIMA AsherEmmanuel, UTB

Curriculum Development Team

NAMES FUNCTIONS INSTITUTION

Alex MUNYANEZA Trainer F&B RHA Furaha NSENKUYE F&B Supervisor Beausejour Landuard GAHONZIRE F&B Supervisor Kigali view Jean Bosco HAGENIMANA F&B Service Umubano Hotel Jean Pierre MUKUNGIRWA F&B trainer RHA Lucie MUKESHIMANA F&B supervisor Sport View Hotel Deogratias KABENGA F&B Teacher Ecole St Patrick Eugene MUNYANZIZA Trainer IPRC-Musanze Tuyisenge Theodore F&B SUPERVISOR NANDO’Z Restaurant Olivier Kanyabikali Operator supervisor PHS Alphonse Tuyizere Trainer Club Hotek TVET school Clemence Uwicyeza Trainer ESSJT Lina shima Data Manager and Format Editor Digital Ring MUSAFIRI Ernest Instructor IPRC NGOMA

MUSONI Jean Claude Trainer Nyabihu TVET School

UWERA Marceline Socio-linguistics Officer RALC

MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

MATATA Jean Bosco Teacher College Ami des Enfants

GASIMBA François Xavier Lecturer UR/College of Education

KAMBARI Vincent Teacher GS St Marcel/Kayonza

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MUREGO Yves Quality Assurance Officer WDA

BUCYENSENGE Vincent Instructor IPRC KARONGI

GASANA Vedaste Lecturer INES

FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School NIYODUSENGA Patrick Physics teacher Ecole des sciences de

Nyanza UWINEZA Patrice Sciences trainer Nyamata TVET School UMUGABEKAZI Yvette Chemist ADM-IBTC

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Restaurant supervisor. It is designed

with an approach that takes into account the training needs, the work

situation, as well as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of

training. They have a direct influence on the choice of the theoretical and practical learning

activities. The competencies are the targets of training: the acquisition of each is required for

certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of

learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module

and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning

unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes for a learner to be

competent in tasks and activities that

require the application of practical skills in a

defined context. Work would be

undertaken in various hospitality

enterprises where food and beverages are

prepared and served, including restaurants,

hotels, catering operations, clubs, pubs,

cafes, cafeterias and coffee shops. Learners

may work with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

Describe the occupation and learning

process

Monitor occupational SHE at workplace

Maintain professional conversation in

upper-intermediate English

Gukoresha ikinyarwanda cy’intyoza

Kujadili Mawasiliano mbali mbali ya

Kiofisi katika Kiswahili

Pratiquer les techniques d’expression

orale et écrite

Work in a socially diverse environment

Use ICT at workplace

Organize a business

Apply professional ethics

Integrate workplace

Process financial transactions

Providing and Managing quality

customer service

Use property management system in

F&B service

Plan catering for an event or function

Manage the sale and service of wines

Manage the sale and service of coffee

Plan, prepare and display a buffet

setting and service

2.2 Minimum entry requirements

TVET Certificate IV in food and beverage service

or other relevant qualifications or through

Recognition of Prior Learning.

Title: TVET CertificateV in Food and Beverage Service

Level: REQF Level 5

Credits: 120

Sector: Hospitality and Tourism

Sub-sector: Food and Beverage

Issue date: November,2014

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Hospitality sector with the professionalization of

Restraurant Supervisor; this qualification again offers the opportunity to execute the works as

Restraurant Supervisor in Local and Central Government Institutions, Local and International Non-

Government organizations, and ensure that safety and security regulations are respected.

2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Possible jobs related to this qualification

Restraurant Supervisor

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after

achieving TVET Certificate IV in food

and beverage service or other

relevant qualifications or through

Recognition of Prior Learning

Progression route of candidates achieving

this qualification include:

Candidates who have this qualification are able to enter TVET Diploma in Hospitality

Pathways into the qualification

Pathways from the qualification

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Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

Preparing feasibility reports that take into account project scope, time, cost, quality,

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

working according to the Rwandan Computer Society Code of Ethics regarding security, legal,

moral and ethical issues

Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 18 Core competencies : 7 Complementary competencies : 11 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMMS501 Monitor occupational SHE at workplace 3

3 CCMUE501 Maintain professional conversation in upper-intermediate English 3

4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

5 CCMFT501 Pratiquer les techniques d’expression orale et écrite 3

6 CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili 3

7 CCMSE501 Work in a socially diverse environment 3

8 CCMIW501 Use ICT at workplace 3

9 CCMBO501 Organize a business 3

10 CCMPE501 Apply professional ethics 3

11 CCMIA501 Integrate workplace 30

Total 60

No Code Core competencies Credit

GEN

ERA

L

1 FBSPS501 Provide and supervise quality customer service 6

2 FBSFT501 Process financial transaction 4

SPEC

IFIC

3 FBSPM501 Use a property management system of a restaurent 10

4 FBSMW501 Manage the sale and service of wines 10

5 FBSMC501 Manage the sale and service of coffee 12

6 FBSPD501 Plan, prepare and displaying buffet setting and service 9

7 FBSPC501 Plan catering for an event or function 9

Total 60

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the

modules, the course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2Competencies chart

The competencies chart is a table that presents an overview of the specific competencies, the

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work

process. It shows the links between the elements in the horizontal axis and those in the vertical

axis. The symbol (ο) marks a relationship between a general competency and specific

competency. The symbol (∆) indicates a relationship between a specific competency and a step

in the process of work. When the symbols are darkened, it indicates that the link is taken into

account in the description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies in

the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

Section

3

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Figure 1: Competencies chart

Between the process and particular competencies| Between general and particular competencies

▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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1 Manage the sale and service of wines 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●

2 Plan for catering for an event or function 90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●

3Plan, prepare and display buffet setting and service

90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●

4Use a Property Management System in Food and

Beverage Service100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●

5 Manage the sale and service of coffee 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●

Food Technician PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

#

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3.4 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training

programme and shows the relationship between the modules. This type of planning is to ensure

consistency and progression of learning. For each module, the flowchart shows the learning

that is already in place, the learning that is to take in parallel or later. The positions defined will

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

learning of the modules of the training programme is presented on the following page.

Techniques d'expression orale et ecrite en francais 3

Masawasiliano mbali ya kiofisi katika kiswahili 3

Processing financial transactions 4

PROVIDING AND SUPERVISING QUALITY CUSTOMER SERVICE 6

MANAGING THE SALE AND SERVICE OF WINES 10

PLANNING FOR CATERING FOR AN EVENT OR FUNCTION 9

MANAGING THE SALE AND SERVICE OF COFFEE 12

USING A PROPERTY MANAGEMENT SYSTEM IN F&B SERVICE 10

PLANNING, PREPARING AND DISPLAYING BUFFET SETTING AND SERVICE 9

Occupation and learning process 3

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

Business organisation 3

Industrial attachment program (IAP) 30

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Figure 2: Flowchart

4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

on that module

All formative assessment should be declared competent before taking the

Section

4

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summative/integrated assessment

Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the

curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances inside

school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in

which the Trainee was not able to meet during Summative/Integrated Assessment should not

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next module

with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the

responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

- All Trainees should finish and declared competent on all modules before taking IAP

module.

- Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

- The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

- An interview to the trainee should be conducted in the school after the IAP has

been completed and should be documented in the trainee portfolio.

- All completed logbooks should be part of the trainee portfolio.

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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001Describe the occupation and learning process

RTQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:September, 2014

Purpose statement

This module is covered first in all qualifications. It allows the learner to get to know the other

participants to the training programme and to understand himself/herself as part of a team.

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

training programme. The module will allow the participant to avoid mistakes of career guidance

and confirm or deny his/her choice from the start. The training and learning methods are

presented to the learner. This approach encourages greater motivation and, subsequently, a

better integration of various learning.

12 | P a g e

Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competence Performance criteria

1. Participate as part of a team and respect the rules of the training environment

1.1 Proper introduction of oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and learning process

2.1 Proper description of the main/major elements of occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and apply learning methods

3.1Proper engagement in active and participatory learning methods

3.1 Adequate description of the assessment procedures

4. Develop personal plans based on self-assessment practices

4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set

goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies

13 | P a g e

LU 1: Participate as part of a team and respect the rules of the training environment

1

Learning Outcomes:

1. Introduce oneself and get to know one another 2. Integrate in team 3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome1.1: Introduce oneself and get to know one another

Introductions

Expectations about the training

o Introduction o Game o Presentation of trainees’

expectations

- Trainer manual

Formative Assessment 1.1

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved.

Types of evidence Portfolio assessment tools

Performance criterion

Proper introduction of oneself

Resources Learning activities Content

14 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.2: Integrate in team

Working as a team

Building trust

o Games o Group discussions

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate integration in team


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Learning Outcome 1.3: Participate in setting rules and adhere to them

Rules of the classroom

Group responsibilities

o Brainstorming o Discussions o Assign class tasks

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate participation in setting rules and adhere to them


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LU 2:Explain the occupation and learning process

2

Learning Outcomes:

1. Describe the main/major elements of occupation 2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector






Proper description of the main/major elements of occupation


17 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

o Presentation by the teacher o Research o Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable






Adequate explanation about the one’s qualification


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Checklist Score

Yes No

Observation

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LU 3: Respect the facilitation and apply learning methods

3

Learning Outcomes:

1. Engage in active and participatory learning methods 2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual






Proper engagement in active and participatory learning methods


20 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio

& integrated situation)

o Presentation by the trainer - Assessment manual





Checklist Score

Yes No

Observation


Adequate description of the assessment procedures


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LU 4: Develop personal plans based on self-assessment practices

4

Learning Outcomes:

1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace

o -






Proper identification of values, skills and interests


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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Checklist Score

Yes No

Observation


Proper assessment of values, skills and interests


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Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Correct Setting of goals


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Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Proper development of plans in order to reach the set goals


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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

Strategies for using one’s learning style in workplace/school

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Checklist Score

Yes No

Observation

Learning Outcome 4.6: Identify learning strategies

o -



Proper assessment of one’s learning style


27 | P a g e





Checklist Score

Yes No

Observation

Reference books:

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.

2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.


Adequate identification of learning strategies

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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

CCMMS501Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module describes the skills, knowledge and attitudes required to perform OSHE monitoring

systems taken as instruments used for measurement and analysis in the area of occupational

safety and health. They are commonly used to inform and guide government policy. Typically,

these systems are used to give an indication of the number of work accidents or occupational

diseases, or they might record information about places of work, or about the activities of the

organizations involved in ensuring good working conditions. Moreover, the module describes

the skills, knowledge and attitudes required to monitor occupational safety, health and security

policies and procedures. Finally, the learner learns how to advice and train all employees on

health and safety matters.

29 | P a g e


Not applicable







1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

30 | P a g e

LU 1: Conduct OSH (occupational safety and health) monitoring

1

Learning Outcomes:

1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice

10 Hours

Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees

Responsibility of

administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in

workplace

Equipment and machinery

Emergency response plans

SHE standards;

Responsibility in working

place

Hazard identification and

risk Control

Making the working area

safe

Personnel protective

o Brainstorming

o Documentary research

o Group discussion

Flipcharts

Markers

Flipcharts stand

Internet


31 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are

applied

Checklist Score

Yes No

OSHE policies are checked

OSHE regulations are checked

OSHE standards are checked

Observation

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

procedures


Proper checking of application of OSHE policies, procedures and regulations

32 | P a g e

Learning Outcome 1.2: Monitor use of PPEs

Types of PPEs to be used

according to the trade

Physical verification of PPEs

Cleaning and storage of

materials, tools and

equipment

o Group discussion

o Practical exercise

Checklist

PPEs

Brushes

Store

Shelter

Shelves

Pen





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs

Checklist Score

Yes No

List of PPEs to be used according to the trade is checked

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation


Proper monitoring of the use of PPEs


33 | P a g e

Learning Outcome 1.3: Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be

evaluated according to the

specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice

Checklist Score

Yes No

OSHE best practices are checked

List of standards to be evaluated according to the specific trade is checked

Observation


Proper monitoring the compliance of OSHE best practice


34 | P a g e

35 | P a g e

LU 2:Collect and analyze Occupational health, safety incidents report

2

Learning Outcomes:

1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; o Consulting of incident

report documents o Talk to people involved or

witnesses to the event o Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

- Reference books - Internet - Hand-outs - Didactic materials





Proper collection of data regarding OSHE incidents


36 | P a g e


Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower




37 | P a g e

medical expenses Economic impact

poor production, closer of the

company compensation repairs

Physical effects permanent injuries, loss of ability to

handle materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected

Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation


Proper analysis of OSHE data collected

38 | P a g e

Learning Outcome 2.3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports

Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation


Adequate elaboration of a compiled incident reports


39 | P a g e

Learning Outcome 2. 4: Recommend safest way to do the job

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job

Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended


Proper recommendation of safest way to do the job


40 | P a g e

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation

41 | P a g e

LU 3: Train all staff on occupational health and safety matters

3

Learning Outcomes:

1. Provide information and instructions 2. Train all employees and supervisors on OSHE

standards/regulations 3. Evaluate trained OSHE programs

10 Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of:

An occupational health and safety

(OH&S) program

A policy statement

The program elements

Individual responsibility

Joint occupational health and

safety committee

Health and safety rules

Correct work procedures

Employee orientation

Training

Workplace inspections

Reporting and investigating

accidents/incidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

Responsibilities of the staff:

Responsibilities of workers

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


42 | P a g e

Using personal protection

and safety equipment as

required by the employer.

Following safe work

procedures

Knowing and complying with

all regulations.

Reporting any injury or

illness immediately

Reporting unsafe acts and

unsafe conditions

Participating in joint health

and safety committees or as

the representative

Responsibilities of supervisor

Instructing workers to

follow safe work practices.

Enforcing health and safety

regulations.

Correcting unsafe acts and

unsafe conditions.

Ensuring that only

authorized, adequately

trained workers operate

equipment.

Reporting and investigating

all accidents/incidents.

Inspecting own area and

taking remedial action to

minimize or eliminate

hazards.

Ensuring equipment is

properly maintained

Promoting safety

awareness in workers

Responsibilities of management

Providing a safe and healthful

workplace.

Establishing and maintaining a

health and safety program.

Ensuring workers are trained

43 | P a g e

or certified as required.

Reporting accidents/incidents

and cases of occupational

disease to the appropriate

authority

Providing medical and first aid

facilities

Ensuring personal protective

equipment is available

Providing workers with health

and safety information

Supporting supervisors in their

health and safety activities

Evaluating health and safety

performance of supervisors





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health

and safety matters


Appropriate provision of information and instructions

44 | P a g e

Checklist Score

Yes No

A brief description of an occupational health and safety (OH&S) program is provided

A brief description of A policy statement is provided

A brief description of the program elements is provided

Responsibilities of the staff are described (workers, supervisor, Management staff)

Observation

Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations

Training on SHE regulations

Safety roles of employees

Responsibility of administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in workplace

Equipment and machinery

Emergency response plans

Training on SHE standards

Responsibility in working place

Hazard identification and risk

control

Making the working area safe

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

Procedures

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


45 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion

- Reference books - Internet - Hand-outs - Stories and

pictures



Appropriate training to all employees and supervisors on OSHE

standards/regulations

46 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program

Checklist Score

Yes No

Evaluation forms are well developed

Learning assessment (Questions and responses, topic of discussion…) is well developed

Training impact assessment is well developed

Observation

Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:

9781472419712, Publication Date: 2015

2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.

(Author, Editor)

3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication

Date: 2009

4. G:\\Basic OH&S Program Elements OSH Answers.htm

5. https://www.rospa.com/occupational-safety/advice/training-matters/

6. https://www.3tonline.fi/incident-reporting

7. http://www.safety.uwa.edu.au/topics/plant/inspection

8. http://www.hse.gov.uk/statistics/causdis/index.htm

9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html


Proper evaluation of trained OSHE programs

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

https://www.rospa.com/occupational-safety/advice/training-matters/

https://www.3tonline.fi/incident-reporting

http://www.safety.uwa.edu.au/topics/plant/inspection

http://www.hse.gov.uk/statistics/causdis/index.htm

https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

47 | P a g e

C C M U E 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH

CCMUE501Maintain professional conversation in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee

will be able to Prepare and deliver speeches at different social and professional occasions, adapt speech

messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce medium

compositions on different trade-related subjects, Identify and differentiate different business documents,

Effective writing of different business documents, Identify and use of writing styles, read different trade-

related texts, Apply reading techniques to selected trade-related texts, Explain key terms/words in their

context, Answer reading comprehension questions precisely, Analyze different trade-related texts,

Summarize trade-related texts (in own words), identify differences between common English accents, Listen

and respond to users of common English their accents, Reporting information listened to from different

common accents, Steps of speech preparation and delivery, Important tips on speech delivery, Requirements

to properly articulate information, Analyse trade-related texts and Summarise texts.

48 | P a g e


Oral Basic English Communication Intermediate Workplace English



Performance criteria describe the required performance needed to demonstrate achievement of the

learning unit.



Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation of speeches on different social and professional occasions

1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology

1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms

Read correctly a range of materials

2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification

and description of characters, events and settings, as well as to express preferences by giving reasons)

2.3 Effective summary of key ideas in trade-related texts

Listen to audio messages with different

English accents to get the intended

message

3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between

common English accents 3.3 Accurate reporting of information listened to in

different accents

Produce a variety of medium texts on

professional and general topics

4.1 Clear and detailed writing about a wide range of trade-related subjects.

4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)

4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each

type of business document

49 | P a g e

LU 1:Communicate orally in social and professional situations with ease

1

Learning Outcomes:

1. Prepare speeches for different social and professional occasions 2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according to

question forms

10 Hours

Learning Outcome 1.1: Prepare speeches for different social and professional occasions

Steps for speech preparation Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Predicting the

Q&A

Identification of categories of audience Familiar audience Non-familiar

audience Adaptation of the

message to the audience

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books


50 | P a g e


Assessor may collect among the following evidences and make judgements on whether the

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice Task: Write a 5 minutes’ speech on a topic of choice to be presented to the

class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Visual Aids are prearranged

Prospective Q&A are hypothesized

Indicator: Categories of audience are well identified

Familiar audience is identified

Non-familiar audience is identified

Message is adapted to the audience

Observation


Acceptable preparation of speeches on different social and professional occasions

51 | P a g e

Learning Outcome 1.2:Deliver speeches to an audience

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Oral evidence


Presentation

Task

Deliver a 5 minutes’ speech on a topic of choice to the class.

Checklist Score

Yes No

Indicator 1:EffectiveSpeech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2:Message articulation is effective

Pronunciation is accurate

Speed is considerable

Tone is formal


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and Suprasegmental

phonology


52 | P a g e

Observation

Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question

forms

Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries





Oral evidence


Discussions

Presentations

Task:

Answer at least 3 questions from the audience on your 5-minute speech.


Asking relevant questions to clarify extend and follow up ideas according to

question forms


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Checklist Score

Yes No

Indicator: Questions are well formulated

Yes/No questionswell formulated

Wh-questionswell formulated

Choice questions are well stated

Hypothetical questionswell formulated

Embedded questionswell formulated

Leading questionswell formulated

Observation

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LU 2:Read correctly a range of materials

2

Learning Outcomes:

1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Types of texts Expository Narrative Descriptive Directive Argumentative

Application of reading techniques on selected texts Reading for details Reading for specific

information Explanation of key

terms/words in the text Provision of answers to

reading comprehension questions

o Brainstorming o Documentary research o Practical exercise o Group work o Presentation

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



Adequate reading of different trade-related texts


55 | P a g e




Written evidence

Oral evidence


Reading practice Presentations Matching Multiple choice

Task: Using an appropriate reading strategy, read the text provided to you

and answer its comprehension questions

Checklist Score

Yes No

Indicator 1: The type of texts is understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator 2: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Indicator 3: Vocabulary and comprehension

Key terms/words are explained

Comprehension questions are answered

Observation

Learning Outcome 2.2: Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

o Practical exercise o Presentation o Roleplay o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts


56 | P a g e

Writer’s stance

Paper

Stationeries

Lesson plan

Trainee manual





Written evidence


Reading practice Presentations Multiple choice

Task: Read the text provided by the trainer and explain its purpose

Checklist Score

Yes No

Indicator:The trade related text is accurately analyzed

Text Structure: characters, events and settings are analyzed

Purpose of the text is understood

Style is identified

Writer’s stance is recognized

Observation


Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)

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Learning Outcome 2.3: Summarize key ideas in trade-related texts

Steps to summarize: Maintenance of the

most important ideas Elimination of the less

important details Paraphrasing in own

words

o Practical exercise o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the trainer

Checklist Score

Yes No

Indicator: Steps to summarize are followed

The most important ideas are maintained

Less important details are eliminated

The content is paraphrased in own words

Observation


Effective summary of key ideas in trade-related texts


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LU 3: Listen to audio messages with different English accents to get the intended message

3

Learning Outcomes:

1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 3. Report information listened to in different accents accurately

10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Application of active listening strategies to different accents Listening forGeneral

information Listening for Specific

information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through

Interactions Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings


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Oral evidence


Listening practice Discussions True or false questions

Task: Following your trainer’s instructions, listen and respond to what you hear.

Checklist Score

Yes No

Indicator 1:Active listening strategies are applied

Active listening is applied for general information

Active listening is applied for specific information

Indicator 2:Types of listening are correctly applied

Informative listening is applied

Discriminative listening is applied

Relationship listening is applied

Appreciative listening is applied

Indicator 3: Exact reactions to different accents are processed

Questions are asked for clarification

Satisfaction testimonial is expressed

Observation


Appropriate listening and responding to others

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Learning Outcome 3.2: Identify differences between common English accents clearly

Introduction to English accents Defining an English accent Common English accents

Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation

o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan





Oral evidence


Listening practice Discussions True or false questions Note taking

Task: Listen to two different recordings played by the trainer and identify

the differences between the accents of both speakers

Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood

English accent is defined

Common English accents are mastered

Indicator 2: American and British English accents are differentiated

Vowel Pronunciation is considered

Consonant pronunciation is considered

Rhotic accent is considered


Clear identification of differences between common English accents


61 | P a g e

Change of stress is considered

Changes in articulation are considered

Observation

Learning Outcome 3.3:Report information listened to in different accents accurately

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries





Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:

Listen and report to the information you hear from each recording

played to you by the trainer


Accurate reporting of information listened to in different accents


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Checklist Score

Yes No

Indicator: Reporting is done according to types of information

Reported considering general information

Reported considering specific information

Observation

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LU 4: Produce a variety of medium texts on professional and general topics

4

Learning Outcomes:

1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document

5 Hours

Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly

Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and

contrast writing Evaluative writing Summary writing

The Writing processes Exploring and

planning Drafting Building effective

paragraphs Editing

o Brainstorming o Documentary research o Practical exercise o Group work

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



Clear and detailed writing about a wide range of trade-related subjects


64 | P a g e




Written evidence

Performance

Writing practice Presentations

Task: Write a short text analysing an important issue affecting your career

Checklist Score

Yes No

Indicator 1: Varieties of writing are understood

Chronological writing is understood

Analytical writing is understood

Descriptive writing is understood

Compare and contrast writing

Evaluative writing is understood

Summary writing is understood

Indicator 2: The Writing processes is followed

Exploring and planning is considered

Drafting is done

Effective paragraphs are built

Editing is done

Observation

Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and Goals

Business proposals Concept notes

Accounting Documents

o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan


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Financial reports Financial

statements Goods received

note Purchase order Goods delivery

note Requisition

Customer service documents

Business reports

Annual reports Term reports Quarterly report Activity/Operation

reports Operational documents

Contracts Business letters Memorandum of

Understanding

- Trainee manual





Written evidence

Oral

Performance

Writing practice Discussions Presentations Multiple choice Matching

Task: Name at least 4 different types of business documents and specify their differences


Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)

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Checklist Score

Yes No

Indicator: Business documents are explored

Business plan is explored (characteristics, structure, elements, importance,..)

Accounting documents are explored (characteristics, structure, elements, importance,..)

Customer service documents are explored (types, characteristics, structure, elements, importance,..)

Business reports are explored (characteristics, structure, elements, importance,..)

Operational documents are explored (types, characteristics, structure, elements, importance,..)

Observation

Learning Outcome 4.3: Write business documents perfectly

Steps to write business documents Identifying the

audience Identifying the

document’s purpose Organizing the

writing Proofreading the

business document Editing the business

document

Writing commonly used business documents

o Practical exercise o Documentary research o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Appropriate writing of business documents


67 | P a g e


Written evidence


Writing practice Presentation

Task: Write a business of a project you would implements upon

graduation

Learning Outcome 4.4: Use writing style applicable to each type of business document

Application of principles and techniques of business writing

Formatting a business document

o Practical writing exercises o Group work o Documentary research o Presentation

- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan

Checklist Score

Yes No

Indicator 1:Steps to write business documents are followed accurately

The audience is identified

The document’s purpose is identified

The writing is organized

The business document is proofread

The business document is edited

Indicator 2: Commonly used business documents are correctly written

Business plans are elaborated

Accounting documents are prepared

Customer service documents are written

Business reports are drafted

Operational documents are prepared

Etc

Observation


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Written evidence


Writing practice Presentation Matching

Task: Using the appropriate writing style for each business document,

write a memo and business letter on a topic of your choice.

Checklist Score

Yes No

Indicator: Content and format are respected

Different principles and techniques of business writing are applied

Accurate business document format is used

Observation

Reference books:

1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7

2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,

1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,

Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.

1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and

Row,1981), p. 73


Appropriate use of writing style applicable to each type of business document

69 | P a g e

8. Dwyer, Karan Kangas & Marlina M. Davidson. “Is Public Speaking Really More Feared than Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107.

9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). ( New York: Pearson, 2006).

10. Fraleigh, D. M., & Tuman, J. S. Speak up! An illustrated guide to public speaking. (New York: Bedford/St. Martins, 2009).

11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the Acoustical Society of America. Vol 107 3, pp. 1697-1714.

12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of Standard

English". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology

of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication

excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.

B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.

17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998

18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004

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C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA

CCMKN501IKINYARWANDA K’INTYOZA

Ikiciro: 5 Amasaha ateganijwe

Indengo y'amasaha: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe:Ukuboza, 2016

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :

Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.

Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.

Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.

Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gukoresha neza ibinyazina bitandukanye.

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Kwandika neza amazina bwite anyuranye.

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda cy'umunyamwuga

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu

mbumbe zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.

1.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.

1.2. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.

1.3. Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 1.4. Guhindura inkurushusho mo agakino akurikiranya neza

ingingo. 1.5. Guhimba no kwandika inkurushusho akurikiranya neza

ingingo.

2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.

3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku

n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo

4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu

72 | P a g e

bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye.

ngiro zitandukanye. 4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye

y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.

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LU1 :Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye

2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho Amasaha 6

Umusaruro w’inyigisho 1.1:Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye.

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo

Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco

n’amateka; Inshamake

y’inkurushusho; inshoza n’uturango

by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.

o Gusoma inkurushusho bucece.

o Gusoma inkurushusho mu matsinda bashaka: Ibisobanuro

by’amagambo akomeye; Ibisubizo by’ibibazo byo

kumva inkurushusho no kumurika ibivuyemo;

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma inkurushusho bakuranwa ;

o Guhuza ibivugwa mu

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Imfashanyigisho Ibikorwa by’uwiga

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74 | P a g e

nkurushusho n’indangagaciro;

o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;

o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Gutahura isomo ry’ingenzi; o Guhina mu magambo

inkurushusho;

Isuzuma Mbonezanyigisho 1.1

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma

Amajwi n’amashusho

Inyandiko

Uwiga akurikiye neza inkurushusho

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k’intyoza agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye

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Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Gukurikira neza inkurushusho

Ubwumvane mu matsinda;

Ibyiyumviro by'uteze amatwi atarogoya;

Ikitabwaho 2: Kugaragaza ko yumva neza

Insanganyamatsiko;

Inyunguramagambo;

ingingo z’umuco n’amateka;

Inshamake y’inkurushusho;

inshoza n’uturango by’inkurushusho;

Isomo ry’ingenzi;

Isesekaza n’utwatuzo.

Umwanzuro

Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.

Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)

o Gusoma inkurushusho bucece.

o Gusoma inkurushusho mu matsinda

o Gusoma inkurushusho uwiga aranguruye ;

o Gusoma inkurushusho bakuranwa;







Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.


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Gihamya Isuzuma


Uwiga asoma neza inkurushusho

Umukoro mu matsinda


Yego Oya

Ikitabwaho: Gusoma neza inkurushusho



Utwatuzo n'isesekaza.

Umwanzuro

Umusaruro w’inyigisho 1.3: Gusubizaibibazo ku nkurushusho mu nyandiko iboneye.


Insanganyamatsiko;

Inyunguramagambo;


Inshamake y’inkurushusho;

inshoza n’uturango by’inkurushusho;

isomo ry’ingenzi;

o Gusoma inkurushusho o Guhuza ibivugwa mu

nkurushusho n’indangagaciro;

o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;

o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Guhina inkurushusho mu nyandiko ikwiye

o Gutahura isomo ry’ingenzi;





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Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku nkurushusho

Umukoro mu matsinda



Yego Oya

Ikitabwaho: Gusoma neza inkurushusho



Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Uturango by’inkurushusho;

Isomo ry’ingenzi;

Inshamake y’inkurushusho.

Umwanzuro


Yashubije ibibazo ku nkurushusho mu mvugo iboneye

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Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.


Udukino dufatiye ku nkurushusho

o Gusoma inkurushusho

o Gusesengura inkurushusho

o Guhindura agakino mo

inkurushusho akurikiranya neza ingingo.






Gihamya Isuzuma


Inyandiko

Umukoro mu matsinda

Inyandiko y'udukino dufatiye ku nkurushusho


Yego Oya

Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho



Ikitabwaho 2: Guhindura neza inkurushusho mo udukino

Isesekaza;

Isano y'inkurushusho n'udukino;

Insanganyamatsiko.

Umwanzuro


Yahinduye inkurushusho mo agakino akurikiranya neza ingingo


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Umusaruro w’inyigisho 1.5:Guhimba no kwandika inkurushushoakurikiranya neza ingingo.

ihimbankurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco

n’amateka; Uturango

by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.

o Guhimba inkurushusho o Kwandika inkurushusho






Gihamya Isuzuma


Inyandiko

Uwiga ahimbainkurushusho

Umukoro mu matsinda

Inkurushusho


Yego Oya

Ikitabwaho: Guhimba no kwandika neza inkurushusho

Insanganyamatsiko n'isomo ry’ingenzi;

Inyunguramagambo;


Uturango tw’inkurushusho;

Isesekaza n’utwatuzo;

Urukurikirane ruhwitse rw'ingingo.

Umwanzuro


Yahimbye anandika inkurushushoakurikiranya neza ingingo.


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LU2 :Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2


1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya ingingo 5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye

Amasaha 6

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ibimenyetso by’utega amatwi atarogoya;

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);

Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.

Indangagaciro y’ubworoherane;

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.

˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.


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Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.

o Kumurika mu ruhame ibyavuye mu matsinda.

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo guhembera amakimbirane.



Gihamya Isuzuma


Inyandiko

Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo

gukemura amakimbirane

Umukoro mu matsinda



Yego Oya

Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko


Ibyiyumviro by'uteze amatwi atarogoya


Insanganyamatsiko;


Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku

nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

.

82 | P a g e

Inyunguramagambo;


Isomo ry’ingenzi;


Umwanzuro

Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.



o Gusoma umwandiko bucece. o Gusoma umwandiko mu

matsinda o Gusoma umwandiko uwiga

aranguruye ; o Gusoma umwandiko

bakuranwa; o Kubahiriza isesekaza

n'utwatuzo





Gihamya Isuzuma


Uwiga asoma neza umwandiko ku nsanganyamatsiko yo


Umukoro mu matsinda


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


activities

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Yego Oya

Ikitabwaho: Gusoma neza umwandiko

Ibyiyumviro by’uteze amatwi atarogoya;


Isesekaza;

Utwatuzo.

Umwanzuro

Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.



Inyunguramagambo;


Ingingo z’umuco;





o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.


o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.


o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.

o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.





activities

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o Gusoma aranguruye

agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.


o Kujya impaka ku ngaruka zo guhembera amakimbirane.



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko

yo gukemura amakimbirane

Umukoro mu matsinda



Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko



Ikitabwaho 2:Gusubizaneza ibibazo ku

Nyunguramagambo;

Nsanganyamatsiko y’umwandiko;

Ngingo z’umuco ;

Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);

Buryo bufatika bwo gukemura amakimbirane mu muryango;

Ndangagaciro y’ubworoherane.

Umwanzuro


Yashubije ibibazo ku mwandiko mu mvugo ikwiye.

85 | P a g e

Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.


Inyunguramagambo;


Ingingo z’umuco ;





Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane


o Guhimba umwandiko






Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

86 | P a g e

Gihamya Isuzuma


Inyandiko

Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo


Umukoro mu matsinda

Ihinamwandiko n'ihimbamwandiko


Yego Oya

Ikitabwaho: Guhina no guhimba neza umwandiko

Inyunguramagambo;


Ingingo z’umuco;


Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;

indangagaciro y’ubworoherane.

Umwanzuro

Umusaruro w’inyigisho 2.5:Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane mu muryango.


Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

Imurikamwandiko

o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.

o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane

o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko

o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.




activities

Ibyigwa

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Gihamya Isuzuma


Inyandiko

Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane

mu muryango


Yego Oya

Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane

Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;

Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;

Ugukoresha neza umwanya w'ijambo;

Ukurasa ku ngingo.

Umwanzuro

Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.


Ibinyazina: Nyereka Ngenera Ngenga

Ihangamwandiko

o Gusoma no gusesengura umwandiko

o Gutahura imikoreshereze y’ibinyazina binyuranye

o Gukorsha neza ibinyazina binyuranye mu mwandiko




activities

Ibyigwa


Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu

muryango

88 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina

binyuranye


Yego Oya

Ikitabwaho:Gukoresha neza ibinyazina binyuranye

Ibinyazina bitandukanye:Nyereka, Ngenera na Ngenga

Isesengura ku mikoreshereze y'ibinyazina bitandukanye;

Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.

Umwanzuro


Yakoresheje ibinyazina binyuranye ku buryo bukwiye

89 | P a g e

Umusaruro w’inyigisho 3.1:Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva

umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko ku isuku n’isukura;

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.

Inyunguramagambo;




Indangagaciro zo kubaha ubuzima;

ingero zifatika zihamya akamaro k’isuku n’isukura;

Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;

o Gutega amatwi umwandiko ku isuku n’isukura.



o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).

o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;

o Kumurika mu ruhame ibyavuye mu matsinda ;

˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

˗ Amafoto ku bikorwa by’isuku n’isukura.

LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.

3


1. Gukoresha Ikinyarwandak'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6


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Ihangamwandiko ku isuku n’isukura.


o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.


o Kujya impaka ku ngaruka z’umwanda.



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda



Yego Oya




Ikitabwaho 2: Kugaragaza ko yumva neza:

Insanganyamatsiko;

Inyunguramagambo;


Inshamake y’umwandiko;

Inshoza n’uturango by’umwandiko;

Isomo ry’ingenzi;


Umwanzuro


Uwiga yakoresheje Ikinyarwandak'intyoza agaragaza ko yumva umwandiko ku

kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

91 | P a g e

Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Umwandiko ku nsanganyamatsiko y' isuku n’isukura;


o Kutarogoya usoma nta mpamvu.

o Gusoma mu matsinda o Gusoma aranguruye agaragaza

isesekaza.


˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;



Gihamya Isuzuma


Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda


Yego Oya




Isesekaza;

Utwatuzo.

Umwanzuro




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Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.



Inyunguramagambo;





ingero zifatika zihamya akamaro k’isuku n’isukura;






o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).


o Kumurika mu ruhame ibyavuye mu matsinda ;



o Gukora inshamake y’umwandiko mu mvugo.











Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.


activities

Ibyigwa

93 | P a g e

Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda



Yego Oya




Ikitabwaho 2:Gusubiza neza ibibazo ku

Nyunguramagambo;


Ngingo z’umuco.

Umwanzuro

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Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.



Inyunguramagambo;





Ingero zifatika zihamya akamaro k’isuku n’isukura;






o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).

o Gusoma mu matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o -Bamurika mu ruhame ibyavuye mu matsinda ;














Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

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Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Ihinamwandinko n'ihangamwandiko


Yego Oya


Inyunguramagambo;


Ingingo z’umuco;

Ingingo z’amateka;

Indangagaciro na kirazira.

Umwanzuro

Umusaruro w’inyigisho 3.5:Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.


Imurikamwandiko

o Gusoma no gusesengura umwaniko ku isuku n’isukura.

o Guhuza ibivugwa mu mwandiko n'ibindi byasomye mu zindi nyandiko

o Kujya impaka ku ngaruka z’umwanda

o Kumurika imyanzuro ku

ngero zifatika zihamya akamaro k’isuku n’isukura








activities

Ibyigwa

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Gihamya Isuzuma


Inyandiko

Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura


Yego Oya




Ikitabwaho 2:Gusubizaneza ibibazo

Inyunguramagambo;

insanganyamatsiko y’umwandiko;

Isano y'umwandiko n'ibyasomwe ahandi;

Ingingo z’umuco n'amateka;

Gukoresha neza umwanya w'ijambo;

Kurasa ku ntego.

Umwanzuro

Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.


Ibinyazina


o Gutahura imikoreshereze y’ibinyazina binyuranye.


˗ Ibitabo


activities

Ibyigwa


Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura

97 | P a g e

Ngenera ngenga Ndafutura/ndasigura Mpamagazi

by’ikibonezamvugo; ˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo

Mpuzamahanga ry’uburenganzira bwa Muntu,





Gihamya Isuzuma


Inyandiko

Uwiga atahura amakosa ku mikoreshereze y'ibinyazina

bitandukanye

Uwiga akoresha neza ibinyazina bitandukanye

Umukoro mu matsinda



Yego Oya


Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi



Umwanzuro



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LU 4:Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye

4


1. Gukoresha Ikinyarwandak'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingero zifatika zihamya imitunganyirize iboneye

y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6

Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

ibimenyetso by’uteze amatwi atarogoya.

Isesekaza n‘utwatuzo;

Inyunguramagambo;


Indangangakiro na kirazira;

Ingingo z’amateka n’umuco;

Ingero zifatika zihamya imitunganyirize;

Ihinamwandiko.

o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.

o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko

ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza

agaragaza indangagaciro yo gukorera mu mucyo.



o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.

o Gukora ubushakshatsi ku bivugwa mu mwandiko;

o Gukora inshamake y’umwandiko mu

˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;



ry’uburenganzira bwa Muntu;


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.


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Ibyigwa

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mvugo.

o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.




Gihamya Isuzuma


Inyandiko

Uwiga ateze amatwi umwandiko ku gufata neza ubutaka

Umukoro mu matsinda



Yego Oya





Ikitabwaho 2: Kugaragaza ko yumva neza:

Insanganyamatsiko;

Inyunguramagambo;


Inshamake ku mwandiko;

Inshoza n’uturango by’umwandiko;

Isomo ry’ingenzi.

Umwanzuro


Uwiga yakoresheje Ikinyarwandak'intyoza agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

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Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.


Ibimenyetso by’uteze amatwi atarogoya.

o Gusoma bucece. o Gusoma mu matsinda. o Gusoma bakuranwa. o Gusoma aranguruye

agaragaza isesekaza. o Gutega amatwi umwandiko

ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta

mpamvu.









Gihamya Isuzuma


Uwiga asoma neza umwandiko ku gufata neza ubutaka

Umukoro mu matsinda




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Yego Oya





Umwanzuro

Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye




Inyunguramagambo;




Ingero zifatika zihamya imitunganyirize y'ubutaka ikwiye;

Ihimbamwandiko.





o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;





o Kumurika mu ruhame ibyavuye mu matsinda;








activities

Ibyigwa

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Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza

ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku gufata neza ubutaka


Yego Oya




Utwatuzo n'isesekaza;


Nyunguramagambo;


Ngingo z’umuco;

Ngingo z’amateka;

Ndangagaciro na kirazira.

Umwanzuro


Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

103 | P a g e

Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.


Ihinamwandiko;

Ihimbamwandiko.

o Gusoma no gusesengura umwandiko;



o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.









Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ihinamwandiko n'ihangamwandiko


Yahinnye anahimba umwandiko akurikiranya neza ingingo


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Yego Oya


Inyunguramagambo;


Ingingo z’umuco;


Indangagaciro na kirazira.

Umwanzuro

Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye

y’ubutaka.




Inyunguramagambo;




Ingero zifatika zihamya imitunganyirize;

Ihimbamwandiko.




o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.













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o Kumurika mu ruhame ibyavuye mu matsinda



Gihamya Isuzuma


Inyandiko

Uwiga ategura, amurika ingero zo gufata neza ubutaka

Umukoro mu matsinda

Inyandiko y'icyegeranyo ku gufata neza ubutaka


Yego Oya





Ikitabwaho 2:Gusubizaneza ibibazo

Inyunguramagambo;


Isano y'umwandiko n'ibyasomwe ahandi;

Ingingo z’umuco n'amateka;

Gukoresha neza umwanya w'ijambo;

Kurasa ku ntego.

Umwanzuro

Umusaruro w’inyigisho 4.6:Gukoresha ibinyazina binyuranye ku buryo bukwiye.


Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka

106 | P a g e


Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro


o Gutahura imikoreshereze y’ibinyazina binyuranye.









Gihamya Isuzuma


Inyandiko

Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina

binyuranye

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina



Yego Oya




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Ibyigwa

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Ibinyazina bitandukanye:Mbaza, Mboneranteko na Nyamubaro;



108 | P a g e

LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5


1. Gukoresha Ikinyarwandak'intyoza uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.

Amasaha 6

Umusaruro w’inyigisho 5.1:Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;


Inyunguramagambo ku ngeri y’ikinamico;


Udukino ku nsanganyamatsiko ishingiye ku bwumvane;


o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico

n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye bigana,

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

o Kujya impaka ku kamaro k' imvugo ziboneye.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;

˗ Ibitabo by’ikibonezamvugo ;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.


activities

Ibyigwa

109 | P a g e



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku icinamico


Yego Oya

Ikitabwaho1: Gutega amatwi no gukurikira neza ikinamico





Insanganyamatsiko;

Inyunguramagambo;


Inshamake y' ikinamico;

Inshoza n’uturango by’ ikinamico;

Isomo ry’ingenzi.

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro

zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane

110 | P a g e

Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo




o Gutega amatwi ikinamico ku

nsanganyamatsiko yerekeye ubwumvane.


o Gusoma bucece ikinamico.

o Gusoma bakuramwa, baranguruye bigana, abakinankuru







Gihamya Isuzuma


Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye

ubwumvane

Umukoro mu matsinda


Yasomye neza ikinamico yubahiriza uturango twayo


activities

Ibyigwa

111 | P a g e


Yego Oya

Ikitabwaho: Gusoma neza ikinamico




Umwanzuro

Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye









o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico. o Gusoma bakuramwa,

baranguruye bigana, abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.







Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico


activities

Ibyigwa

112 | P a g e


Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane


Yego Oya

Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico





Nyunguramagambo;

Nsanganyamatsiko y’ ikinamico;

Ngingo z’umuco;

Ngingo z’amateka;

Ndangagaciro na kirazira.

Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro














N0 001/2014 yo ku wa


activities

Ibyigwa

113 | P a g e





08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma


Inyandiko

Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko

y'ubwumvane

Umukoro mu matsinda

Ikinamico yanditswe


Yego Oya

Ikitabwaho: Guhimba no gukina neza ikinamico

Inyunguramagambo;

Insanganyamatsiko y’ikinamico;

Ingingo z’umuco;


Indangagaciro na kirazira;


Ibyiyumviro by'abakinankuru.

Umwanzuro


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

114 | P a g e

Umusaruro w’inyigisho 5.5:Gukoresha neza inzego z’ururimi.







Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse









o Kujya impaka ku mvugo ziboneye.







Gihamya Isuzuma


Inyandiko

Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego

z'ururimi

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego

z'ururimi


Yakoresheje neza inzego z’ururimi


activities

Ibyigwa

115 | P a g e


Yego Oya

Ikitabwaho 1: Gusoma neza no gukurikira ikinamico



Isesekaza n'utwatuzo;

Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye

Inzego zitandukanye z’ururimi

Imikoreshereze ikwiye y'inzego z'ururimi.

Umwanzuro

Umusaruro w’inyigisho 5.6:Kubahiriza imyandikire y’amazina bwite


Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanzweho









o Kujya impaka ku kamaro k'imyandikire ikwiye






activities

Ibyigwa

116 | P a g e

y'amazina bwite.

o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.



Gihamya Isuzuma


Inyandiko

Uwiga atahura, akosora imyandikire y'amazina bwite

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina

bwite


Yego Oya

Ikitabwaho: Kubahiriza imyandikire

y'amazina bwite y’ahantu afite indomo

y'amazina bwite y’abantu arenze rimwe

y'amazina bwite y’abantu n’ahantu

y'amazina bwite y’amavamahanga

y'amazina bwite y’idini yari asanzweho

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition

2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.


Yubahirije imyandikire y’amazina bwite

117 | P a g e

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain

Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.

11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,

Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu

Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

118 | P a g e

C C M M K 5 0 1 - MAWASILIANO MBALI MBALI YA KIOFISI KATIKA KISWAHILI

CCMMK501Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili[Uwezo=competence]

Daraja: 5 Saazinazofaa

Idadiyavipindi: 3 30

Idara: Zote

Mikondo: Yote

Wakatiilipoandaliwa:Januari, 2017

Lengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kujadili mawasiliano mbali mbali ya kiofisi kupitia njia ya kuzungumza na kuandika katika shughuli za kazi;

Kutunga kimaandishi na kimazungumzo hati tofauti kwa kuzingatia kanuni na mitindo ya lugha ya kiswahili ifaavyo;

Kuchambua kimazungumzo na kimaandishi hati za mawasiliano mbali mbali za kiofisi;

Kuwasilisha hati mbali mbali mahali zinapotakiwa.

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Ujuziwaawali Kutumia kiswahili katika sekta za kikazi

Kitengonavigezovyakitengo

Kitengokinaelezamategemeomuhimuyanayohitajiwa.

5. Vigezovyakitengovimepangwakupimaikiwamwanafunzianazingatiakitengoifaavyo.

Mwishonimwa moduli hiimwanafunziatakuwanauwezowa:

Kitengo Vigezovyakitengo

1. Kutunga hati za mawasiliano mbali mbali za kiofisi.

1.1 Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati 2.1 Uwezo wa kutumia mtindo wa lugha inayostahili

kulingana na hati 3.1 Uwezo wa kutunga hati za mawasiliano tofauti za

kiofisi

2. Kuchambua hati za mawasiliano mbali mbali za kiofisi zilizopokewa.

2.1 Uwezo wa kutambua kimaandishi aina za hati mbali mbali

2.2 Uchambuzi wa Habari kuhusu utungaji wa hati fulani 2.3 Uchambuzi wa njia za mawasiliano zilizotumiwa

3. Kupanga mbinu za uwasilishaji wa hati mbali mbali.

3.1 Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa

3.2 Zingatio la vifaa vinavyohitajiwa kuhitimisha uwasilishaji

3.3 Zingatio la njia za uwasilishaji wa hati mbali mbali

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LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi.

1

Yanayotegemewa:

1. Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati. 2. Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na hati. 3. Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.

Saa10

Yanayotegemewa 1.1:Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati.

Kifungu cha michoro ya hati za: Aina mbali mbali za barua Ripoti Simu ya mdomo Simu ya kuandika Risala Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za mkutano

o Kutega sikio o Kusoma kimya o Kusoma kwa makund o Kuandika mchoro

- Vitabu vya utungaji

- Vitabu vya sarufi

- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki

TathiminiEndelezi /Arifu1.1

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Vigezo vya kitengo

Kuonyesha kwa mchoro sehemu kuu za hati.

Vifaa Kazi ya mwanafunzi Yaliyomo

121 | P a g e

Aina za thibitisho Vifaa

Kanda ya Filamu

Andishi

Hati za kiofisiza mawasiliano mbali mbali Uwasilisho wa sehemu kuu za hati sa hati mbali mbali

Yatakayochunguzwa Matokeo

Ndiyo Bado

Maonyesho: Sehemu kuu za hati kwa mchoro

Orodha ya sehemu kuu za hati

Mchoro wa sehemu kuu za hati

Maoni

Yanayotegemewa 1.2:Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na hati.

Kifungu cha mitindo ya lugha:

Lugha ya ishara Lugha ya heshma Istilahi za lugha Lugha fasaha

o Kusoma o Kutamka na kusikiliza o Kutunga mifano ya hati za mawasiliano

kwa kutumia mtindo wa luhga unaostahili


- Vitabu vya sarufi


Tathimin iEndelezi /Arifu1.2


Vigezovyakitengo

Kutumia mtindo wa lugha inayostahili kulingana na hati


122 | P a g e


Kanda Ya Filamu

Andishi

Utungaji wa hati Uwasilisho wa hati mbali mbali


Ndiyo Bado

Maonyesho: Lugha inayostahili kwa utungaji wa hati Mtindo wa lugha kulingana na walengwa

Mtindo wa lugha kulingana na aina ya hati

Maoni

Yanayotegemewa 1.3:Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.

Mbinu za kutunga hati mbali mbali za:

Barua Ripoti Simu ya mdomo Simu ya kuandika Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za

mkutano

o Kutunga hati mbali mbali katika makundi o kutunga hati mbali mbali peke yake o Kuigiza hati za kimazungumzo


- Vitabu vya sarufi - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki

TathiminiEndelezi /Arifu1.3


Vigezovyakitengo

Kutunga hati za mawasiliano tofauti za kiofisi.


123 | P a g e


Andishi

Simulizi

Kanda ya Filamu

Utungajiwa hati za mawasiliano tofauti za kiofisi Uwasilisho wa hati za mawasiliano tofauti za kiofisi


Ndiyo Bado

Maonyesho: Hati za mawasiliano tofauti za kiofisi

Tungo sahihi

Mantiki

Maoni

124 | P a g e

LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi

2

Yanayotegemewa:

1. Uwezo wa kutambua kimaandishi aina za hati tofauti. 2. Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati Fulani. 3. Uchambuzi wa njia za mawasiliano zilizotumiwa.

Saa10

Yanayotegemewa 2.1:Uwezo wa kutumbua kimaandishi aina za hati tofauti.

Kifungu cha hati mbali mbali: Barua Ripoti Simu ya mdomo Simu ya kuandika Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za mkutano

o Kutega sikio hati inaotamkwa o Kusoma kimya o Kusoma katika makundi



TathiminiEndelezi /Arifu 2.1


Vigezo vya kitengo

Kutambua kimaandishi aina za hati mbali mbali.


125 | P a g e


Andishi

Simulizi

Ufahamu kimaandishi wa aina za hati mbali mbali Uwasilisho kuhusu aina za hati mbali mbali


Ndiyo Bado

Maonyesho:Aina za hati mbali mbali

Viashiria vya kila hati

Lengo la kila aina

Maoni

Yanayotegemewa 2.2:Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati fulani.

Kifungu cha hati: Mtungaji Wakati wa

kutunga Sababu za

utungaji Ujumbe

muhimu

o Kusoma hati tofauti o Kugundua mtungaji o Kugundua wakati zilizotungwa o Kupanga mtiririko wa mambo muhimu

- Vitabu vya utungaji - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki

Tathimin iEndelezi /Arifu 2.2



Andishi

Simulizi

Ufahamu

Uwasilisho habari kuhusu utungaji wa hati fulani

Vigezo vya kitengo

Uchambuzi wa habari kuhusu utungaji wa hati fulani.


126 | P a g e


Ndiyo Bado

Maonyesho: Habari kuhusu utungaji wa hati Fulani

Walengwa

Wakati wa kutunga

Lengo la utungaji

Maoni

Yanayotegemewa 2.3:Uchambuzi wa njia za mawasiliano zilizotumiwa.

Njia ya masimulizi

Njia ya maandishi ya hati tofauti

Baruwa pepe

Simu ya mdomo

Simu ya kuandika

o Kutoa umuhimu wa kila njia o Kugundua na kujadili migogoro

ipatikanayo katika kila njia o Kutoa mbinu za utatuzi wa migogoro






Andishi

Simulizi

Ufahamu wa njia za mawasiliano Uwasilisho kuhusu njia za mawasiliano

Vigezo vya kitengo

Uchambuzi wa njia za mawasiliano zilizotumiwa.


127 | P a g e


Ndiyo Bado

Maonyesho: Njia mbali mbali za mawasiliano Umuhimu wa kila njia

Migogoro ya kila njia

Mbinu za utatuzi wa migogoro ya kila njia

Maoni

128 | P a g e

LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali.

3

Yanayotegemewa:

1. Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa 2. Zingatio la sanii ya utungaji wa hati mbali mbali. 3. Zingatio la njia za uwasilishaji wa hati mbali mbali.

Saa10

Yanayotegemewa 3.1:Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.

Mazingira ya uwasilishaji: Wapokeaji Mila na desturi za

wapokeaji Mandhari Lugha inayohitajiwa

o Kutoa tabia za wapokeaji wa kila hati o Kusikiliza na kutoa mifano ya lugha

inayotumiwa katika kila hati o Kuonyesha mandhari






Andishi

Simulizi

Uchambuzi wa hati na mazingira yake Uwasilisho wa hati na mazingira yake

Vigezo vya kitengo

Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.


129 | P a g e


Ndiyo Bado

Manonyesho: Mazingira ya uwasilishaji wa hati

Walengwa

Mila na desturi za walengwa

Mandhari

Maoni

Yanayotegemewa 3.2:Zingatio la sanii ya utungaji wa hati mbali mbali.

Sanii za utungaji: Aina za karatasi Lafudi na shada Rangi Hati (herufi)

o Kusoma hati tofauti o Kujadili sifa za matini katika makundi o Kutunga tungo fupi kwa kutumia sifa

zilizotajwa



Tathimini Endelezi /Arifu 3.2



Andishi

Simulizi

Kanda ya filamu

Uchambuzi wa sanii ya hati mbali mbali

Vigezo vya kitengo

Zingatio la sanii ya utungaji wa hati mbali mbali.


130 | P a g e


Ndiyo Bado

Maonyesho: sanii ya utungaji wa hati mbali mbali

Orodha ya vifaa kulingana na hati

Umuhimu wa kila kifaa

Maoni

Yanayotegemewa 3.3:Zingatio la njia za uwasilishaji wa hati mbali mbali.

Ana kwa ana

Simu

Mtandao

Posta

o Kutoa sifa za kila njia, o Kugundua na kujadili migogoro

ipatikanayo katika kila njia o Kutoa mbinu za utatuzi wa migogoro






Andishi

Simulizi

Uchambuzi wa hati mbali mbali

Vigezo vya kitengo

Zingatio la njia za uwasilishaji wa hati mbali mbali.


131 | P a g e

Marejeo:

1. NKwera F.V.M.(1985). Sarufi na Fasihi Sekondari na Vyuo, Tanzania Publishing House,

Dar es Salaam.

2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press

3. Wamitila, K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book

4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University

Press.

5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili , kitabu cha mwanafunzi, Kidato cha tano,

fountain Publisher Rwanda Kigali

6. (2013) Mafunzo ya Kiswahili , Kitabu cha mwanafunzi, kidato cha sita, Fountain

Publisher Rwanda, Kigali

7. Wekesa S.P. (2000) . Uandishi wa Insha, Nairobi: Acacia Stantex Publishers


Ndiyo Bado

Maonyesho: Njia za uwasilishaji wa hati mbali mbali

Sifa za kila njia

Migogoro katika kila njia

Mbinu za utatuzi wa migogoro ya kila njia

Maoni

132 | P a g e

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C C M F T 5 0 1 - TECHNIQUES D’EXPRESSION ORALE ET ECRITE EN FRANCAIS

CCMFT501Pratiquer les techniques d’expression orale et écrite

Niveau: 5 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration:Décembre, 2016

But visé

Ce module décrit les techniques d’expression orale et écrite. A la fin de ce module, l’apprenant

sera capable d’écrire en respectant l’orthographe courante, employer le vocabulaire technique

dans différents écrits, présider des débats et des discussions, conduire des réunions, rédiger et

présenter un exposé.

134 | P a g e

Prérequis pour le nouvel apprentissage

Non appliqué

Eléments de compétence et lesCritères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Ecrire en respectant l’orthographe

courante.

1.1. Application correcte des lettres minuscules et

majuscules

1.2. Utilisation adéquate des accents et signes de

ponctuation

1.3. Application appropriée des espacements entre les

mots

2. Employer le vocabulaire technique

dans différents écrits.

2.1. Emploi abondant de vocabulaire technique dans un

récit se rapportant à son métier

2.2. Utilisation appropriée du vocabulaire technique dans

une présentation adressée au

public

2.3. Application appropriée du vocabulaire technique dans

la rédaction des rapports de

service

2.4. Rédaction méthodique des lettres d’affaire

3. Présider des débats, des

discussions.

3.1. Fixation claire des thèmes de discussions

contradictoires

3.2. Définition claire des directives à suivre pour la sérénité

des débats

3.3. Modération méthodique des interventions respectives

des membres du groupe

4. Conduire des réunions. 4.1.. Elaboration adéquate de l’ordre du jour

4.2. Exposé introductif méthodique définissant les règles à

135 | P a g e

suivre et le déroulement de la

réunion

4.3. Prise de notes méthodiques pour harmoniser les

diverses interventions

5. Rédiger et présenter un exposé. 5.1. Organisation méthodique des arguments dans une

présentation écrite

5.2. Exploitation méthodique des règles de la rhétorique

devant l’auditoire

5.3. Conclusion concise et ouverte de son exposé reprenant

les grandes lignes d’une part

et dégageant des perspectives d’autre part

136 | P a g e

LU 1:Ecrire en respectant l’orthographe courante

1

Résultats d’apprentissage:

4. Appliquer les lettres minuscules et majuscules 5. Utiliser les accents et signes de ponctuation. 6. Appliquer les espacements entre les mots.

6 Heures

Résultats d’apprentissage 1.1:Appliquer les lettres minuscules et majuscules

Lettres

Minuscules

Majuscules

o Ecrire les noms propres et noms

communs

o Ecrire un paragraphe de différente

phrase.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disc

- Matériels tactiles

Evaluation Formative 1.1

Critère de performance

Application correcte des lettres minuscules et majuscules

Ressources Activités d’Apprentissage Contenus

137 | P a g e

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Instruments d’evaluation du portfolio

Preuvesécrites

Preuvesorales

Liste de contrôle Résultat

Oui Non

Orthographe de cinq (5) noms propres et cinq (5) noms communs

Composition d’un paragraphe de du moins trois (3) différentes phrases.

Orthographe de cinq (5) mots avec différents accents « é ; ü ; â ; è ; ô ; à ; ç ;

î ; û ; ê ; ö. »

Observations

Résultats d’apprentissage 1.2: Utiliser les accents et signes de ponctuation

Accents

Aigüe

Grave

Circonflexe

Cédille.

Signes de ponctuation

Point

Point

d’Interrogation

Point

d’exclamation

Point de

o Ecrire les mots avec différents accents

o Composer les phrases terminées par

différents signes de ponctuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disc



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suspension

Virgule

Point-virgule

Guillemets

Double points




Types de preuves Instruments d’evaluation du portfolio

Preuvesécrites

Preuvesorales


Oui Non

Composition de cinq (5) phrases terminées par différents signes de

ponctuation

Observations

Résultats d’apprentissage 1.3:Appliquer les espacements entre les mots.

Espacements entre les

mots

o Composer une phrase de beaucoup de

mots.

- Textes

- Illustrations



Utilisation adéquate des accents et signes de ponctuation

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- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disc





Types de preuves Outils d’evaluation Portfolio

Preuvesécrites

Preuvesorales


Oui Non

Composition d’une phrase avec dix (10) mots

Observations


Application appropriée des espacements entre les mots

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LU 2:Employer le vocabulaire technique dans différents écrit

2

Résultatsd’apprentissage:

1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation. 4. Rédiger les lettres d’affaire.

4 Heures

Résultats d’apprentissage 2.1:Préciser la réponse relative au texte..

Vocabulaire technique Récit à son

métier

o Rédiger le récit en utilisant les mots spécifiques pour le métier en question.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuvesecrites

Preuves orales


Emploi abondant de vocabulaire technique dans un récit se rapportant à

son métier.


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Oui Non

Rédaction d’un texte sur une page contenant au moins cinq (5) mots

spécifiques pour le métier en question.

Observations

Résultats d’apprentissage 2.2: Prononcer des énoncés de ses réponses.

Vocabulaire technique

Présentation adressée

au public

o Présenter en classe le récit contenant

les termes techniques sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Liresilencieusement les énoncés.


Oui Non

Composition et présentation en classe d’un écrit contenant les termes

techniques sur le métier

Observations


Utilisation appropriée du vocabulaire technique dans une présentation

adressée au public.


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Résultats d’apprentissage 2.3:Articuler en tenant compte de la ponctuation.

Vocabulaire technique

Rapports de service

o Etablir un rapport de service en utilisant

les termes techniques lies au métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuvesecrites

Preuves orales


Oui Non

Etablissement d’un rapport de service en utilisant les termestechniques lies au

métier.

Observations


Application appropriée du vocabulaire technique dans la rédaction des

rapports de service.


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Résultats d’apprentissage 2.4:Rédiger les lettres d’affaire.

Lettres d’affaire

Réquisition

Commande

Livraisons

Recouvrement

o Composer les lettres de réquisitions,

commandes, livraisons, recouvrements.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves ecrites

Preuves orales


Oui Non

Composition des lettres :


Rédaction méthodique des lettres d’affaire


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Lettre de réquisitions

Lettre de commande

Lettre de livraison

Observations

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LU 3:Présider des débats et des discussions

3

Résultatsd’apprentissage:

1. Fixer les thèmes de discussions contradictoires 2. Définir les directives à suivre pour la sérénité des débats 3. Modérer les interventions respectives des membres du groupe.

6 Heures

Résultats d’apprentissage 3.1: Fixer les thèmes de discussions contradictoires.

Thèmes de discussions o Proposer les sujets de controverse. - Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales


Fixation claire des thèmes de discussions contradictoires


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Oui Non

Suggestion de cinq (5) sujets de controverse

Observations

Résultats d’apprentissage 3.2:Définir les directives à suivre pour la sérénité des débats.

Directives à suivre

Durée d’intervention

Tolérance

o Fixer le délai d’intervention et les

normes de tolérance.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Organiser un débat


Définition claire des directives à suivre pour la sérénité des débats


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Oui Non

Fixation de délai d’intervention

Fixation des normes de tolérance

Evitement de la monopolisationde la parole

Pas d’interruption pour les autres

Demande de la parole

Respect des avis des autres

Observations

Résultats d’apprentissage 3.3:Modérer les interventions respectives des membres du groupe.

Interventions des membres du groupe o Distribuer les interventions

o Ramener à l’ordre les violateurs des

directives convenues.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Modération méthodique des interventions respectives des membres du

groupe


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Preuves écrites

Preuves orales


Oui Non

Distribution des interventions

Restauration d’ordre des directives convenues

Observations

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LU 4:Conduire des réunions.

4

Résultats d’apprentissage:

1. Elaborer l’ordre du jour. 2. Exposer les règles à suivre et le déroulement de la réunion 3. Prendre les notes pour harmoniser les diverses interventions.

8 Heures

Résultats d’apprentissage 4.1. Elaborer l’ordre du jour.

Ordre du jour o Fixer les grandes lignes de la réunion. - Textes

- Illustrations

- Dialogues

- CD audio-visuels






Elaboration adéquate de l’ordre du jour


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Preuves écrites

Preuves orales

Organiser une réunion.


Oui Non

Fixation d’ordre du jour en précisant :

Durée de chaque activité

Responsabilités

Observations

Résultats d’apprentissage 4.2:Exposer les règles à suivre et le déroulement de la réunion.

Règles de réunion à suivre

Déroulement de la réunion

o Elaborer des instructions sur le

déroulement de la réunion.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites Diriger une réunion


Exposé introductif méthodique définissant les règles à suivre et le



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Preuves orales


Oui Non

Elaboration des instructions sur le déroulement de la réunion :

Vérification du quorum

Adoption de l’ordre du jour

Adoption du rapport de la réunion précédente

Etat d’avancement des décisions de la réunion précédente

Examen détaillé de l’ordre du jour

Observations

Résultats d’apprentissage 4.3:Prendre les notes pour harmoniser les diverses interventions.

Règles de réunion à suivre

Déroulement de la réunion

o Elaborer des instructions sur le


- Textes

- Illustrations

- Dialogues

- CD audio-visuels



Prise de notes méthodiques pour harmoniser les diverses interventions


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Preuvesecrites

Preuves orales

Gérer une réunion.


Oui Non

Elaboration de synthèse d’une réunion tenant compte de :

Prise de notes

Intégration des interventions respectives

Structuration harmonieuse de dites interventions

Observations

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LU 5:Rédiger et présenter un exposé

5

Résultats d’apprentissage

1. Organiser les arguments dans une présentation écrite. 2. Exploiter les règles de la rhétorique devant l’auditoire. 3. Conclure son exposé reprenant les grandes lignes d’une part et

dégageant des perspectives d’autre part.

6 Heures

Résultats d’apprentissage 5.1: Organiser les arguments dans une présentation écrite.

Arguments Présentation écrite

o Rédiger et présenter des arguments. - Textes

- Illustrations

- Dialogues

- CD audio-visuels






Méthodique des arguments dans une présentation


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Preuves écrites

Preuves orales

Préparer un exposé.

.


Oui Non

Organisation d’argumentation en précisant

Introduction

Corps

Conclusion

Présentation d’exposé en mettant en exergue (en soulignant) des points forts

de son argumentation

Observations

Résultats d’apprentissage 5.2: Exploiter les règles de la rhétorique devant l’auditoire.

Règles de la rhétorique o Appliquer les règles de la rhétorique

dans son exposé.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels



performance à observer atteint ou a atteint le résultat escompté.


Exploitation méthodique des règles de la rhétorique devant l’auditoire


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Preuves écrites

Preuves orales

S’exprimer individuellement


Oui Non

Application des règles de la rhétorique dans son exposé :

Précautions oratoires

Exposition

Argumentation

Conclusion

Observations

Résultats d’apprentissage 5.3: Conclure son exposé reprenant les grandes lignes d’une part et

dégageant desperspectives d’autre part.

Grandes lignes de conclusion

d’un exposé

Dégageant des perspectives de

conclusion d’un exposé

o Elaborer la synthèse de son exposé.

o Dégager l’espace dans sa conclusion.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels



Conclusion concise et ouverte de son exposé reprenant les grandes lignes

d’une part et dégageant des perspectivesd’autre part.


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Preuvesécrites

Preuves orales

Clôturer l’exposé.


Oui Non

Elaboration de synthèse en dégageant trois grandes lignes de son exposé

Observations

Références:

1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.

2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.

3. GREVISSE MAURICE (1990). Précis de grammaire française.

4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs

5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de

français pour les écoles primaires. 5ème, Livre du maître.

6. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de français.

ISBN : 978-2-7531-0103-6.

7. Y.DELATOUR et al. , (1991). Grammaire du français. HACHETTE, Paris.

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C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT

CCMSE501Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:October, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to be able to successfully

work in a socially diverse environment. The module will allow the participant to develop ways

of communicating with customers and colleagues from diverse backgrounds and

accommodating cultural differences. Furthermore, this module will enable the trainee to be

able to identify issues that may cause conflict or misunderstanding in the workplace because of

the cultural differences, find ways of resolving them and/or referring them to appropriate

individuals or bodies.

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Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.

1.2 Adequate Taking into consideration cultural differences in allverbal and non-verbal communication and overcoming language barriers.

1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.

2.Address cross-cultural misunderstandings

2.1. Proper identification of issues that may cause conflict or misunderstanding in the workplace. 2.2. Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.2.3Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

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LU 1: Communicate with customers and colleagues from diverse backgrounds

1

Learning Outcomes:

1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.

2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.

3. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours

Learning Outcome1.1: Value customers and colleagues from different cultural groups and

treat them with respect and sensitivity

Treating different groups effectively forms of address levels of formality or

informality observance of special

religious, feasts or other celebratory days

customs, beliefs and values Product preferences

o Role play o Individual work o Group discussion o Large group discussion o Brainstorming

- Reference books - Role play scenario - Online materials - Specialised

materials





Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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Written

Oral

Performance

Multiple choice True or false question Ticking Expose (presentation) Role play

Checklist Score

Yes No

Effective treatment of different groups

Observation

Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-

verbal communication and overcome language barriers.

Verbal and non-verbal communication: varied cultural

interpretation of non-verbal behaviour and gestures

personal grooming, including dress and hygiene habits

language spoken language written

Overcoming language barriers: meet, greet and farewell

customers give simple directions give simple instructions answer simple enquiries prepare for, serve and

assist customers describe goods and

services

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


161 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside

organisations when required

Partnerships for efficient communication interpreter services diplomatic services local cultural

organizations appropriate government

agencies educational institutions Disability advocacy

groups.

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials



Adequate Taking into consideration cultural differences in all verbal and non-

verbal communication and overcoming language barriers.

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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.

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LU 2:Address cross-cultural misunderstandings

2

Learning Outcomes:

1. Identify issues that may cause conflict or misunderstanding in the workplace.

2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.

3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours

Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the

workplace

Cultural differences

Causes of conflict race language special needs disabilities gender age roles, emotions, misinformation misinterpretation values

o Individual work o Group discussion o Large group discussion o Brainstorming

- Reference books - Online materials - Specialised materials



Proper identification of issues that may cause conflict or misunderstanding in the

workplace.


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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation

Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or

misunderstandings at workplace

Settlement of misunderstandings greetings key phrases customs protocol, business practices what is done for fun appreciation of cultural difference Avoidance to compromise own

values being accommodating Different Communication Styles Different Attitudes Toward

Conflict Different Approaches to

Completing Task Different Decision-Making Styles Different Attitudes Toward

Disclosure

o Role play o Group discussion o Large group discussion o Individual work

- Reference books

- Role play scenario

- Online materials

- Specialised materials


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Written

Oral

Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation

Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team

leader or supervisor for follow-up

Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics

o Role play o Individual task o Group work o Large group discussion

- Reference books - Role play scenario - Online materials - Specialised

materials



Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

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Written

Oral

Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.

2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.

3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.

4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

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C C M I W 5 0 1 - ICT AT WORKPLACE

CCMIW501Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:October, 2017

Purpose statement

This course focuses on providing skills, experience and confidence for those learners who

struggle to make the most of technology to demonstrate creative thinking, problem solving and

knowledge construction. It focuses on completing workplace tasks, such as researching and

creating documents with text, graphics and numerical information using commonly used tools

such as: Microsoft Office – (Word, Excel and PowerPoint), Email, The Internet

Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-

solve, Communicate and collaborate, Locate, use and synthesize information found using

technology and Develop skills necessary to function in this century.

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Not applicable







1. Prepare document Layout 1. Proper set up of a grid structure 2. Proper arrangement of text zones and non-textual

ones in their correct reading order. 3. Proper use of special effects

2. Apply basic computer operations 1. Appropriate Conversion, Export and Import of files 2. Appropriate use of storage media 3. Appropriate application of Printer settings 4. Appropriate connect computer to the network

3. Manage data 1. Proper management of data types 2. Proper application of data validation, 3. Adequate application of Logical functions 4. Adequate performance of data analysis, duplication

removal and Conditional formatting 5. Appropriate application of data protection

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LU 1:Prepare document Layout

1

Learning Outcomes:

1.Set up a grid structure 2.Arrange text zones and non-textual ones 3.Use special effects

10 Hours

Learning Outcome1.1:Set up a grid structure

Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))

Use asymmetrical grids to add interest to your design.

Work with margins, row and column gaps (Placement of intentional whitespace).

Usage of mixed grids.

o Practical exercise on designing a cover page of a given document

Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal



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Written evidence

Oral evidence


Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Expose (presentation)

Checklist Score

Yes No

Indicator: Basic grid structures for page layout a are well identified

Indicator: Asymmetrical grids is well detected

Indicator:Working with marginsare well described

Observation


Proper set up of a grid structure

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Learning Outcome 1.2:Arrange text zones and non-textual ones.

Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads

Size and position of images and figures and work with image captions

Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout

Box outs and sidebars, which present information as asides from the main text flow

Page headers and page footers, the contents of which are usually uniform across content pages.

Table of contents

Notes like footnotes and end notes; bibliography

o Practical exercise on editing and arrange a given document






Proper arrangement of text zones and non-textual ones in their correct reading

order


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Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)

Checklist Score

Yes No

Indicator:Work with Stylesare well identified

Indicator: Size and position of images is well detected

Indicator:Pull quotes and nut graphs is well detected

Indicator: Box outs and sidebars are well identified

Indicator: Page headers are well described

Observation

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Learning Outcome 1.3: Use special effects

Methods of overlaying text on an image for readability

Position the Text Appropriately

Increase the Contrast Use a Transparent

Overlay Drop Shadow

Runaround and intrusions, or bleeding an image over the page margin

o Practical exercise on adding special effects in a given document






Written evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)


Proper use of special effects


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Checklist Score

Yes No

Indicator: Methods of overlaying text on an image are well identified

Insert text appropriately

Increase the contrast

Use a transparent overlay

Drop shadow

Indicator: Runaround and intrusionsis well detected

Observation

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LU 2:Apply basic computer operations

2

Learning Outcomes:

4. Import, Export, and Convert Data Files 5. Use storage media 6. Apply printer settings 7. Connect computer to the network

10 Hours

Learning Outcome 2.1:Import, Export, and Convert Data Files

Variety of different file formats Formats Typical Extension

Data Import techniques

Data Export techniques

Compress a file

File Conversion

o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,

Export and Import of files o Appropriate use of storage

media o Appropriate application of

Printer settings o Connect Computer to the

network

Projector White Board Computer Lab





Appropriate Conversion, Export and Import of files


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Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions

Checklist Score

Yes No

Indicator:Variety of different are well identified

Formats

Typical Extension

Indicator: Data Import techniquesis well detected

Indicator:Data Export techniquesare well described

Indicator: Compress a fileare well identified

Indicator: File Conversionare well described

Observation

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Learning Outcome 2.2:Use of storage media

Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive Or Flash Drive. Optical Drive (CD/ DVD discs) Cloud Storage.

Storage capacity Description of units of data

Disk formatting Partitioning Erase data

o Brainstorming on storage types

o Practical exercises on disk formatting

Projector White Board Computer Lab Storage devices





Written evidence

Oral evidence




Appropriate use of storage media


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Checklist Score

Yes No

Indicator:Different types of storageare well identified

External removable hard drive

Solid state drive

Network attached storage

USB thumb drive

Cloud storage

Optical drive

Indicator:Storage capacityis well detected

Unit of data

Indicator:Disk formattingare well described

Partitioning

Erase data

Observation

Learning Outcome 2.3:Apply printer settings

Page setup Print preview Print dialog box

Selecting printer name Printer options Printing one or more

copies Printing in black/white

or color Print page ranges

o Exercises on printing one or more copies of a colored document, in black and white

o Printing in landscape, portrait different pages

Computer Lab With Current Word processing Package installed in each computer

Printer Projector



Appropriate application of Printer settings


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Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Page setup are well identified

Print preview

Print dialog box

Indicator: Selecting printer name is well detected

Printer options

Printing one or more copies

Printing in black/white or color

Printing in black/white or color

Observation

Learning Outcome 2.4: Connect computer to the network


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Common types of area networks based on size Personal area network,

or PAN Local area network, or

LAN Metropolitan area

network, or MAN Wide area network, or

WAN Wireless Local Area

Network or WLAN

Common types of area networks based on main purpose Storage area network,

or SAN Enterprise private

network, or EPN Virtual private

network, or VPN

Connect to the internet

Fixed internet Mobile internet

o Exercises on connect computer to the internet

o

Computer Lab With Internet

Projector





Written evidence

Oral evidence




Appropriate connect computer to the network

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Checklist Score

Yes No

Indicator:Common types of area networks based are well identified

Personal area network, or PAN

Local area network, or LAN

Metropolitan area network

Wide area network, or WAN

Wireless Local Area Network or WLAN

Indicator:Common types of area networks based on main purposeis well detected

Storage area network, or SAN

Enterprise private network, or EPN

Virtual private network, or VPN

Indicator: connect to the internetare well described

Fixed internet

Mobile internet

Observation

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LU 3:Manage data

3

Learning Outcomes:

1. Manage data types 2. Apply data validation 3. Apply logical functions 4. Analyse data 5. Apply data protection

10 Hours

Learning Outcome 3.1: Manage data types

Description of data types Data type (Byte, integer, long,

single, double, currency, decimal, string, Boolean, date, object, variant)

Length Description

Techniques of entering data types in cells and their default formats

Labels to describe pieces of information

Values (Raw numbers or dates)

Formulas to perform calculations

o Brainstorming on data types o

Computer Lab Projector





Proper management of data types


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Written evidence

Oral evidence



Checklist Score

Yes No

Indicator: Description of data are well identified

Data type

Length

Description

Indicator: Techniques of entering is well detected

data types in cell

default formats

Indicator: Labels to describe are well described

Indicator: Valuesis well detected

Indicator: Formulas to perform are well described

Observation

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Learning Outcome 3.2:Apply data validation

Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)

Search/Find .Replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

o Practical exercises on data validation based on calculation in another cell

o

Computer Lab Projector





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create validation are well identified

Indicator: Search/Find is well detected

Indicator: Deleting a range of textare well described


Proper application of data validation


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Observation

Learning Outcome 3.3:Apply logical functions

Logical function overview (AND, OR, XOR and NOT)

Between condition (IF function)

o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis

Computer lab Projector





Written evidence

Oral evidence




Adequate application of Logical functions


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Checklist Score

Yes No

Indicator:Logical function overview are well identified

AND

OR

NOT

XOR

Indicator:Between condition is well detected

IF function

Observation

Learning Outcome 3.4:Analyse data

Create different types of charts

Table style and application of conditional formatting

Duplication removal

o Perform practical exercises on data analysis

o compile activities reports

Computer lab Projector



Adequate performance of data analysis, duplication removal and Conditional

formatting


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Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Create different types of chartsare well identified

Line and column charts

Pie

Miniature graphs

Bar

Indicator:Table style is well detected

Application

conditional formatting

Indicator:Duplication removal are well described

Observation

Learning Outcome 3.5:Apply data protection


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Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security

o Compile activities reports Computer lab Projector





Written evidence

Oral evidence



Checklist Score

Yes No

Indicator:Data protection principlesare well identified

Fair and lawful

Purposes

Adequacy

Accuracy

Retention

Rights

Security

Observation


Appropriate application of data protection

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Reference books:

1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel

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C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2014

Purpose statement

This particular module describes the skills, knowledge and attitude required for the trainee to apply

professional conduct at workplace.

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Not applicable







1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues

2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.

2.2. Adequate application ofcredible management of the work.

2.3. Adequate team spirit at the work.

3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules

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LU 1:Apply human values

1

Learning Outcomes:

1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues

7 Hours

Learning Outcome1.1: Valuate human right

Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)

Intellectual Property Right

Confidentiality

o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality

o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality

o Demonstration by video/ Picture of Human right issues

- Books - World Health

Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer



Adequate valuation of human right.


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Written evidence

Oral evidence

Multiple choice exercises

Essay

Matching exercise Exercises

True or false questioning

Sentence completion

Checklist Score

Yes No

Privacy

Independence

Security

Right to vote

Medication

Education

Employment

Promotion

Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty

Respect for others

o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally

Protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black

board


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- Marker pen - Chalks - Projector - Pictures - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Tax Compliance

Environmental Protection

Self-reliance

Honesty

Observation


Adequate promotion of integrity

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Learning Outcome 1.3: Valuate time

Preparation of Agenda Agenda of Meeting Personal Agenda

o Brainstorming on preparation of Agenda

o Group Discussion on preparation of Agenda

o Practical exercise on preparation of Agenda

- Books - Agenda of some meetings - Personal Agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Agenda of Meeting

Personal Agenda

Observation


Convenient valuation of time


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Learning Outcome 1.4: Analyse variety of moral issues

Reason of Behaving Unethically

Resource Crunch Opportunity Attitude

o Brainstorming on Reason of Behaving Unethically

o Group Discussion on Reason of Behaving Unethically

- Books - Chocks - Blackboard





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Resource Crunch

Opportunity

Attitude

Observation


Careful analysis of variety of moral issues


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LU 2:Respect engineering ethics

2

Learning Outcomes:

1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit

15 Hours

Learning Outcome 2.1:Apply rules and regulations of the work.

Different Professional rules and regulations Public Building

regulations Human Settlement

Policies

Labor Code National International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

o Demonstration by video/ on Professional rules and regulations and Labor Code

- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer





Appropriate application of rules and regulations of the work.


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Public Building regulations

Human Settlement Policies

Observation

Learning Outcome 2.2: Apply credible management of the work.

Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer





Adequate application of credible management of the work


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory

Duty Ethics

The virtue Theory

Self- realization ethics

Justice (Fairness) theory

Observation

Learning Outcome 2.3: Work with team spirit

Cooperation

Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness

o Brainstorming on cooperation and empathy

o Group Discussion on cooperation and empathy

- Books - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer



Adequate team spirit at the work.


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Understanding Others

Service Orientation

Uplift others

Leveraging diversity

Political awareness

Observation

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LU 3:Apply safety

3

Learning Outcomes:

1. Analyse risk 2. Apply personal safety precautions 3. Respect hygienic rules

8 Hours

Learning Outcome 3.1: Analyse risk

Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer





Proper risk analysis


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Scenario Analysis

Failure Mode and Effect Analysis

Fault-tree Analysis

Event-tree Analysis

Human Error

Observation

Learning Outcome 3.2:Apply personal safety precautions

Safety and Risk

Saving Endangered Lives ( Occupational hazards)

Safe Exit

o Brainstorming on Application of personal safety precautions

o Group Discussion on Application of personal safety precautions





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Written

evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Observation

Learning Outcome 3.3:Respect hygienic rules

Maintenance of Hygiene

Importance of PPE

o Brainstorming on Maintenance of Hygiene and Importance of PPE

o Group discussion on Maintenance of Hygiene and Importance of PPE





Convenient personal safety precautions

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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Maintenance of Hygiene

Observation


Adequate respect of hygienic rules

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Reference books:

1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL

PUBLISHERS, India

2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF

COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY

3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering

Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.

4. AAT Code of Professional Ethics – Version 2.0 January 2014

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C C M B O 5 0 1 - BUSINESS ORGANISATION

CCMBO501Organize a business


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to organize a business which is linked to

organizational strategic outcomes and facilitates the achievement of service delivery. The module will

allow the learner to identify activities to be accomplished before real business operations, create a

productive working environment, run real business operations and monitor and evaluate the business.

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Business plan development







1. Identify activities to be

accomplished before real

business operations

1.1 Proper verification of business start-up

requirements

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting business ethical conduct

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintain good relationship with customers

and suppliers

3. Run real business operations 3.1 Proper setting of short-term business goals

3.2 Accurate optimizing the utilization of available

resources

3.3 Regular employing targeted promotional and

marketing campaigns

4. Monitor and evaluate the

business

4.1 Clear preparation of a daily report of business

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan

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LU 1: Identify activities to be accomplished for real business operations

1

Learning Outcomes:

1. Verify business start-up requirements 2. Recruit employees in line with task requirements 3. Perform purchasing of business requirements in line with

business plan

5 Hours

Learning Outcome 1.1: Verify business start-up requirements

Meaning of business requirements

Steps of business requirements estimation

Business location Working place layout Office equipment Office furniture

Raw materials for initial storage Production

equipment and machinery

Production consumables

Start-up finances Quantity of financial

needs Sources finances Allocation of finance

resources

o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise

- Flipchart - Marker pen - Internet - Reference books - Case studies - Scenarios - Post note



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Written evidence

Product evidence

Essay&case studies True or false question A produced start up plan

Checklist Score

Yes No

Indicator: Business requirements are well discussed

Indicator: Steps of business requirements estimation are well enumerated

Indicator: Business location is well identified

Working place layout is well done

Office equipment is well prepared

Office furniture is well prepared

Indicator: Raw materials for initial storage are well identified:

Production equipment and machinery are well identified

Production consumables are well identified

Indicator: Start-up finances are well worked-out

Quantity of financial needs are well estimated

Sources finances are well identified

Allocation of finance resources is well done.

Observation


Proper verification of business start-up requirements.

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Learning Outcome 1.2: Recruit employees in line with task requirements

Meaning of employee recruitment

Functions of employees’ recruitment Job design and development Identifying and seeking

candidates Receiving and tracking

applicants Reference and background

checks Testing Interview Evaluation and hiring

Principles of strategic employee recruitment

Factors influencing employees’ recruitment Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

External factors

Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban, suburban,

and rural areas Competition

Recruitment process Staffing plans and forecasting Write the job description and

job specifications. Confirm job analysis Have a bidding system to

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pens - Pens - Internet - Reference books - Case studies - Scenarios - Employee recruitment

template


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recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Product evidence

Observation checklist. Number of employees recruited.

Checklist Score

Yes No

Indicator: Employee recruitment is well discussed

Indicator: Functions of employees’ recruitment are well discussed

Job design and development is well done

Identifying and seeking candidates is well done

Receiving and tracking applicants is well done

Reference and background checks are well done

Testing is well done

Interview is well conducted

Evaluation and hiring is well done

Indicator: Principles of strategic employee recruitment are well applied.

Indicator: Factors influencing employee’s recruitment are well identified

Internal factors are well considered

External factors are well applied.


Accurate recruiting of employees in line with task requirements

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Indicator: Recruitment process is well done.

Staffing plans and forecasting are well done.

Job description and job specifications are well described

Job analysis is well confirmed

Bidding system to recruit and review internal candidate qualifications for possible promotions are well done.

Best recruitment strategies for the position is well determined

Recruiting strategy is appropriately implemented

Observation

Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan

Meaning of purchasing

Purpose of purchasing

Types of purchasing Centralised purchasing Decentralised purchasing

Principles of purchasing Right price Right quality Right quantity Right time Right place

Purchasing procedures Meaning Steps involved in

purchasing procedures

Documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pens - Pens - Internet - Reference books - Case studies - Scenarios - Template of documents

used in purchasing process


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Receipt Statement of account

Meaning of suppliers

Factors influencing choice of effective suppliers





Written evidence

Multiple choice exercises Essay& Case studies True or false questioning Sentence completion

Checklist Score

Yes No

Indicator: Purchasing is well discussed

Indicator: Purpose of purchasing is well identified

Indicator: Types of purchasing are well identified

Centralised purchasing is well discussed

Indicator: Principles of purchasing are well identified

Price is well determined

Quality is well identified

Quantity is well identified

Time is well determined

Place is well chosen

Indicator: Purchasing procedures are well applied


Effective performing purchasing of business requirements in line with business

plan

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Purchasing procedures are well discussed

Steps involved in purchasing procedures are well stated

Indicator: Documents used in purchasing procedures are well prepared

Inquiry is well done

Reply document is well prepared

Purchase order is well prepared

Advice note is well prepared

Indicator: Meaning of suppliers is well discussed


Observation

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LU 2:Create a productive working environment

2

Learning Outcomes:

1. Set business ethical conduct. 2. Assign responsibilities in accordance with organization

structure. 3. Match personal characteristics with business requirements. 4. Maintain good relationship with customers and suppliers.

7 Hours

Learning Outcome 2.1: Set business ethical conduct

Define term ethical conduct

Objectives of ethical conduct in a business

Rules and regulations of the business Positive attitude

required to business members

sanctions proposed by the law in business

Types of unethical behaviour in a business Mistreating Employees Financial Misconduct Misrepresentation

Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies

Ways to address unethical behaviour at the workplace

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan

templateIncluding questions that guiding trainee to write a business plan


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Methods of handling unethical conduct in business

Importance ofpositive ethical conduct in the business





Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion

Problem solving Observation checklist

Checklist Score

Yes No

Indicator: Ethical conduct is well defined

Indicator: Objectives of ethical conduct in a business are well discussed

Indicator: Rules and regulations of the business are stated

Positive attitude required to business members are well applied

Sanctions proposed by the law in business are well applied

Indicator: Types of unethical behavior in a business are well discussed.

Mistreating Employees is well discussed

Financial Misconduct is well discussed

Misrepresentation is well discussed

Indicator: Techniques of encouraging a positive ethical behavior in business are well discussed

Rewards are well discussed

Expectations are well discussed


Accurate setting business ethical conduct.

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Training is well discussed

Policies are well discussed

Indicator: Ways to address unethical behavior at the workplace are well discussed

Indicator: Methods of handling unethical conduct in business are well identified.

Indicator: Importance of positive ethical conduct in the business is well discussed

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Meaning of responsibilities assignment in business

Attribution of responsibilities Estimation of volume of task Determination of task’s

requirements Allowing time to the volume

of task

Responsibility assignment matrix RAC (Responsible,

Accountable, Consulted and Informed).








Effective assigning of responsibilities in accordance with organization structure.


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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Meaning of responsibilities assignment in business is well discussed.

Indicator: Attribution of responsibilities is well done.

Estimation of volume of task is well done.

Determination of task’s requirements is well done.

Allowing time to the volume of task is well done.

Indicator: Responsibility assignment matrix is well discussed.

RAC (Responsible, Accountable, Consulted and Informed).

Observation

Learning Outcome 2.3: Match personal characteristics with business requirements

Self-assessment of time management practices Defining tool of

assessment Self-Assessment Measuring gap between

personal characteristics and business requirements

Defining strategies to eliminate gaps

Self-assessment in motivating employees’ practices Defining tool of

assessment





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Self-Assessment Measuring gap between



Self-assessment in financial practices Defining tool of




Self-assessment in inventory practices Defining tool of








Written evidence


Permanent matching personal characteristics with business requirements

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Oral evidence

Multiple choice exercises Essay& Cases study


Sentence completion Observation checklist

Checklist Score

Indicator: Self-assessment of time management practices are well discussed.

tool of assessment is well defined.

Self-Assessment is well done.

Gap between personal characteristics and business requirements are well measured.

Strategies to eliminate gaps are well defined.

Indicator: Self-assessment in motivating employees’ practices is well discussed.

tool of assessment is well defined

Self-Assessment is well discussed

Gap between personal characteristics and business requirements is well measured.

Strategies to eliminate gaps are well defined.

Indicator: Self-assessment in financial practices are well done.

Tool of assessment is well defined.


gap between personal characteristics and business requirements are well measured.

strategies to eliminate gaps are well defined.

Indicator: Self-assessment in inventory practices are well discussed.

Defining tool of assessment is well done.


Measuring gap between personal characteristics and business requirements is well done

Defining strategies to eliminate gaps is well done.

Indicator: Meaning of suppliers is well discussed


Observation

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Learning Outcome 2.4: Maintain good relationship with customers and suppliers

Meaning of a term relationship in a business

Purpose of maintaining a good relationship with customers and suppliers

Methods used to Maintain good relationship with: customers suppliers

Importance of maintaining good customers and suppliers’ relationship to the business: With customers With suppliers

Ways to address: Customer complaints Suppliers complaints

Manual procedures for business operations as tool for maintain customer and suppliers’ relationship.



templateIncluding questionsthat guiding trainee to write a business plan





Oral evidence



Proper maintaining of good relationship with customers and suppliers.


224 | P a g e

Written evidence

Essay& Cases study


Sentence completion

Observation checklist

Checklist Score

Yes No

Indicator:A term relationship in a business is well defined.

Indicator:Purpose of maintaining a good relationship with customers and suppliers is well done

Indicator:Methods used to Maintain good relationship are well identified.

Customers are well maintained.

Suppliers are well maintained.

Indicator: Importance of maintaining good customers and suppliers’ relationship to the business

Customers are well maintained.

Suppliers are well maintained.

Indicator: Ways to address customers and suppliers complains are well discussed

Indicator: Manual procedures for business operations as tool for maintain customer and suppliers’ relationship are well discussed.

Observation

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LU 3: Run real business operation

3

Learning Outcomes:

1. Set of short-term business goals 2. Optimize the utilization of available resources 3. Employ targeted promotional and marketing campaigns

10 Hours

Learning Outcome 3.1: Set of short-term business goals

Defining business goals

Categorization of business goals

Long-term goals Medium goals Short-term goals

Setting business: Long-term goals Medium goals Short-term goals


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Risk analysis template





Proper setting of short-term business goals


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Written evidence Oral evidence

Multiple choice exercises Essay& Cases study


Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Business goals are well defined.

Indicator:Categorization of business goals

Long-term goals

Medium goals

Short-term goals

Indicator:Setting business:

Long-term goals

Medium goals

Short-term goals

Observation

Learning Outcome 3.2: Optimize the utilization of available resources

Meaning of business resources

Types of business resources Financial resources Assets Human resources Technological resources

Purpose of optimizing the utilisation of available

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research o Practical exercise on identifying

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - Business plan - Computer


227 | P a g e

resources

Methods to optimise utilisation of available resources

Methods used to control utilisation of resources: Procedures of using

resources Targeted result Anticipated emergencies

in planning Inventory planed

Importance of optimizing available resources for: Employees Business owners Business stakeholders

risk to be covered by a contingency plan







Essay& Cases study


Sentence completion


Accurate optimizing the utilization of available resources.

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Checklist Score

Yes No

Indicator: Meaning of business resources is well defined.

Indicator:Types of business resources are well identified.

Financial resources re well identified.

Assets are well identified.

Human resources are well identified

Technological resources are well discussed.

Indicator: Purpose of optimizing the utilisation of available resources is well discussed.

Indicator: Methods to optimise utilisation of available resource are well identified.

Indicator:Methods used to control utilisation of resources are well identified.

Procedures of using resources are well identified.

Targeted result is well discussed.

Anticipated emergencies in planning is well done.

Inventory planed is well done.

Indicator: Importance of optimizing available resources is well discussed.

Employees

Business owners

Business stakeholders

Observation

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Learning Outcome 3.3:Employ targeted promotional and marketing campaigns

Product promotion Meaning Aspects of product

promotion Advertising product or brand

Generating sales Creating brand loyalty

Elements/tools/piece of promotional mi/plan

Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

Promotional strategies

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

Establishing promotional

mix/plan

Marketing campaign Meaning Aspects of marketing

campaign

Components of marketing campaign

Marketing Offer Creation

Goal Setting

o Brainstorming on identifying meaning of key words.

o Oral presentation Demonstration of contingency plan samples

o Group discussion. o Documentary research. o Internet research. o Practical exercise on defining

contingency plan.

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - Role play scenarios - Business plan - Computer


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Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign

Views Leads Customers

Marketing campaign

strategy

Clear & concise calls-to-action.

Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.







Essay& Cases study True or false questioning

Sentence completion


Regular employing targeted promotional and marketing campaigns

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Checklist Score

Yes No

Indicator:Product promotion is well discussed.

Meaning is well discussed.

Aspects of product promotion is well verified. Elements/tools/piece of promotional mi/plan is well identified.

Promotional strategies are well identified.

Establishing promotional mix/plan is well done.

Indicator:Marketing campaign is well discussed.

Meaning is well discussed.

Aspects of marketing campaign well identified.

Marketing campaign strategy is well discussed.

Observation

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LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities 2. Organize employee’s meeting in accordance with customer’s

inquiries and needs 3. Consult to business plan

8 Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Meaning of business daily report

Purpose of business daily report

Format of daily report of business activities

Importance of business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - play scenarios - Computer





Clear preparation of a daily report of business activities


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Written evidence


Essay& Cases study

True or false questioning Sentence completion

Checklist Score

Yes No

Indicator:Meaning of business daily report is well discussed.

Indicator:Purpose of business daily report is well identified.

Indicator:Format of daily report of business activities is well done.

Indicator: Importance of business daily report to the business is well discussed.

Observation

Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries

and needs

Meaning of effective employees’ meeting

Purpose of employee’s meeting

Meaning of customer inquiries and needs

Ways of gathering customer’s inquiries and

o Brainstorming on communication of business plan, strategy and outcomes

o Role play on communication of business plan, strategy and outcomes

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - scenarios - Computer


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needs

Steps ofeffective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

Ways to make employee meeting more engaging

Facilitate brainstorming session

Stand up Set meeting goals

together Offer incentives and

rewards Set a clear framework

in advance

- Internet





Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion

Checklist Score


Regular organization of employee’s meeting in accordance with customer’s

inquiries and needs

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Yes No

Indicator:Meaning of effective employees’ meeting

Indicator:Purpose of employee’s meeting

Indicator: Meaning of customer inquiries and needs

Indicator:Steps of effective employee’s meeting

Indicator:Steps of effective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

Observation

Learning Outcome 4.3: Consult to business plan

Purpose of business plan for the business

Purpose of consulting business plan during a business operation

Critical part of the business to be considered while running business

Identification of what to be consulted in your business

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

- Internet - Reference books - Case studies - scenarios - Computer - Internet


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plan

Using business plan as tool

Learning Outcome 4.3:




Oral evidence Product evidence

Proposed tools: Observation checklist A produced consultation plan

Checklist Score

Yes No

Indicator:Purpose of business plan for the business

Indicator:Purpose of consulting business plan during some business operations

Indicator: Critical part of the business to be considered while running business

Indicator:Identification of what to be consulted in your business plan

Indicator:Using business plan as tool


Regular consultation of business plan

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Observation

Reference books:

Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third

edition. Uganda: Kyambogo University.

SANGSTER, F. W. (2005). Business accounting, tenth edition. UK: Pearson Education Limited.

Read more: http://www.businessdictionary.com/definition/breakeven-point.html

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C C M I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA501Integrate workplace


Credits: 30 300

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the

students/internee in workplace for an industrial attachment program or employment. The

module will allow the learner to demonstrate supervisory skills at the workplace get briefed on

industrial attachment program and develop one’s competences on the workplace.

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All the modules covered







1.Demonstrate supervisory skills 1.1. Proper exploration of industrial attachment policy. 1.2.correct identification of labor contracts 1.3.Proper identification of supervisor’s roles and responsibilities. 1.4.correct preparation of technical report as supervisor 1.5.Appropriate filing of work related documents.

2. Get briefed on industrial attachment program

2.1.Proper setting of industrial attachment goals. 2.2.Proper description of IAP documents 2.3.Clear explanation on how IAP assessment is conducted.

3. Develop one’s competences on the workplace

3.1.Expected competencies are fully developed. 3.2 Trainee logbook is completely and well filled. 3.3 Proper description of gained work experience.

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LU 1: Demonstrate supervisory skills

1

Learning Outcomes:

1. Explore industrial attachment policy. 2. Identify labor contracts 3. Identify supervisor’s roles and responsibilities. 4. Prepare a technical report as supervisor 5. File work related documents.

10 Hours

Learning Outcome1.1:Explore industrial attachment policy

National workplace policies and procedures.

International workplace policies and procedures.

o Group work on national workplace policies and procedures.

o Research on workplace policies and procedures in different countries

o Asking questions o Large group discussion

- Text books - Notebooks - Pens - Chalkboard - Hand out





Written Essay (short responses and extended responses) Expose (presentation)


Proper exploration of industrial attachment policy.


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Oral

Checklist Score

Yes No

Industrial attachment policies

Definitions of labor contract

Types of labor contract

Differences among labor contracts

Observation

Learning Outcome 1.2: Identify labor contracts

Utility of different embroidery material, equipment and tools

o Collection of materials and tool

o Observation of materials, tools, and equipment

o Group discussion on utility of different embroidery material, equipment and tools

See Learning Outcome 1.1





Written evidence

Oral evidence

Multiple choice True or false question Matching


Correct identification of labor contracts


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Sentence completion Essay (short responses and extended responses

Expose (presentation)

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Identify supervisor’s roles and responsibilities

Supervisor’s roles and responsibilities.

Coach Mentor Advocate for

organization Advocate for

employee

o Small group work o Individual work o Large group discussion o Pair work o Asking questions






Written evidence Essay (short responses and extended responses) Multiple choice


Proper identification of supervisor’s roles and responsibilities.


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Oral evidence

True or false question Matching Sentence completion Expose (presentation) Question and answer

Checklist Score

Yes No

Possible roles and responsibilities of supervisor

Observation

Learning Outcome 1.4: Prepare a technical report as supervisor

Steps in making technical report

Gather the necessary information about professional activities

Explain the work you have done

Mention any problems you encountered and explain how you solved them

Specify what you hope to accomplish next workday.

o Research on steps in making technical report

o Asking questions o Small group work o Large group discussion




Correct preparation of technical report as supervisor


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Written evidence

Product evidence

(Check list)

Essay (short responses and extended responses)

Checklist Score

Yes No

Well prepared Technical report

Observation

Learning Outcome 1.5: File work related documents

Different ways to file documents in a filing cabinet o Alphabetical o Category o Date o Numerical o Combination

Considerations in filing technics

o Group work on different ways to file documents

o Individual work o Large group discussion o Asking questions

- Text books - Notebooks - Pens - Chalkboard - Hand out on different ways to

file documents



Appropriate filing of work related documents.


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Written evidence

Product evidence

Essay (short responses and extended responses)

Checklist Score

Yes No

Completed checklist on documents filing

Different ways to file documents

Observation

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LU 2:Get briefed on industrial attachment program

2

Learning Outcomes:

1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted

5 Hours

Learning Outcome 2.1: Set industrial attachment goals

Goals of industrial attachment

o Group discussion on the IAP goal

o Research on the IAP goals o Asking questions o Individual work on the setting

of own IAP goals

- Hand out on industrial attachment goals.

- Text books - Notebooks - Pens - Chalkboard





Written evidence

Oral evidence

Essay (short responses /extended responses) Multiple choice True or false question Question and answer


Proper setting of industrial attachment goals


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Checklist Score

Yes No

List of possible industrial attachment goals

Observation

Learning Outcome 2.2: Describe IAP documents.

IAP Logbooks: IAP list of competencies to be

developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form

o Presentation by trainees and trainer

o Small group work on the interpretation of IAP logbooks

o Exercise on the completion of IAP logbooks

o Asking questions o Guided learning on how to

complete IAP logbooks

- Logbooks -





Written evidence


Multiple choice True or false question Question and answer


Proper description of IAP documents


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Checklist Score

Yes No

Essential elements of IAP documents

Observation

Learning Outcome 2.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by company supervisor)

Respond to interview questions

o Presentation by trainees and trainer

o Discussion on IAP assessment is conducted

o Asking questions

- Vocational tools - Task sheets -





Written evidence

Oral evidence

Essay (short responses /extended responses) Expose (presentation)

Checklist Score

Yes No

Explanation of IAP procedures


Clear explanation on how IAP assessment is conducted


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Observation

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LU 3: Develop one’s competences on the workplace

3

Learning Outcomes:

1. Develop competencies related to one’s field. 2. Fill Trainee logbook. 3. Describe gained work experience

285 Hours

Learning Outcome 3.1: Develop competencies related to one’s field.

Various activities / tasks related to one’s field.

o Perform various activities / tasks related to one’s field.

- -Vocational tools related to one’ field





Expected competencies are fully developed.


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Written evidence

Product evidence

Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 3.2: Fill Trainee logbook.

IAP reports

IAP Evaluation

IAP interview

o Complete trainee logbook - -logbooks





Written evidence

Product evidence


Trainee logbook is completely and well filled


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Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 3.3:Describe gained work experience

Work experience related to one’s field. o Presentation - Questionnaires containing questions related to work experience.





Written evidence

Oral evidence

Essay (short responses / extended responses) Expose (presentation)

Checklist Score

Yes No

Brief presentation of experience gained during the industrial attachment period

Observation


Proper description of gained work experience.


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Reference books:

1. http://www.differencebetween.net/business/difference-between-factory-and-industry/

2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

5. https://www.edrawsoft.com/why-use-orgchart.php

6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

7. http://www.differencebetween.com/difference-between-company-and-vs-industry/

8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-

improve-innovation/

10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

11. https://www.thebalance.com/creating-a-document-management-system-2948084

12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

13. https://bizfluent.com/how-5093085-write-daily-report.html

14. https://resources.workable.com/supervisor-job-description

15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program

(IAP)-challenges/

16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Trainin

g_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8

/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf

17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-Industrial

Attachment Program (IAP)s

18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana: the

pertinent issues, Ghana

http://www.differencebetween.net/business/difference-between-factory-and-industry/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

https://www.edrawsoft.com/why-use-orgchart.php

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://www.differencebetween.com/difference-between-company-and-vs-industry/

https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

https://www.thebalance.com/creating-a-document-management-system-2948084

http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

https://bizfluent.com/how-5093085-write-daily-report.html

https://resources.workable.com/supervisor-job-description

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf



https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

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F B S F T 5 0 1 - PROCESSING FINANCIAL TRANSACTIONS

FBSFT501Financial transactions processing


Credits: 4 40

Sector: HOSPITALITY AND TOURISM

Sub-sector: Food and Beverage Service


Purpose statement

This module describes the skills, knowledge and attitudes required for a learner of certificate III,

Level V to process financial transactions. By the end of this module, the learner will be able to

Record and balance petty cash transactions, to balance all transactions, in hospitality

establishments without supervision.

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N/A







1. Record and balance petty cash

transactions

1.1. Proper Ensuring of Petty cash voucher are prepared in

accordance with workplace procedures

1.2. Proper checking of Petty cash claims and vouchers

for accuracy and authenticity before processing as per

the standards

1.3. Proper ensuring of petty cash transactions are

recorded referring to the recording system used.

1.4. Appropriate ensuring of irregularities noted and

referred to nominated person/section in accordance

with workplace procedures

2. Balance all transactions

2.1 . Proper ensuring that transactions are presented to

nominated person/section for checking in accordance

with workplace procedures.

2.2 Proper ensuring of invoices payment to creditors are

reconciled in accordance with workplace procedures

2.3 Proper ensuring of discrepancies between invoices

and delivery notes/service agreements are identified

and reported for resolution in accordance with

workplace procedures

2.4 Proper ensuring of errors in invoice charges are

identified and corrective action is undertaken within

scope of authority in accordance with workplace

procedure.

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LU 1:Record and balance petty cash transactions

1

Learning Outcomes:

1. Ensure that Petty cash vouchers are prepared in accordance with workplace procedure

2. Check Petty cash claims and vouchers for accuracy and authenticity before processing

3. Ensure that petty cash transactions are recorded 4. Ensure irregularities are noted and referred to nominated

person/section in accordance with workplace procedures

25 Hours

Learning Outcome 1.1: Ensure that Petty cash vouchers are prepared in accordance with


Introduction to recording and balancing petty cash transactions

Definitions : Petty cash Petty cash Voucher

Petty cash voucher preparation

Procedures and Techniques Details The date The purpose/details of the

expenditure The amount paid The account number

including the use code The signatures of the

Claimant and cashier

o Brainstorming on meaning of petty cash and petty cash voucher

o Group discussion and presentation on petty cash voucher

o Practical exercises on Petty cash voucher preparation Research on petty cash voucher

details

- Template petty cash

vouchers

- Books

- Computer

- Internet

- Flipchart

- Markers

- Projector

- Dummy


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Written evidence

oral evidence

Performance

True or false questions

Multiple choice questions

Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:definitions

Petty cash voucher

Petty cash

Petty cash voucher preparation

Procedures and Techniques

Details

The date

The purpose/details of the expenditure

The amount paid

The account number including the use code

The signatures of the Claimant and cashier

Observation

Learning Outcome 1.2: Check Petty cash claims and vouchers for accuracy and authenticity

before processing


Proper Ensuring of Petty cash voucher are prepared in accordance with


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Definitions of petty cash claims

and authenticity

Types of petty cash claim form

Petty cash claims Checking

methods :

Proof reading

Observation

Analysis

Revision of calculations

Petty cash claims and voucher

Checking procedures

Importance of checking petty

cash

o Group discussion on petty cash claims and voucher checking

o Brainstorming on Petty cash claims and voucher Checking procedures:

o Demonstration on sample petty

o Cash voucher and claim form o Practical Exercise on checking

vouchers and claims

- Sample petty cash

vouchers

- Sample petty cash

claim form

- Books

- Computer

- Internet

- Flipchart

- Markers

- Projector





Written Evidence

Performance Evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No


Proper checking of Petty cash claims and vouchers for accuracy and authenticity

before processing as per the standards


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Indicator:Definitions of petty cash claims and authenticity

Indicator:Types of petty cash claim form

Indicator:Petty cash claims Checking methods

Proof reading

Observation

Analysis


Indicator:Petty cash claims and voucher Checking procedures

Indicator:Importance of checking petty cash

Observation

Learning Outcome 1.3: Ensure that Petty cash transactions are recorded

Definition of Petty cash

transactions

Types of petty cash

transactions :

cash

credit cards

cheques

advance payments

vouchers

company charges

refunds

travellers cheques

Foreign currency.

Minor expenses

People involved in petty

cash transactions

Procedures of petty cash

o Group discussion on Petty cash transactions

o Brainstorming on types Petty cash transactions

o Group discussion on Procedures of petty cash transactions:

o Practical exercises on petty cash transactions

- Receipts

- Invoices

- Delivery notes

- Credit cards

- Cheques

- Books

- Computer

- Internet

- Projector


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transactions:

Assignment of

responsibility for the petty

cash fund to concerned

people

Writing of a cheque to the

petty cash custodian to

establish the fund

expenditure of money

from the petty cash fund

Placement of the receipt

from the purchase into the

cash box

Replenishment of the

petty cash fund when it

gets low





Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score


Proper ensuring of petty cash transactions are recorded referring to the

recording system used.

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Yes No

Indicator:Definition of Petty cash transactions

Indicator:Types of petty cash transactions

Cash

credit cards

cheques

vouchers

advance payments

company charges

refunds

travellers cheques

Foreign currency

Indicator:People involved in petty cash transactions

Indicator:Procedures of petty cash transactions

Assignment of responsibility for the petty cash fund to concerned people

Writing of a check to the petty cash custodian to establish the fund

expenditure of money from the petty cash fund

Placement of the receipt from the purchase into the cash box

Replenishment of the petty cash fund when it gets low

Observation

Learning Outcome1.4: Ensure irregularities are noted and referred to nominated


Possible irregularities in petty

cash transactions:

Discrepancy between

receipt and cash

Missing cash or receipts

Omitted transactions

Wrongly recorded

transactions

Procedures of dealing with

transactions irregularities:

o Brainstorming on Possible irregularities in petty cash transactions

o Demonstration on dealing with transactions irregularities

o Practical exercise on dealing with transactions irregularities

o Research on Procedures of dealing with transactions irregularities

- Receipts - Invoices - Delivery notes - Books - Computer - Internet - Projector


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Identification of

irregularities

Notification of

irregularities

Irregularity references





Written evidence

oral evidence

Performance



Matching questions

Recorded voices Recorded videos Observation checklist

Checklist Score

Yes No

Indicator: Possible irregularities in petty cash transactions:

Discrepancy between receipt and cash

Missing cash or receipts

Omitted transactions

Wrongly recorded transactions

Indicator: Procedures of dealing with transactions irregularities

Identification of irregularities

Notification of irregularities

Irregularity references

Observation


Appropriate ensuring of irregularities noted and referred to nominated


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LU 2:Balance all transaction

2

Learning Outcomes:

1. Ensure transactions are presented to nominated person/section for checking in accordance with workplace procedures. 2. Ensure invoices payment to creditors are reconciled in accordance with workplace procedures3.Ensure discrepancies between invoices and delivery notes/service agreements are identified and reported for resolution in accordance with workplace procedures

4. Ensure that errors in invoice charges are identified and corrective action is undertaken within scope of authority in accordance with workplace procedures

15 Hours

Learning Outcome 2.1: Ensure transactions are presented to nominated person/section for

checking in accordance with workplace procedures

Presentation Procedures of

transactions.

Checking of transactions record

Explanation of cash transactions

Getting feedback from the nominated person/ section

o Group discussion on presentation Procedures of transactions

o Role play on Presentation of transactions

- Receipts - Invoices - Delivery notes - Books - Computer - Projector



Proper ensuring of transactions are presented to nominated person/section for

checking in accordance with workplace procedures


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Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:Presentation Procedures of transactions

Explanation of cash transactions

Check transacts record

Explanation of cash transaction

Getting feedback from the nominated person/section

Observation

Learning Outcome 2.2: Ensure invoices payment to creditors are reconciled in accordance


Definitions :

Invoice

Creditors

Invoice reconciliation principles

Invoice reconciliation procedures

The role of invoice

reconciliation

o Brainstorming on Invoice reconciliation principles

o Group discussion on invoice reconciliation procedures

o Oral presentation on invoice reconciliation procedures

o Practical exercises on invoice reconciliation

- Receipts - Invoices - Delivery notes - Electronic billing

machine(EBM) - Books - Computer - Internet - Projector



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Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:

Invoice

Creditors

Indicator:Reconciliation principles

Indicator:Invoice reconciliation procedures

Indicator:The role of invoice reconciliation

Observation

Learning Outcome 2.3: Ensure discrepancies between invoices and delivery note/service

agreements are identified and reported for resolution in accordance with workplace

procedures



Proper ensuring of invoices payment to creditors are reconciled in accordance


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Definitions : Delivery note Discrepancies

Identification of discrepancies between invoices and delivery notes/service agreements

Methods : Checking specifications on

delivery Note Comparison between

delivery note and invoice Reporting discrepancies Description of irregularities

between invoice and delivery note

Reporting systems Report submission

o Brainstorming on methods for Identifying discrepancies between invoices and delivery notes/service agreements

o Group discussion on reporting discrepancies

o Role play on reporting discrepancies

- Receipts

- Invoices

- Delivery notes

- Computer

- Internet

- Flips chart

- Marker pen

- Electronic billing

machine(EBM)

- Projector





Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:Definitions

Delivery note

Discrepancies

Indicator:Identification of discrepancies between invoices and delivery notes/service agreements


Proper ensuring of discrepancies between invoices and delivery notes/service

agreements are identified and reported for resolution in

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Methods

Comparison between delivery note and invoice

Checking specifications on delivery Note

Reporting discrepancies

Description of irregularities between invoice and delivery note

Reporting systems

Report submission

Observation

Learning Outcome 2.4: Ensure that errors in invoice charges are identified and corrective

action is undertaken within scope of authority in accordance with workplace procedures

Identification of errors in invoice charges Types of errors: Over charge

Undercharge

Transposition

Not Itemizing

No Due Dates

No Logo on Your Invoice

Unstated Mode/form of

payment

Errors identification methods: Proof reading

Observation

Analysis


o Brainstorming on errors in invoice charges.

o Group discussion on types of errors in invoice charges.

o Oral presentation on errors identification

o Practical exercises on errors identification

o Research on Errors identification methods:

- Receipts - Invoices - Delivery notes - Books - Computer - Calculator - Electronic billing

machine(EBM) - Projector



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Written evidence

oral evidence

Performance



Matching questions

Recorded voices Recorded videos Observation checklist

Checklist Score

Yes No

Indicator: Identification of errors in invoice charges

Undercharge

Overcharge

Transposition

Not Itemizing

No Due Dates

No Logo on Your Invoice

Unstated Mode/form of payment

Indicator: Errors identification methods:

Proof reading

Observation

Analysis


Observation


Proper ensuring of errors in invoice charges are identified and corrective action

is undertaken within scope of authority in accordance with workplace

procedure.

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F B S M S 5 0 1 - MANAGING THE SALE AND SERVICE OF WINES

FBSMS501Manage the sale and service of wines


Credits:10 100



Issue date:November 2014

Purpose statement

This module is intended for Certificate V learners. At the end of this module, learners will be able to research and select wines to meet business objectives ,to monitor wine management system and to develop and extend wine skills.


Being completed level IV in F&B

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1. Research and select wines to meet

business objectives

1.1.Proper identification of business objectives in

relation to the sales or service of wine

1.2.Conducting relevant research on wine products,

trends and market characteristics.

1.3.Adequate maximization of business opportunities

through the development of wine -related products

and services , including wine lists, that support

business objectives and profitability requirements

1.4. Identification and development of appropriate

opportunities for the promotion of wine within the

overall business context

2. Monitor wine management systems 2.1. Adequate researching, selection and

recommendation of appropriate equipment to

support wine service and storage within scope of job

responsibility and in consultation with relevant

management

2.2. Proper organization of wine storage and cellaring

systems that ensure wine quality and business

efficiency

2.3. Regular monitoring of systems that ensure effective

communication between colleagues on wine-related

issues

2.4. Regular monitoring of the quality of wine products

and services and provide pro-active support and

assistance to colleagues

2.5. Appropriate resolving of wine-related issues and

challenges promptly and use experience to inform

future planning and activities

2.6. Pro-active identification of opportunities for

improvement in wine management systems and make

recommendations to relevant colleagues

3. Develop and extend wine skills and 3.1 Pro-active evaluation of own skills and knowledge to

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knowledge for self and others identify gaps and opportunities for further skills

development

3.2 Regular accessibility of appropriate opportunities to

extend wine skills and knowledge

3.3 Regular provision of accurate advice to other staff and

colleagues on wine and wine-related matters

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LU 1:Research and select wines to meet business objectives

1

Learning Outcomes:

1. Identify business objectives in relation to sales and service of wine 2. Research on wine products, trends and market characteristics 3. Maximize business opportunities through the development of wine

related products and services, including wine lists that support business objectives and profitability

4. Identify and develop appropriate opportunities for promotion of wine within the overall business context

30 Hours

Learning Outcome 1.1:Identify business objectives in relation to sales and service of wine

Objectives of selling wine: Expansion Of Wine Sales Image In The

Marketplace Profitability Entrance Into New

Markets Changes In Product

Offerings Entrance Into New

Markets Special Promotions Strategic Alliances With

Suppliers And Customers

Wine selling techniques: special occasion

products, function packages promotional activities

o Research on wine selling techniques

o Practical simulation on wine selling techniques

- Books - Empty wine bottles. - Reference books. - Computer projector. - Flipcharts. - Markers


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Written evidence

Open ended questions



Checklist Score

Yes No

Indicator:Objectives of selling wine are stated

Expansion of wine sales

Image in the marketplace

Profitability

Entrance into new markets

Changes in product offerings

Entrance into new markets

Special promotions

Strategic alliances with suppliers and customers

Indicator: Wine selling techniques are applied

Special occasion products,

Function packages

Promotional activities

Best wine is suggested

Observation


Proper identification of business objectives in relation to the sales or service of

wine

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Learning Outcome 1.2: Research on wine products, trends and market characteristics

Wine producing countries

France

Germany

Italy

Spain

Portugal

o Group discussion on Wine

producing countries o Brainstorming on Wine

vinification process

- Reference books - Computer - Projectors. - Maps/atlas. - Flipchart - Marker

Wines and their products Selection of specific

vintages for cellaring purposes

Wine lists Wine tastings.

Wine vinification process :

Harvesting of grapes Crushing and pressing Fermantation Clarification Aging and bottling

Factors influencing wine quality : Climate Nature of soil Vine family Viticulture Yeast and fermentation Method of wine making Aging and maturing

process

Types of wines: Still wine:

White wine Red wine Rosee wine

Sparkling wine /champagne

Fortified wines

Resources Learning activities

Content

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Non- alocoholic wines

Faults in wine : Corked wines Maderisation Acetification Tartare flake Excess sulphur Secondary fermentation





Written evidence

Matching questions

Multiple questions

Short questions

Checklist Score

Yes No

Indicator:Wine producing countries are identified

France

Germany

Italy

Spain

Indicator: Wine vinification process stated

Harvesting of grapes

Crushing and pressing

Fermantation

Clarification

Indicator: Types of wines are identified

Still wine:

Sparkling wine /champagne

Fortified wines

Non- alocoholic wines

Observation


Conducting relevant research on wine products, trends and market

characteristics

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Learning Outcome 1.3:Maximize business opportunities through the development of wine

related products and services, including wine lists that support business objectives and

profitability

Wines and food matching

Up selling wine and products

Wine related products and services: Wine list development Wine tasting Wine label interpretation

o Group discussion Wines and food matching

o Brainstorming Up selling wine and products

o Practical exercise on wine list development .

- Computer - projector, - Reference books. - Flipcharts and - Markers - Internet connection - Sample wine list





Written evidence


Open questions

Multiple questions

Short questions

Task: preparation of wine list

Checklist Score

Yes No

Indicator: Maximizing wine business opportunities are identified

Up selling wine and products

Wines and food matching

Indicator: Wine related products and services are identified

Wine list developped

Wine tasting


Adequate maximization of business opportunities through the development of

wine -related products and services, including wine lists, that support business

objectives and profitability requirements


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Observation

Learning Outcome 1.4:Identify and develop appropriate opportunities for promotion of wine

within the overall business context

Opportunities for wine promotion Professional wine

tastings Specialised seminars or

conferences Trade shows Wine and food festivals Wine promotions and

tastings

Wine promotion strategies Happy hours BOGOF Price Discount Exhibition Trade shows Advertising conducting wine tastings

event presentations and stands

at wine events selecting and organising

specials.

o Group discussion on opportunities for wine promotion

o Brainstorming on wine promotion strategies

o Role play on promotion

strategies

- Computer - projector, - Reference books - Stationary - Broshures - Flipchart - Markers





Identification and development of appropriate opportunities for the

promotion of wine within the overall business context


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Written evidence


Open questions

Multiple questions

Short questions


Checklist Score

Yes No

Indicator: Opportunities for wine promotion are identified

Professional wine tastings

Specialised seminars or conferences

Trade shows

Wine and food festivals

Wine promotions and tastings

Indicator: Wine promotion strategies are applied

Happy hours

BOGOF

Price Discount

Exhibition

Trade shows

Advertising

conducting wine tastings event

presentations and stands at wine events

Observation

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LU 2:Monitor wine management systems

2

Learning Outcomes:

1. Research, select and recommend appropriate equipment to support wine service and storage

2. Organize wine storage and cellaring systems for ensuring wine quality and business efficiency

3. Monitor systems that ensure effective communication between colleagues on wine-related issues

4. Monitor the quality of wine products and services and provide pro-active support and assistance to colleagues

5. Resolve wine related issues and challenges, record them for future planning

6. Identify opportunities for improvement in wine management systems and recommend actions to colleagues

40 Hours

Learning Outcome 2.1: Research, select and recommend appropriate equipment to support

wine service and storage

Equipment for wine service: Wine glasses Wine basket Wine cooler Corkscrew Wine cellar Ice basket

Equipment for wine storage Wine cellar Wine shelves

Responsibilities of personnel involved in wine sales

Wine storage procedures

o Group discussion one equipment for wine service

o Brainstorming on equipment for wine storage

- Computer - projector, - Reference books - Stationary - Broshures - Flipchart - Markers - Wine glasses - Wine basket - Wine cooler - Corkscrew - Wine cellar - Ice basket


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Written evidence


Matching questions

Essay ( short and open questions)

Checklist Score

Yes No

Indicator: Equipment for wine service are stated

Wine glasses

Wine basket

Wine cooler

Corkscrew

Wine cellar

Ice basket

Indicator: Equipment for wine storage are stated

Wine cellar

Wine shelves

Observation

Learning Outcome 2.2: Organize wine storage and cellaring systems for ensuring wine quality

and business efficiency

Types of Wine storage

Cellaring systems for wine business efficiency

Organization of wine storage for business efficiency

Characteristics of wine cellar;

o Oral presentation on wine storage and cellaring systems

o Demonstrate the organization and efficiency of wine business

o Field trip to wine stores.

- Computer - projector, - Reference books - Stationary - Brochures - Flipchart - Markers - Wine cellar



Adequate researching, selection and recommendation of appropriate equipment

to support wine service and storage within scope of job responsibility and in

consultation with relevant management

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Written evidence


Matching questions


Checklist Score

Yes No

Indicator:wine storage and cellaring systems are identified

Types of Wine storage are stated

Cellaring systems for wine business efficiency are identified

Organization of wine storage for business effectively

Characteristics of wine cellar are identified

Observation

Learning Outcome 2.3: Monitor systems that ensure effective communication between

colleagues on wine-related issues

Types of Organization communications : Upward communication Downward

communication Horizontal

communication

Communication methods on wine related issues:

Written Oral Electronic social

media

o Brainstorming on communication methods on wine related issues

o Group discussion on communication methods on wine related issues:

- Computer - projector, - Reference books - Stationary - Brochures - Flipchart - Markers - Letter




Proper organization of wine storage and cellaring systems that ensures wine

quality and business efficiency

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Written evidence


Matching questions


Checklist Score

Yes No

Indicator: Types of Organization communications are identified

Upward communication

Downward communication

Horizontal communication

Indicator: Communication methods on wine related issues are stated

Written

Oral

Electronic social media

Observation

Learning Outcome 2.4:Monitor the quality of wine products and services and provide pro-

active support and assistance to colleagues

Wine service skills

Red Wine service procedures

White wine service procedures

Champagne service procedure

Monitor the quality of wine Wine testing techniques

o Group discussion on Wine service skills.

o Brainstorming on monitoring quality of wine

- Computer - projector. - Reference books. - Stationary. - Samples of good and

expired wine. - Flip charts - Markers - Wine glasses - Wine cooler

Resources Learning activities

Content


Regular monitoring of systems that ensure effective communication between

colleagues on wine-related issues

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Characteristics of good wine

Faults in wine disease

- Ice basket





Written evidence


Open questions

Short questions


Observation check list

Task on wine service

Checklist Score

Yes No

Indicator:Wine service skills are applied

Red Wine service procedures are followed

White wine service procedures are followed

Champagne service procedure are followed

Indicator: Monitor the quality of wine are applied

Wine testing techniques are applied

Characteristics of good wine are applied

Faults in wine disease are applied

Observation


Regular monitoring of the quality of wine products and services and provide pro-

active support and assistance to colleagues

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Learning Outcome 2.5: Resolve wine related issues and challenges, record them for future

planning

Common customer issues related to wine : Inadequate wine service Inappropriate attitudes Poor wine service

temperature Faults in wine

Procedures for resolving wine related issues: Listen the guest Apologize Solve problem Make follow up Record keeping

o Brainstorming on common customer issues related to wine.

o Group discussion on procedures for resolving wine related issues.

o Role play on problem solving

- Referrals. - Journals. - Reference books. - Computer. - Stationary. - Complain books.





Written evidence


Open questions

Short questions


Observation check list

Task on wine service


Appropriate resolving of wine-related issues and challenges promptly and use

experience to inform future planning and activities


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Checklist Score

Yes No

Indicator: Common customer issues related to wine are identified

Inadequate wine service

Inappropriate attitudes

Poor wine service temperature

Faults in wine

Indicator: Procedures for resolving wine related issues are applied

Listen the guest

Apologize

Solve problem

Make follow up

Record keeping

Observation

Learning Outcome 2.6: Identify opportunities for improvement in wine management systems

and recommend actions to colleagues

Recommended actions for wine management systems: Appropriate storage

methods Appropriate wine

storage equipment Storage temperature Wine storage position

Opportunities for improvement in wine management system

o Presentation of the opportunities and management systems.

o Individual research on opportunities available in the wine service industry.

- Computer - projector. - Reference books. - Stationary. - Samples of good and

expired wine. - Flip charts - Markers - Wine glasses - Wine cooler - Ice basket - Wine cellar



Pro-active identification of opportunities for improvement in wine management

systems and make recommendations to relevant colleagues


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Written evidence

Open questions

Short questions


Checklist Score

Yes No

Indicator:Actions for wine management systems are Recommended

Appropriate storage methods

Appropriate wine storage equipment

Storage temperature

Wine storage position

Observation

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LU 3:Develop and extend wine skills and knowledge for self and others

3

Learning Outcomes:

1. Evaluate own skills and knowledge to identify gaps and opportunities for further development

2. Research appropriate opportunities to extend wine skills and knowledge

3. Provide advice to other staff on wine related matters 30 Hours

Learning Outcome 3.1: Evaluate own skills and knowledge to identify gaps and opportunities

for further development

Self evaluation techniques/ SWOT analysis : Strength identification n Weakness identification Opportunities

identification Threats identification

Opportunities to extend wine skills and knowledge: Internet research Wine reference books Attending trade shows Reading general and trade

media Tours Wine and food festivals attending wine promotion

and tastings attending professional

tastings and specialized seminars

networking Membership of

o Brainstorming on self evaluation techniques/ SWOT analysis

- Reference books. - Computer and

projector. - Stationary - Internet research - Flip chart - Marker pens


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associations, professional organizations and industry bodies

Talking to products suppliers, winemakers and vineyard managers





Written evidence

Open questions

Short questions



Checklist Score

Yes No

Indicator: Self evaluation techniques/ SWOT analysis are stated

Strength identification n

Weakness identification

Opportunities identification

Threats identification

Observation

Learning Outcome 3.2: Research appropriate opportunities to extend wine skills and

knowledge


Pro-active evaluation of own skills and knowledge to identify gaps and

opportunities for further skills development

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Opportunities to extend wine skills and knowledge:

Internet research Wine reference books Attending trade shows Reading general and

trade media Tours Wine and food festivals Attending wine

promotion and tastings Attending professional

tastings and specialized seminars

Networking Membership of

associations, professional organizations and industry bodies


o Brainstorming on opportunities to extend wine skills and knowledge

o Group discussion on opportunities to extend wine skills and knowledge







Written evidence

Matching questions

Open questions



Regular accessibility of appropriate opportunities to extend wine skills and

knowledge


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Checklist Score

Yes No

Indicator:Opportunities for extending wine skills are identified

Internet research

Wine reference books

Attending trade shows

Reading general and trade media

Tours

Wine and food festivals

attending wine promotion and tastings

attending professional tastings and specialized seminars

networking

Membership of associations, professional organizations and industry bodies


Observation

Learning Outcome 3.3:Provide advice to other staff on wine related matters

Channels of providing advice to colleagues on wine matters: Meeting Writing E- mail Discussion Briefing

o Group discussion on Channels of providing advice to colleagues on wine matters

o Brainstorming on channels of providing advice to colleagues on wine matters

o Role play on channels of providing advice to colleagues on wine matters





Regular provision of accurate advice to other staff and colleagues on wine and

wine-related matters


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Written evidence

Open questions


Matching questions

Checklist Score

Yes No

Indicator:Advises on wine matters is provided

Wine related matters;

Meetings

Briefings

Conversation

Observation

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Summative Assessment

Integrated situation Resources

SERENA HOTEL is expecting to receive 3 guests , who need to take different types of wines , the first guest will take red wineand Meat balls, the second guest will take white wine roasted chichen , and the last guest will take Champagne irish potato chips .

As a supervisor in this restaurant, you are requested to manage sale and service of wines within 1hour.

Their order check includes: o Red wine o White wine o Champagne o Meat balls o Irish potato chips o Roasted chicken

- Wine glasses - Wine cooler - Ice basket - Wine cellar - Wines - Cork screw - Napkins - Roasted chicken - Chips - Meat balls

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Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: wine promotion is well done

Wine up selling techniques are applied

Wine informations are provided

Wine label is interpreted

Wine storage is ensured

Indicator: The quality of wine is monitored

Flavour

Aroma

Color

Body

Indicator: wine service process are followed

Correct temperature is checked

The bottle is kept ice bucket and wine stand

Correct glass is used

Clean napkin is tidy to handle basket

The battle is presented to the guest

Cork is removed by wine opene

The battle is wipped

Pouring of wine is well done

The guest is given a sample to taste to the host

Ladies are served first

The glass is full at two –third

Remaining wine in battle is put in wine bucket

Indicator: food matching is adviced

Red wine with red meet

White wine with white meat

Champagne after meat

Indicator: wine storage is well done

Wine cellar

Temperature

Horizontally

Observation

Assesment Criterion 2: Quality of product

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Checklist Score

Yes No

Indicator: The wine service procedure are applied

Appropriate wine is served timely

Required wine service temperature

Appropriate wine matching food is provided

Indicator: Appropriate wine service materials are used

Red Wine in red wine glass

White Wine in white wine glass

Ice bucket for white wine

Wine basket for red wine

Corkscrew is used for opening

Wine label is interpreted

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Time is respected

1 hour

Indicator: quality wine is offered

Service temperature

No fault

Oldeness is checked

Two- thirds full glass

Taste of wine is checked

Observation

Reference books: John cousins and Dennis Lillicrap ( 2010) Essential food and beverage service ,british library

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F B S P C 5 0 1 - PLANNING FOR CATERING FOR AN EVENT OR FUNCTION

FBSPC501Plan for catering for an event or function


Credits: 10 100



Issue date: November 2014

Purpose statement

This module describes the skills, knowledge and attitudes required for a trainee certificate V,

Level V in order toPlan for catering for an event or function. By the end ofthis module the

learner will be able toidentify purpose and scope of the event, to Prepare catering proposal for

event or function, to Prepare and implement operational plan for the catering of an event or

function, in hospitality establishments with minimum supervision.

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Not Application


Learning units describe the essential outcomes of a competence


of the learning unit. By the end of the module, the trainee will be able to:


1. Identify purpose and scope of

the event

1.1. Proper clarification of purpose of the event or function with stakeholders.

1.2. Accurately identification specific customer needs and preferences,

1.3. Accurate determination of catering requirements

2. Prepare catering proposal for

event or function

2.1. Collection of operational information exhaustively for the event and venue.

2.2. Proper analysis of operational factors influencing catering and consultation with stakeholders to determine overall approach

2.3. Contribution of ideas to the event concept, theme and format and incorporation of creative elements into the catering proposal

2.4. Verification of the operational and service practicality of the catering proposal through consultation and analysis

3. Prepare and implement

operational plan for the catering

of an event or function.

3.1. Appropriate preparation of operational plan or the provision of catering and ancillary products and services, identifying steps, activities and sequence.

3.2. Incorporation of risk management issues into the plan.

3.3. Details are finalized and reviewed with the stakeholder.

3.4. Accurate provision of information on operational plans to relevant personnel to ensure effective implementation.

3.5. Appropriate implementation and monitoring of catering plan for the event, and required adjustments are made

3.6. Obtaining of feedback from customer and operational staff after the event in order to inform future catering activities.

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LU 1:Identify purpose and scope of the event

1

Learning Outcomes:

1. Clarify the purpose of the event or function with stakeholders.

2. Identify specific customer needs and preferences,

3. Determine catering requirements

30 Hours

Learning Outcome 1.1: Clarify the purpose of the event or function with stakeholders

Identification of the different stakeholders Hotel owners Event owner Security personnel Staff Suppliers Entertainers local community

Categorization of the events or functions Meetings Conferences Parties Product launching Sports events

The reasons why the event is organized Business Get together

o Brainstorming on the purpose of the event or function with stakeholders

o Group discussions on the purpose of the event or function with stakeholders

o Practical presentations the purpose of the event or function with stakeholders

o Individual exercises the purpose of the event or function with stakeholders

o Demonstrations the purpose of the event or function with stakeholders

- Writing materials - Reference books - Documents - Records


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Assessor may collectamong the following evidences and make judgements on whether the



Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: different stakeholders are identified

Hotel owners

Event owner

Security personnel

Staff

Suppliers

Entertainers

local community

Indicator: categorize of the events or functions are identified

Meetings

Conferences

Parties

Product launching

Sports events

Indicator: reason why the event is organized

Business

Get together

Observation


Proper classification of purpose of the event or function with stakeholders.

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Learning Outcome: 1.2:Identify specific customer needs and preferences

Identification of different types of customers for events or function

Ways to identify customer needs: Starting with existing data Interviewing customers Analyzing your competitors Conducting voice of

customer surveys

Customer needs and preferences Quality Products Quantity of the products Quality Services Location Table Style Time management

Group customers according to their needs and preferences:

o Brainstorming on specific customer needs and preferences,

o Group discussions o Practical presentations

on specific customer needs and preferences,

o Individual exercises on specific customer needs and preferences,

o Demonstrations on specific customer needs and preferences,

- Writing materials

- Reference books - Documents - Records





Written evidence

Orevidence

Multiple questions


Essay

Case study

Matching questions


Accurate identification of specific customer needs and preferences


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Checklist Score

Yes No

Indicator: Customer needs and preferences are identified

Quality Products

Quality Services

Location

Table Style

Time management

Indicator: Ways of customer needs are identified

Starting with existing data

Interviewing customers

Analyzing your competitors

Conducting voice of customer surveys

Starting with existing data

Observation

Learning Outcome: 1.3: Determine catering requirements

Identification of different catering requirements Equipment Personnel Materials Venues Time Number of customers Category of customers

Procedures/ways involved in determining requirements: Research the market place Identify the potential

customers Choice your niche Write a business plan Run some members

Categorization of the requirements basing on each event or function

o Brainstorming on catering requirements

o Group discussions on catering requirements

o Practical presentations on catering requirements

o Individual exercises on catering requirements

o Demonstrations on catering requirements

- Writing materials - Reference books - Documents - Records


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Written evidence

Multiple questions


Essay

Case study

Matching questions

Merging exercise

Checklist Score

Yes No

Indicator: different catering requirements are identified

Equipment

Personnel

Materials

Venues

Time

Number of customers

Category of customers

Type of event

Indicator: Procedures/ways involved in requirements are determined

Research the market place

Identify the potential customers

Choice your niche

Write a business plan

Run some members

Observation


Accurate determination of catering requirements

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LU 2:Prepare catering proposal for event or function

2

Learning Outcomes:

1. Collect operational information exhaustively for the event and venue.

2. Analyze operational factors influencing catering and consultation with stakeholders to determine overall approach

3. Contribute ideas to the event concept, theme and format and incorporation of creative elements into the catering proposal

4. Verify the operational and service practicality of the catering proposal through consultation and analysis

30 Hours

Learning Outcome 2.1: Collect operational information exhaustively for the event and venue

Identification of the

different sources of

information for the venue

and events

Magazines

website

News papers

Events

Colleagues

Customers

Staff

Different channels to use to

collect the information

Internet

Telephone

Face to face

Written documents

Categorization of the

information according to

o Brainstorming to Collect operational information exhaustively

o Group discussions to Collect operational information exhaustively

o Practical presentations to Collect operational information exhaustively

o Individual exercises to Collect operational information exhaustively

o Demonstrations to Collect operational information exhaustively

- Writing materials - Reference books - Documents


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the venue and event:

Accessibility

Number of participants

Size of the venue

Service type offered

Service standard

Price





Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: different sources of information for the venue and events are identified

Magazines

Website

News papers

Events

Colleagues


Collection of operational information exhaustively for the event and venue

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Learning Outcome: 2.2: Analyze operational factors influencing catering and consultation

with stakeholders to determine overall approach

The factors that can influence catering Price

Equipment availability

Overall Budget

Nature of venue

Type of events

Time period

Audience or market profile

Communication channel

Procedures involved

Numbers of participants

Duration

Date and time

Purpose of event

The theme, concept and style

Ways to Consult with stakeholders

o Brainstorming operational factors

o Group discussions on operational factors

o Practical presentations operational plans

o Individual exercises operational factors

o Demonstrations operational factors

- Writing materials

- Reference books

- Documents - Magazines


Customers

Staff

Magazines

Indicator: Different channels to collect the information are identified

Internet

Telephone

Face to face

Written documents

Indicator: information to the venue and event are categorized

Accessibility

Number of participants

Size of the venue

Service type offered


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Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: The factors that can influence catering are listed

Price


Overall Budget

Nature of venue

Type of events

Time period



Procedures involved


Duration

Date and time

Purpose of event

The theme, concept and style stakeholders

Ways to consult stakeholders

Observation

Learning Outcome 2.3:Contribute ideas to the event concept, theme and format and

incorporation of creative elements into the catering proposal


Proper analysis of operational factors influencing catering and consultation with

stakeholders to determine overall approach

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Identification of the different ideas to the events about Sitting plan

Service style

Personnel needed

Location of events

Equipment needed

Creative elements Innovative presentation of and

beverage Food with interesting links with

other event aspects unusual combination of food items or service ideas

Innovative options to address particular operational limitations

o Brainstorming on ideas and themes

o Group discussions on ideas, themes and format

o Practical presentations ideas, themes and format

o Individual exercises on idea contribution ideas, themes and format

o Demonstrations ideas, themes and format

- Writing materials - Reference books - Documents or

records - Brochures - Magazines





Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: different ideas to the events are identified

Sitting plan

Service style


Contribution of ideas to the event concept, theme and format and

incorporation of creative elements into the catering proposal


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Personnel needed

Location of events

Equipment needed

Creative elements

Innovative presentation of food and beverage

Themes

Proposals format

Indicator: Creative elements are shown

Innovative presentation of and beverage

Food with interesting links with other event aspects unusual combination of food items or service ideas

Innovative options to address particular operational limitations

Innovative presentation of and beverage

Observation

Learning Outcome 2.4 :Verify the operational and service practicality of the catering proposal

through consultation and analysis

Procedures required toverify the practicality and operational of the catering proposal

Verification of venue Verification of personnel Verification of equipment Verification of setting plan Verification menu Schedule of Activity Special requirements for Guest Entertainment and decoration

o Brainstorming on operational and service practicality

o Group discussions on operational and service practicality

o Practical presentations on operational and service practicality

o Individual exercises on operational and service practicality

o Demonstrations on operational and service practicality

- Writing materials - Reference books - Documents - Records - Magazines



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Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: Procedures required to practicality and operational of the catering proposal are verified

Verification of venue

Verification of personnel

Verification of equipment

Verification of setting plan

Verification menu

Schedule of Activity

Special requirements for Guest

Entertainment and decoration

Observation


Verification of the operational and service practicality of the catering

proposal through consultation and analysis

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LU 3:Prepare and implement operational plan for the catering of an event or function

3

Learning Outcomes:

1. Prepareoperational plan or the provision of catering and ancillaryproducts and services, identifyinsteps, activities and sequence

2. Incorporate risk management issues into the plan. 3. Finalize and review details with the stakeholder 4. Provide information on operational plans to relevant personnel

to ensure effective implementation 5. Implement and monitor catering plan for the event, and

required adjustments are made 6. Obtain feedback from customer and operational staff after the

event in order to inform future catering activities.

40 Hours

Learning Outcome 3.1: Prepare operational plan or the provision of catering and ancillary

products and services, identifying steps, activities and sequence

Follow the procedures required to prepare the operational plan or provision of catering and ancillary products and services

Procedure for operational event plan:

Develop a vision for your event

Put your team together Create an event budget Choice your venue and

date Identify and engage

event partners and sponsors

Develop your event branding

Develop and deploy

o Brainstorming on operational plan or the provision of catering and ancillary products and services,

o Group discussions operational plan or the provision of catering and ancillary products and services,

o Practical presentations operational plan or the provision of catering and ancillary products and services,

o Individual exercises operational plan or the provision of catering and

- Event operational plan template

- Function sheet


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your event marketing complain

Determine your tech needs

Identify and hire other vendors

Final preparations

The key Elements of Operational plan for event template

Event health and safety commitment

Event details/ function sheet

Key contact and Responsibility

Contractor management

Inductions Risk Management Supporting operational

documentations

Components of an operational

plan

Costing of component

and total catering onsite

catering management

Staffing and contracting

Roles and responsibilities

Logistics and transport

details

Resources

security arrangement

purchasing and storage

beverage, materials and

equipment

Production and

distribution of food and

beverage

Recycling and correct

environmentally sound

disposal practices for

kitchen waste and

hazardous substances

ancillary products and services,

o Demonstrations operational plan or the provision of catering and ancillary products and services,

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Ancillary

Theme and decorated

management of events

staffing

logistics





Written evidence

Multiple questions


Essay

Case study

Matching questions

Task for preparing event plan

Checklist Score

Yes No

Indicator: Procedure for operational event plan are followed

Develop a vision for your event

Put your team together

Create an event budget

Choice your venue and date

Identify and engage event partners and sponsors

Develop your event branding


Appropriate preparation of operational plan or the provision of catering and

ancillary products and services, identifying steps, activities and sequence

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Develop and deploy your event marketing complain

Determine your tech needs

Identify and hire other vendors

Final preparations

Indicator: The key Elements of Operational plan for event template are identified

Event health and safety commitment

Event details/ function sheet

Key contact and Responsibility

Contractor management

Inductions

Risk Management

Supporting operational documentations

Indicator: Components of an operational plan are identified

Costing of component and total catering onsite catering management



Logistics and transport details

Resources

security arrangement purchasing and storage beverage, materials and equipment

Production and distribution of food and beverage

Recycling and correct environmentally sound disposal practices for kitchen waste and hazardous substances


Indicator: Ancillary are notified

Theme and decorated

management of events

staffing

logistics

Recycling and correct environmentally sound disposal practices for kitchen waste and hazardous substances management of events

Observation

Learning Outcome 3.2: Incorporate risk management issues into the plan


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Identification of different risks involved

Fire

Power failure

Food poisoning

Terrorism

Theft

Budget deficits

Categorize the risks according to severity

Different ways to manage those risks

Train staff

Install equipment required

Monitor the events

Hygiene practices

Standby generators

Insurance

Emergency fund

o Brainstorming on risk management issues

o Group discussions on risk management issues

o Practical presentations on risk management issues

o Individual exercises on risk management issues

o Demonstrations risk management issues

- Writing materials

- Reference books

- Documents - Records





Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No


Incorporation of risk management issues into the plan.

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Indicator: different risks involved identified

Fire

Power failure

Food poisoning

Terrorism

Theft

Budget deficits

Indicator: Categorize the risks

according to severity

Indicator: Different ways to manage those risks

Train staff

Install equipment required Monitor the events

Hygiene practices

Standby generators

Insurance

Emergency fund

Observation

Learning Outcome 3.3:Finalize and review details with the stakeholder

Identification of the details of the plan

Develop event objectives Organize a team Set a date Brand your event create a master plan determine administrative

processes identify and establish

partnership &sponsors create a publicity Establish a budget Determine evaluation

process

o Brainstorming on details to be reviewed

o Group discussions on details to be reviewed

o Practical presentations on details to be reviewed

o Individual exercises on details to be reviewed

o Demonstrations on details to be reviewed

- Writing materials

- Reference books

- Documents


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Techniques required to review the details:

Purpose of your event Target audience Getting the word out Overall logistics Engaging your attendees

at your event Give a way Be prepared for tough

questions and the media / public relations





Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: details of the plan are identified

Develop event objectives

Organize a team

Set a date

Brand your event

create a master plan

determine administrative processes

identify and establish partnership &sponsors

create a publicity

Establish a budget


Details are finalized and reviewed with

The stakeholder.

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Determine evaluation process

Indicator: Techniques required to review the details are followed

Purpose of your event

Target audience

Getting the word out

Overall logistics

Engaging your attendees at your event

Give a way

Be prepared for tough questions and the media / public relations

Observation

Learning Outcome 3.4:Provide information on operational plans to relevant personnel to

ensure effective implementation

Identification ofinformation to

provide relevant personnel:

Key performance indicators

Employee assessment

Academic background

Observation

Benchmarking performance

Effective channels of providing

information:

Conversations

Communication / horizontal

and vertical / employee to

manager

Written documents

o Brainstorming on how to provide information

o Group discussions on how to provide information

o Practical presentations on how to provide information

o Individual exercises on

how to provide information

o Demonstrations on how

to provide information

- Writing materials

- Reference books




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Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: information to provide relevant personnel are identified

Key performance indicators

Employee assessment

Academic background

Observation

Benchmarking performance

Indicator: Channels for providing the information are notified

Conversations

Communication / horizontal and vertical / employee to manager

Written documents

Observation

Learning Outcome 3.5: Implement and monitor catering plan for the event, and required

adjustments are made



Accurate provision of information on operational plans to relevant personnel to

ensure effective implementation

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Implementation procedures of catering plan:

Planning event Execution of tasks Organizing the event Equipment Implementation Controlling Understanding legal and

insurance issues

Monitoring procedures of catering plan. What How When Who Records

Adjustment techniques: Registration Seminar policies Special case Security issue

o Brainstorming on Implementing and monitoring catering plan for the event, and required adjustments are made

o Group discussions on

Implementing and monitoring catering plan for the event, and required adjustments are made

o Practical presentations

on Implementing and monitoring catering plan for the event, and required adjustments are made


Implementing and monitoring catering plan for the event, and required adjustments are made

o Demonstrations on Implementing and monitoring catering plan for the event, and required adjustments are made

- Writing materials

- Reference books - Documents - Records





Appropriate implementation and monitoring of catering plan for the event, and

required adjustments are made

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Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: Implementation procedures are followed

Planning event

Execution of tasks

Organizing the event

Equipment

Implementation

Controlling

Understanding legal and insurance issues

Indicator: Monitoring procedures are followed

What

How

When

Who

Records

Indicator: Adjustments Techniques are followed

Registration

Seminar policies

Special case

Security issue

Observation

Learning Outcome 3.6: Obtain feedback from customer and operational staff after the event

in order to inform future catering activities.

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Different channels required for collecting feedback from customers and staff:

Asking for attendee feedback

Surveys shared via email

Push notification Social media Appreciation form

Categorize the feedback Pre- event surveys Mid-event surveys Post – event surveys according to customer

needs

o Brainstorming on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.

o Group discussions on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.

o Practical presentations

on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.


how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.

o Demonstrations on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.

- Writing materials

- Reference books




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Written evidence

Multiple questions


Essay

Case study

Matching questions

Checklist Score

Yes No

Indicator: Different channels required for collecting feedback from customers and staff are notified

Asking for attendee feedback

Surveys shared via email

Push notification

Social media

Appreciation form

Indicator: feedback are categorized

Pre- event surveys

Mid-event surveys

Post – event surveys

According to customer needs

Suggestion box

Talking with customers

Observation


Obtaining of feedback from customer and operational staff after the event in

order to inform future catering activities

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Assuming that you are F&B supervisor Kigali Serena hotel located

at Nyarugenge district and during your duties Manager informs you

that UTB is havingthe end yearparty atUTB KIGALICOMPUS

andKigali serena hotel have been selected to cater for this party

and they are interested in having a two course Lunch meal at

12:00 pmfor 50 people. As a restaurant supervisor of this Hotel

You have been asked to plan catering of this party.

The plan should have the following features:

Yield of 50 people

Starter

Main course

Dessert

Floral decoration

Entertainment

U – shape setting plan

Safety and security measures

Food and beverages (Fanta 2 crates, mineral water 2 boxes)

Estimated budget

Function sheet

Staff

Assurance

Environmental protection

Purpose of event: ending year party of UTB

As restaurant supervisoryou are requested to develop and

operational catering plan of this event within 45 Minutes

Operational event plan format / function sheet

Pen

Calculator

Table

Chairs

Decoration items

Assessment Criterion 1: Quality process Checklist Score

Yes No

Indicator: Purpose of the event or function is clarified

Cerebration end of year party

Sharing ideas

Rewarding best performer staff

Indicator: stakeholders are notified

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Hotel owners

Event owner

Security personnel

Staff

Suppliers

Entertainers

local community

Conferences

Parties

Meetings

Product launching

Indicator: Specific customer needs and preferences are identified

Product Quality

Service Quality

Location

Table Style

Time

Indicator: Catering requirements are considered

Equipment

Personnel

Materials

Venues

Time

Number of customers


Indicator: Operational information collected for the event and venue are used

Magazines

Website

News papers

Events

Staff

Internet

Telephone

Face to face

Indicator: Operational factors influencing catering and consultation with stakeholders are determined

Price


Overall Budget

Nature of venue

Type of events

Time period



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Procedures involved


Duration

Date and time

Purpose of event

The theme, concept and style

Indicator: Ideas are contributed to the event concept, theme and format and creative elements are incorporated into the catering proposal are notified

Sitting plan

Service style

Personnel needed

Location of events

Equipment needed

Indicator: The operational and service practicality of the catering proposal through consultation and analysis are verified

Procedures required to verify the practicality and operational of the catering

proposal




Logistics and transport details

Resources security arrangement

Indicator: Incorporation of risk management issues into the plan

Fire

Power failure

Food poisoning

Terrorism

Theft

Budget deficits

Categorize the risks

according to severity

Train staff

Install equipment required Monitor the events

Hygiene practices

Standby generators

Insurance

Indicator: Details and reviews withthe stakeholder are finalized

identification of the details of the plan

Techniques required to review the details

Indicator: Information on operational plans to relevant personnel to ensure effective implementation are provided

Identification ofinformation to provide relevant personnel

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Channels for providing the information

Indicator: Feedback from customer and Operational staff after the event in order to inform future catering activities are obtained

Implementation procedures

Monitoring procedures

Adjustments

Comment form

Suggestion box


Observation

Assessment Criterion 2: Quality of product Checklist Score

Yes No

Indicator: Catering plan is well prepared

Customer needs are considered

Details are provided

Format is appropriate

Indicator: plan is well developed

Readable

Clear

Accurate

Observation

Assessment Criterion 3: Relevance Checklist Score

Yes No

Indicator: Risks measure are taken

Fire extinction are planned

Security guards are noticed

Indicator: the plan meets the requirements

Yield of 50 people

Starter

Main course

Drinks

setting plan respected


45minutes

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Observation

Reference books:

http://www.vinology.com/dictionary/

http://www.akawinegeek.com/pdf/Matching_Spirits_and_Cocktails_with_Food.pdf

http://www.bighospitality.co.uk/Special-Features/Food-and-drink-matching-

trends/Food-and-drink-matching-trends-Spirits-Cocktails

http://cocktails.about.com/od/mixology/tp/cocktail_tips.htm

http://www.winespectator.com/webfeature/show/id/ABCs_of_Food_and_Wine_Pairin

1996, Managing Bar and Beverage Operations by the Education institute of the

American hotel and Lodging Associations, Michigan

2006, Food and Beverage service by Dennis Lillicraps, John cousins , London

2009, Tourism and hospitality studies(Introduction to hospitality by Mr Murray

Muckenzie and Dr Benny Chan, Wu Chung House


https://training.gov.au/TrainingComponentFiles/SIT07/SITXQUA001A_R1.pdf

http://bergconsulting.com.au/Berg_Consulting_Blog/5-essential-steps-to-successful-

strategy-implementation

Essentials: food and beverage service. Level and 2 John Cousine.DannissLlllicrap.



http://www.bighospitality.co.uk/Special-Features/Food-and-drink-matching-trends/Food-and-drink-matching-trends-Spirits-Cocktails





http://bergconsulting.com.au/Berg_Consulting_Blog/5-essential-steps-to-successful-strategy-implementation


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F B S P D 5 0 1 - PLANNING, PREPARING AND DISPLAYING BUFFET SETTING AND SERVICE

FBSPD301Plan, prepare and display buffet setting and service


Credits: 10 100




Purpose statement

Buffet service has been considered as one of the common Food and Beverage service methods applied for various events. However planning, preparing and displaying a buffet setting and service is still in need of skilled employees. This module is intended for Certificate V learners. At the end of this module, learners will be able to Plan and design buffet setting Prepare for the buffet setting Ensure display food items Ensure the buffet presentation is safe and hygienic

Learners will be able to plan, prepare and display a buffet setting and service with high degree of efficiency and the ability to manage limited resources. This module will equip the learners with necessary and required practical skills to work in catering sector under minimum supervision.

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Level III and Level IV


Learning units describe the essential outcomes of a competence. Performance criteria describes

the required performance needed to demonstrate achievement of the learning unit. By the end

of the module, the trainee will be able to:


1. Plan and design buffet setting 1.1. Proper designing of total buffet concept, food items and display as required, in consultation with customers and other relevant people

1.2. Relevant planning of buffet setting according to required theme or occasion, in consultation with customers and other relevant people.

1.3. Appropriate participation in selecting and organizing an appropriate range and quantity of food items with consideration given to quality and price, related to F&B establishmentand customer requirements

2. Prepare for the buffet setting 2.1. Proper ensuring of appropriate service equipment selection, service ware and linen to display food and decorations.

2.2. Relevant planning and ensuring of arrangement of tables and service points so that they are suitable for buffet display and service according to establishmentstandard and customer requirements, occasion and efficient and safe customer and staff accessibility.

2.3. Adequate organisation of food presentation with artistic flair and according to establishment standards and customer requirements.

2.4. Adequate organisation of appropriate and attractive decoration and centrepieces as required.

2.5. Proper liaising with relevant people to organize preparation and conduct of buffet where required

3. Ensure display food items 3.1. Appropriate participation on display food items with a sense of artistry to create customer appeal.

3.2. Ensure the use of garnishes and accompaniments to enhance taste and appeal.

3.3. Proper supervision of buffet service to ensure that food items are replenished, and that the total display remains neat and attractive.

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4. Ensure the buffet presentation is

safe and hygienic

4.1. Proper identification of potential health problems through cross-contamination and food spoilage

4.2. Appropriate taking of preventative measures to eliminate these risks.

4.3. Proper keeping of food on display at temperature levels as per food handling standards

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LU 1:Plan and design buffet setting

1

Learning Outcomes:

1. Design the total buffet concept, food items and display as required, in consultation with customers and other relevant people

2. Plan the buffets setting according to required theme or occasion, in consultation with customers and other relevant people.

3. Participate in selecting and organizing of an appropriate range and quantity of food items with consideration given to quality and price, related to the F&B establishment and customer requirements

20 Hours

Learning Outcome 1.1: Design the total buffet concept, food items and display as required, in

consultation with customers and other relevant people

Introduction to buffet planning and designing Definitions:

Buffet Planning Designing

Buffet design and display Buffet types

Breakfast buffet Banqueting buffet Cold buffet Hot buffet Hot and cold buffet Cocktail Specialty buffet

Procedures and techniques involve set-up for:

butter dishes and butter

o Brainstorming on buffet planning and designing

o Oral presentation on buffet planning and designing

o Group discussion on buffet presentation planning and designing

o Research on buffet planning and designing

o Simulation on buffet planning and designing

- Audio-visual equipment

- Books - Chairs - Computer - Flip chart and stand - Internet connection - Linen - Marker pen - Projector - Sample comment

form - Short F&B service

movies - Smart phone for

Internet - Suggestion box - Table utensils - Tables - White board


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knives accompaniments food items special cutlery and

tableware as required underplates for large butter

dishes service spoons and forks sauce and soup ladles,

draining spoons, etc. side plates with doilies or

dish papers if necessary water jugs and joint knives

for pâtés or mousses cold fish plates carving knife, fork, steel and

stand spare joint plates to place

used service gear on. Linen

People involved in buffet design and display:

Customers Reception staff Kitchen staff Restaurant staff Housekeeping staff

Implication of customers and other people in designing of buffet concept, food items and display Strategies:

Workshop organization

Short meeting Talking to customers

Consultation is important to determine:

Items on the menu Buffet set-up Pricing Seating plan Service time Number of people Special requirements

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Number of staff Equipment





Written evidence

True or False questions Multiple choice questions Essay ( short answers questions)

Checklist Score

Yes No

Indicator:Buffet types are identified

Breakfast buffet

Banqueting buffet

Cold buffet

Hot buffet

Hot and cold buffet

Cocktail

Specialty buffet

Indicator: Procedures and techniques involve set-up are applied

butter dishes and butter knives

accompaniments

food items

special cutlery and tableware as required

underplates for large butter dishes

service spoons and forks

sauce and soup ladles, draining spoons, etc.

side plates with doilies or dish papers if necessary

water jugs and joint knives for pâtés or mousses

cold fish plates

carving knife, fork, steel and stand

spare joint plates to place used service gear on.


Proper designing of total buffet concept, food items and display as required, in


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Indicator:People involved in buffet design and display are notified

Customers

Reception staff

Kitchen staff

Restaurant staff

Housekeeping staff

Indicator: Strategies of informing people are applied


Short meeting

Talking to customers

Items on the menu

Buffet set-up

Pricing

Seating plan

Service time

Number of people

Special requirements

Number of staff

Equipment

Linen

Observation

Learning outcome: 1.2:Plan the buffets setting according to required theme or occasion, in


Planning the buffet setting

General principles

Buffet set up in a prominent position

Ample space on the buffet for display and presentation

Buffet within easy access of the stillroom and wash-up

Space for customer circulation

Space for sufficient occasional tables and chairs

o Group discussion on Planning the buffet setting

o Brainstorming on Procedures and Techniques of planning buffet setting

o Demonstration Procedures and Techniques of planning buffet setting

o Practical exercise onprocedures and techniques of planning buffet setting


- Books - Chairs - Computer - Decorative items - Flip chart and stand - Internet connection - Linen - Linen - Marker pen - Projector


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Attractive and good atmosphere room

Requirements:

Specific requirements according to the theme/occasion

Procedures and Techniques

involve planning for:

butter dishes and butter knives

accompaniments food items special cutlery and

tableware as required underplates for large

butter dishes service spoons and forks sauce and soup ladles,

draining spoons, etc. side plates with doilies or

dish papers if necessary water jugs and joint

knives for pâtés or mousses

cold fish plates carving knife, fork, steel

and stand spare joint plates to place

used service gear on. Linen

Contribution of people involved

in planning buffet setting

Customer contribution Reception staff

contribution Kitchen staff contribution Restaurant staff

contribution Housekeeping staff

contribution

- Sample comment form

- Short F&B service movies

- Smart phone for Internet

- Suggestion box - Table utensils - Tables - White board

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Assessor may collectamong the following evidences and make judgements on whether the performance

criterion has been achieved or not.


Written evidence

evidence

True or False questions Multiple choice questions Matching questions

Checklist Score

Yes No

Indicator: General principles are identified

Buffet set up in a prominent position

Ample space on the buffet for display and presentation

Buffet within easy access of the stillroom and wash-up

Space for customer circulation

Space for sufficient occasional tables and chairs

Attractive and good atmosphere room

Butter dishes and butter knives

Indicator: Procedures and Techniques involve planning for buffet are followed

Accompaniments

Food items

Special cutlery and tableware as required

Underplates for large butter dishes

Service spoons and forks

Sauce and soup ladles, draining spoons, etc.

Side plates with doilies or dish papers if necessary

Water jugs and joint knives for pâtés or mousses

Cold fish plates

Carving knife, fork, steel and stand

Spare joint plates to place used service gear on.

Linen

Indicator: Contribution of people involved in planning buffet setting identified

Customer contribution


Relevant planning of buffet setting according to required theme or occasion, in


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Reception staff contribution

Kitchen staff contribution

Restaurant staff contribution

Housekeeping staff contribution

Observation

Learning Outcome: 1.3: Participate in selecting and organizing an appropriate range and

quantity of food items with consideration given to quality and price, related to F&B

establishment and customer requirements

Selecting and organizing range and

quantity of food items

Possible factors influencing

food items selection:

Season

Type of establishment

Nutritional value

Food appearance

Culture

Belief

Religion

Cost

Type of event

Consumer preference

Easy to handle

Easy to serve

Factors for determining the

price:

Cost

Quality of product

Number of Customers

Standard of

establishment

Location of

establishment

o Group discussion on selecting and organizing of range and quantity of food items with consideration given to quality and price

o Oral presentation on food selection

o Brainstorming on food quality and price

o Group discussion and presentation

o on F&B establishmentand customer requirements

o Practical exercises on price determination and food quality

o Role play on portion control

- Flipchart - Marker - Computer - Projector - Starters - Main courses - Desserts


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Characteristics ofquality food: safety temperature Nutritional value Appropriate cooking

method Appearance Taste Aroma

F&B establishment standards

Price standards

Service standards

Hygiene and safety standards

Customers’ requirements

Quality and quantity product

Quality service

Safe and secure

environment

Portion/ quantity control strategies:

Get staff to serve the food

Serve the entrée to the table

Use the appropriate size service utensils that indicate the correct portion size

Don’t display too much food

Pre-plate high cost items so that the guest will only take one plate.





Appropriate participation in selecting and organizing an appropriate range and

quantity of food items with consideration given to quality and price, related to

F&B establishmentand customer requirements

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Written evidence Essay ( short answers)


Matching questions

Checklist Score

Yes No

Indicator: Possible factors influencing food items selection are identified

Season

Type of establishment

Nutritional value

Food appearance

Culture

Belief

Religion

Cost

Type of event

Consumer preference

Easy to handle

Easy to serve

Indicator: Factors for determining the price are identified

Cost

Quality of product

Number of Customers

Standard of establishment

Location of establishment

Indicator :Characteristics of quality food explained

Safety

Temperature

Nutritional value

Appropriate cooking method

Appearance

Taste

Aroma

Indicator: F&B establishment standards are identified

Price standards

Service standards

Hygiene and safety standards

Indicator: Customers’ requirements are identified

Quality and quantity product

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Quality service

Safe and secure environment

Indicator: Portion/ quantity control strategies are applied

Get staff to serve the food

Serve the entrée to the table

Use the appropriate size service utensils that indicate the correct portion size

Don’t display too much food

Pre-plate high cost items so that the guest will only take one plate

Indicator: Factors for determining the price listed

Cost

Quality of product

Number of Customers

Standard of establishment

Location of establishment

Observation

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LU 2:Prepare for the buffet setting

2

Learning Outcomes:

1. Ensure appropriate service equipment selection, service ware and linen to display food and decoration

2. Plan and ensure arrangement of tables and service points so that they are suitable for buffet display and service according to establishment requirements, occasion and efficient and safe customer and staff accessibility

3. Organise food presentation with artistic flair and according to establishment standards and customer requirements.

4. Organise appropriate and attractive decoration and centrepieces as required.

5. Liaise with relevant people to organize preparation and conduct the buffets where required

30 Hours

Learning Outcome 2.1: Prepare for buffet setting

Selection of buffetservice equipment, service

ware and linen to display food and decoration

Identification of buffetservice equipment

and service ware to display food .

Service ware

Table ware

Service equipment

Cutleries

Factors to consider when selecting service

equipment and ware to display food

Durability

Good appearance

Easy maintenance

Ease of use

Portability

Composition

o Group discussion on service equipment, service ware and linen to display food and decoration

o Oral presentation on

Selection of service equipment, service ware and linen to display food and decoration

o Group discussion on

factors to consider when selecting service equipment and ware to display

- Markers - Computer - Flipchart - Projector - Sample of

service equipment

- Sample of

service ware

- Sample of

table clothes

- Sample of

napkins


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Availability

Type of event

Type of food to be taken

Number of customers


Type of buffet

Room configuration

Room shape, size

Customer preference

Materials used for buffet decoration

Identification of materials used

for buffet decoration:

Linen

Flowers

Pins

Vegetables and fruits

Factors to consider when

selecting materials to be used in

buffet decoration:

Harmony of colors

Size of furniture

Shape of furniture

Type of event

Customer preference

Nature of linen

Ease of maintenance

Appearance

food and decoration: o Practical exercises on

identification of service equipment and ware to display food and decoration

o Group discussion on Factors to consider when selecting service linen to display food and decoration





Proper ensuring of appropriate service equipment selection, service ware and

linen to display food and decorations.

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Written evidence

Essay ( short answers)


Matching questions

Checklist Score

Yes No

Indicator: Identification of buffet service equipment and service ware to display food is well done.

Service ware

Table ware

Service equipment

Cutleries

Indicator: Factors to consider when selecting service equipment and ware to display food are applied.

Durability

Good appearance

Easy maintenance

Ease of use

Portability

Composition

Availability

Type of event

Type of food to be taken

Number of customers


Type of buffet

Room configuration

Room shape, size

Customer preference

Indicator: Identification of materials used for buffet decoration are applied

Linen

Flowers

Pins

Vegetables and fruits

Indicator: Factors to consider when selecting materials to be used in buffet decoration are demonstrated :

Harmony of colors

Size of furniture

Shape of furniture

Type of event

Customer preference

Nature of linen

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Ease of maintenance

Appearance

Indicator: Identification of buffet service equipment and service ware to display food .

Service ware

Table ware

Service equipment

Cutleries

Indicator: Factors to consider when selecting service equipment and ware to display food are applied

Harmony of colors

Size of furniture

Shape of furniture

Type of event

Customer preference

Nature of linen

Ease of maintenance

Appearance

Observation

Learning Outcome: 2.2:Plan and ensure arrangement of tables and service points so that

they are suitable for buffet display and service according to establishment requirements,

occasion and efficient and safe customer and staff accessibility

Planning of tables arrangement and

service points for buffet display and

service.

Principles of tables and

service points arrangement

for buffet

Accessibility

Free/easy movement of

guests

Safety

Reasonable distance

Buffet layouts according


planning of tables

arrangement and service

points for buffet display

and service.

o Brainstorming on planning of tables arrangement and service points for buffet display and service.

o Research and presentation

on planning of tables arrangement and service

- Reference books - Computer - Internet - Projector - Markers - Flipchart - Tables - Table wares - Cutleries - Linens


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to the types of event:

Wedding

Birthday

National holiday

Religious

celebration

School Reunion

Meetings

Workshops

Seminars

Procedures of tables and


for buffet

Vary the height

Have a clear beginning

Identify dishes

Give some support

Save utensils for last

Position strategically

Principles of tables and


for buffet according to a

specific occasion

Consider the movement of

people and corral

accordingly

Put drinks on separate table

from the food

Plates at the front , cutlery

at the end

Put the multiple stacks of

everything

Arrange the food table

strategically.

points for buffet display and service.

o Practical exercises on

planning of tables arrangement and service points for buffet display and service.


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Matching questions

Checklist Score

Yes No

Indicator: Tables arrangement

Accessibility

Free/easy movement of guests

Safety

Reasonable distance

Buffet layouts according to the types of event

Indicator : Service points/service stations arrangement procedures

Vary the height


Identify dishes

Give some support

Save utensils for last

Position strategically

Vary the height


Observation

Learning Outcome 2.3:Organise food presentation with artistic flair and according to

establishment standards and customer requirements


Relevant planning and ensuring of arrangement of tables and service

points/service station so that they are suitable for buffet display and service

according to establishment requirements, occasion and efficient and safe

customer and staff accessibility

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Artistic food presentation organization

Rules of food presentation

Standard meal sequence

Factors influencing food presentation

Type of event

Food to be served

Customer preference

Staff skills

Establishment standards

o Brainstorming on

food presentation

with artistic flair


food presentation

with artistic flair


food presentation

with artistic flair

- Reference books

- Decoration items

- Linen - Furniture - Computer - Flipcharts - Projector







Matching questions

Checklist Score

Yes No

Indicator: Factors influencing food presentation are considered

Appearance

Food arrangement

Attractiveness

Harmony

Place presentation


Adequate organization of food presentation with artistic flair and according

to establishment standards and customer requirements.


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Standard meal sequence

Factors influencing food presentation

Observation

Learning Outcome 2.4: Organise food presentation with artistic flair and according to

establishment standards and customer requirements

Organization of decoration and

centerpieces

Organization of centerpieces

Definition of centerpieces

Types of centerpieces

Principles of centerpieces

organization

Decoration making

Factors to consider in

decoration

Decoration items

Decoration techniques

and procedures

o Brainstorming on decoration and centerpieces

o Group discussion and presentation ondecoration techniques and procedures

o Demonstration on decoration andcenterpieces

o Practical exercises

ondecoration and centerpieces

- Projector - Marker PEN - Flipchart - Computer - decoration

items





Adequate organization of appropriate and attractive decoration and

centerpieces as required.


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Written evidence Multiple choice questions


Essay ( short answers questions)

Checklist Score

Yes No

Indicator:Factors to consider in decoration are considered

Decoration items

Decoration techniques and procedures

Decoration making

Observation

Learning Outcome 2.5: Liaise with relevant people to organize preparation and conduct the

buffets where required

People concerned with buffet

preparation and their contribution

Customers

Reception staff

Kitchen staff

Restaurant staff

Housekeeping staff

Ways of liaising with concerned

people

Face to face

Written documents

Electronic communication

Importance of cooperate with other

people

o Brainstorming on cooperation between people

o Group discussion and presentation on cooperation between people

o Play role on cooperation between people

- Books - Projector - Marker - Flipchart - Computer - Internet

connection - Telephone - Papers



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Written evidence

True or false questions Matching questions Multiple choice questions

Checklist Score

Yes No

Indicator: People concerned with buffet preparation and their contribution are informed

Customers

Reception staff

Kitchen staff

Restaurant staff

Housekeeping staff

Indicator: Ways of liaising with concerned people are used

Face to face

Written documents

Electronic communication

Observation


Proper liaising with relevant people to organize preparation and conduct of

buffets where required

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LU 3:Ensure display food items

3

Learning Outcomes:

1. Participate in display food items with a sense of artistry to createcustomerappeal.

2. Ensure the use of garnishes and accompaniments to enhance taste and appeal

3. Supervise buffet service to ensure that food items are replenished, and that the total display remains neat and attractive

25Hours

Learning Outcome 3.1: Participate in display food items with a sense of artistry to create

customer appeal

Artistic food display for customer appeal Principles of food items display

Procedures of displaying food

items on buffet

Starters

Main course

Desserts

Factors to consider in food items

display

Harmony of

colors

Meal sequence

Types of food

Ease of handling

Customer

preference

o Brainstorming on

procedures of food items display

o Group discussion on display food items with a sense of artistry to create customer appeal

o Research on principles of food items display

o Presentation on principles of food items display

o Practical exercise on principles and procedures of food items display

- Reference books - Computer - Projector - Internet - Markers - Flipchart - Sample of food

items - Service

equipment

- Service ware


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Written evidence

Sequencing questions


Essay ( short answers questions)

Checklist Score

Yes No

Indicator :Procedures of displaying food items on buffet is well done

Starters

Main course

Desserts

Indicator: Factors to consider in food items display are considered

Harmony of colors

Meal sequence

Types of food

Ease of handling Customer preference

Observation

Learning Outcome 3.2:Ensure the use of garnishes and accompaniments to enhance taste and

appeal.



Appropriate participation on display food items with a sense of artistry to create

customer appeal

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Definitions

Garnishes

Accompaniments

Factors to consider when selecting

garnishes:

Safety

Visual appeal

Usage

Factors to consider when selecting

accompaniments:

Harmony of color

Nutritional value

Cooking methods

Food item to accompanied

Types of Garnishesand

accompaniments:

Fruits decorations

Herb garnishes

Vegetable garnishes

Flower garnishes

Sauce garnishes

Cream

Garnishing process:

Consider first the impact you

want to make

Consider the way it has the

effect

Consider how garnishing will

be eaten

Consider the flavor

o Group discussion on use

of garnishes and accompaniments to enhance taste and appeal.

o Brainstorming on factors to consider when selecting garnishes and accompaniment

o Practical exercise on

garnishing procedures and accompaniments

o Research on use of garnishes and accompaniments to enhance taste and appeal

- Markers - Flipchart - Internet - Reference

books - Garnishes - Accompani

ment - Service

equipment

- Service ware



Ensure the use of garnishes and accompaniments to enhance taste and appeal.

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Written evidence Matching questions



Checklist Score

Yes No

Indicator: Factors for selecting garnishes are considered

Safety

Visual appeal

Usage

Indicator: Factors for selecting accompaniments considered

Harmony of color

Nutritional value

Cooking methods

Food item to accompanied

Indicator: Types of Garnishes and accompaniments are highlighted:

Fruits decorations

Herb garnishes

Vegetable garnishes

Flower garnishes

Sauce garnishes

Cream

Indicator: Garnishing process is followed

Consider first the impact you want to make

Consider the way it has the effect

Consider how garnishing will be eaten

Consider the flavor

Observation

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Learning Outcome 3.3: Supervise buffet service to ensure that food items are replenished,

and that the total display remains neat and attractive

Buffet supervision techniques and procedures: Observation

Survey

Features of a well-set buffet

Availability of all food items Proper arrangement of food

items Well decorated Good physical appearance

o Brain storming on buffet supervision

o Group discussion on supervision of buffet service

- Markers - Flipchart - Internet - Reference books - Garnishes - Accompaniment - Service ware - Linen





Written evidence

Matching questions




Proper supervision of buffet service to ensure that food items are replenished,

and that the total display remains neat and attractive.


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Checklist Score

Yes No

Indicator:Buffet supervision techniques and procedures are applied

Observation

Survey

Indicator: Features of a well-set buffet are identified

Availability of all food items

Proper arrangement of food items

Well decorated

Good physical appearance

Observation

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LU 4:Ensure the buffet presentation is safe and hygienic

4

Learning Outcomes:

1. Identifypotentialhealthproblemsthrough Cross contamination and foodspoilage

2. Take preventative measures to eliminate cross contamination and Food spoilage

3. 3Keep food on display at temperature levels as per food handling standards 25 Hours

Learning Outcome 4.1:Identify potential health problems through Cross contamination and

food spoilage

.Definitions Cross contamination

Food spoilage

Identification of potential health problems associated with food:

Food poisoning Allergy

Identification of potential health problemssigns/Symptoms:

Abdominal pains Vomiting Diarrhea Nausea

Causes of cross contamination: Using unwashed

equipment Lack of Paste and waste

control Dirty Clothing Poor Raw food storage Poor personal hygiene

o Research on food

spoilage and cross contamination

o Group discussion on identification of potential health problems through Cross contamination , food spoilage and food poisoning

Reference books Internet Computer Markers Flipchart


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Causes of food spoilage bacteria

Protozoa

Fungi

Temperature

Causes of food poisoning





Written evidence

Matching questions



Checklist Score

Yes No

Indicator: potential health problems associated with food are identified

Food poisoning

Allergy

Indicator: potential health problems signs/Symptoms are Identified

Abdominal pains

Vomiting

Diarrhea

Nausea


Proper identification of potential health problems through Cross contamination

and food spoilage

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Indicator: Causes of cross contamination are identified :

Using unwashed equipment

Lack of Paste and waste control

Dirty Clothing

Poor Raw food storage

Poor personal hygiene

Indicator: Causes of food spoilage are identified

bacteria

Protozoa

Fungi

Temperature

Indicator: Causes of cross contamination are identified

Using unwashed equipment

Lack of Paste and waste control

Dirty Clothing

Poor Raw food storage

Poor personal hygiene

Observation

Learning Outcome 4.2: Take preventative measures to eliminate cross contamination and

Food spoilage

Cross contamination and Food spoilage preventative measures

Use of safe and appropriate equipment

Use professional staff Complying with hygienic rules Constant supervision on

hygiene Monitoring of food

temperature Proper food storage Methods of food preservation Regular medical check of

personnel Rotation of store Check of expired date

o Group discussion on food spoilage prevention

o Brainstorming on food spoilage

o Presentation on cross contamination and food spoilage prevention

- Books - Flipcharts - Markers - Computer - Projector - Preservation

equipment - Refrigerator - Chafing dishes - Thermometer


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Written evidence

Matching questions



Checklist Score

Yes No

Indicator: Cross contamination and Food spoilage preventative measures are identified

Use of safe and appropriate equipment

Use professional staff

Complying with hygienic rules

Constant supervision on hygiene

Monitoring of food temperature

Proper food storage

Methods of food preservation

Regular medical check of personnel

Rotation of store

Observation


Appropriate taking of preventive measures to eliminate Cross contamination

and food spoilage

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Learning Outcome 4.3:Keep food on display at temperature levels as per food handling

standards

Display food at suitable temperature/Recommended temperature for keeping food

Use of appropriate equipment for food display:

Chuffing dishes Hot plates Cold buffet trolley

Importance of keeping food on display at correct temperature

o Group discussion on keeping of displayed food

o Brain storming on

keeping food strategies

o Presentation on food keeping displayed food

- Computer - Sample video - Projector - Flips chart - Markers - Thermometer



performance criterion has been achieved


Written evidenece Matching questions



Checklist Score

Yes No

Indicator: food items are displayed at right temperature levels

Chuffing dishes

Hot plates

Cold buffet trolley

Observation


Proper keeping of food on display at temperature levels as per food handling

standards


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Iwacu Restaurant located in Kigali City, Kicukiro District nearby Kanombe Airport is receiving 30 KIM Students for a lunch at 12:00 that comprises all courses . As restaurant supervisor, you are requested to prepare and set a buffet for above guests within two hours.

The meal should be composed of Mexican salad, pilaff rice, parsley potatoes, beef stroganoff, Bean goulash, and macedoine.

Respect hygiene standards Ensure that appearance of buffet display Respect the given time Respect Garnishing and decoration Restaurant mise en place has been done in advance.

Buffet table Linen Table wares Decoration items Chuffing dishes Cold and hot buffet trolley Starters food items Main courses Desserts Centre pieces

Assessment Criterion 1: Safety Checklist Score

Yes No

Indicator: food safety are considered

Right Temperature is respected

Cleaned service equipment are used

Doneness of food is checked

Appropriate equipment are used

Indicator: safe environment is maintained

Work place is cleaned

Table are well set

Enough space is provide for movement

Appropriate place is considered

Space between dishes in enough

Indicator: safety of equipment is maintained

Equipment are well handled

Service equipment are used according to the according to item

Appropriate place is identified

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Clearance is done on time

Observation

Assessment Criterion 2: Hygiene

Checklist Score

Yes No

Indicator: Personal hygiene is maintained

Uniform is worn cleaned and ironed

Fingers nails, hair are cut/tidy

Name tag is worn

Make up is moderate

Indicator: food hygiene is maintained

Cleanliness of service equipment is checked and cleaned if necessary

Food items are covered

Food are kept at right temperature

Indicator: Environmental hygiene is maintained

Cleanliness of Workplace for buffet setting is verified

Dust bins are provided

Pest are controlled

Observation

Assessment Criterion 3: Quality process Checklist Score

Yes No

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Indicator: Total buffet concept, food items and display are designed as required, in consultation with customers and other relevant people

People involved in buffet design and display are informed

Buffet Design isarranged according to the customer requirement

food items are well arranged

Indicator: Selection and organization of an appropriate range and quantity of food items with consideration given to quality and price, related to F&B establishment and customer requirements is done

Mexican salad,

Pilaf rice,

Parsley potatoes,

Beef stroganoff,

Bean goulash,

Macedoine.

Measures for quantity control

Indicator: Appropriate service equipment are selected and attractive decoration is well done

Appropriate Table wares

Appropriate service wares

Appropriate cutleries

Appropriate linen for decoration

Center pieces

Indicator: Arrangement of tables and service points are well Arranged

Table arrangement

Arrangement of service points/service stations

Skirting is well done

Indicator: Food presentation is organized with artistic flair

Harmony of color

Centerpieces are presented

Harmony in items arrangement

Food items are Garnished accordingly

Indicator:Participation on display food items with a sense of artistry to create customer appeal is appropriately done.

Harmony in items arrangement

Food display

Attractiveness

Harmony

Indicator:The use of garnishes and accompaniments is ensured to enhance taste and appeal

Food is tasty

Good appearance

Appropriate garnishes

Rose mary

Parsley

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Sliced tomatoes

Appropriate accompaniments

Parsley potatoes

Grated carrots

Indicator:Buffet service is supervised to ensure that food items are replenished, and that the total display remains neat and attractive

Containers are replenished

Attractiveness

Arrangement of food items

Observation of service process

Indicator:Food on display is properly kept at temperature levels as per food handling standards

Hot food is kept in chuffing dishes

Cold food is kept in cold containers

Food items are covered accordingly

Observation

Assessment Criterion 4: Quality of product Checklist Score

Yes No

Indicator: Buffet setting is well prepared and displayed

Good Appearance

Attractiveness of buffet sett up

Arrangement of fooditems with logical sequence

Appropriate equipment are displayed

Matching centerpieces display

Observation

Assessment Criterion 5: Relevance Checklist Score

Yes No


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2 hours

Indicator: Required food is displayed

Mexican salad,

pilaff rice,

parsley potatoes,

beef stroganoff,

Bean goulash,

Macedoine

Indicator: Proper equipment are displayed

Chuffing dishes

Cold and hot buffet trolley

Proper linen are used

Table ware

Observation

Reference books: Frontline institute of Hotel management studies2008,Catering Science and Hotel

Management)First Year, Part III, Paper 2 Bharathiar UniversityAll Rights Reserved John cousins and dennisLillicrap. 2010 Essential food and beverage service British library

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F B S P M 5 0 1 - USING A PROPERTY MANAGEMENT SYSTEM IN F&B SERVICE

FBSPM501Use a Property Management System in Food and Beverage Service


Credits: 10 10

Sector: HOSPITALITY And TOURISM



Purpose statement

The module of using the Property Management System (PMS) in Food and Beverage Service will

equip the learner of Level V, Certificate V with the knowledge, skills and attitudes required to

use a PMS in Food and Beverage Service.

At the end of this module, the leaner will be able to Setup administration of POS, to perform

Point of Sales (POS) operations, perform tock Control System and operate Conference

Management System

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Information and Communication Technology(ICT) skills


Learning units describe the essential outcomes of a competence. Performance criteria

describethe required performance needed to demonstrate the achievement of the learning

unit. By the end of the module, the trainee will be able to:


1. Setup and administrate Point of

Sales

1.1. Proper handling of employees and security settings 1.2. Relevant setup of a Restaurant in POS 1.3. Adequate products set up in POS 1.4. Proper configuration of suppliers 1.5. Appropriate configuration of employee activity log 1.6. Appropriate configuration of perform travel agents

and companies management

1.7. Proper configuration of conferences facilities

2. Use Point Of Sales (POS)

2.1. Proper creation of new sales and order processing 2.2. Accurateclosing of customer table

3. Use Stock Control System

3.1. Proper dealing with suppliers 3.2. Accurate management Stock Products

4. Use Conference Management

System

4.1. Proper dealing with conference reservations 4.2. Proper dealing with conference check-in

procedures 4.3. Proper dealing with conference check-out

procedures 4.4. Proper dealing with conference reporting

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U 1:Setup and administer Point of Sales in F&B service

1

Learning Outcomes:

1. Properhandling of employees and security settings 2. Relevant setup of a Restaurant in POS 3. Adequate Products set up in POS 4. Proper configuration of ssuppliers 5. Appropriate configuration of employee activity log 6. Appropriate configuration of perform travel agents and

companies management 7. Proper configuration of conferences facilities

35 Hours

Learning Outcome 1.1: Handle employees and security settings

Add employeesin a POS Employee details:

Names Identification Contacts Position Password Section Privileges

o Practical exercise on adding employees in a POS

- Audio-visual equipment - Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software



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Written evidence


Multiple choice questions Task about adding employees in a POS

Checklist Score

Yes No

Indicator: Employee details are properly added in a POS

Names

Identification

Contacts

Position

Password

Section

Privileges

Observation

Learning outcome: 1.2. Setup of a Restaurant Point of Sale

Procedures of setting-up a restaurant POS Setting up the POS server Setting up the POS terminals Setting up the POS peripherals Configuration of the server and

o Practical exercise on setting-up a restaurant POS


- Books - Chairs - PMS Computer lab - Flip chart and stand



Proper Handling of employees and security settings

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the terminals

- Internet connection - Marker pen - Projector - PMS /POS software





Written evidence


Multiple choice questions Task about setting-up a restaurant POS

Checklist Score

Yes No

Indicator: Procedures of setting-up a restaurant POS are executed

Setting up the POS server:

Setting up the POS terminals:

Setting up the POS peripherals:

Configuration of the server and the terminals

Observation

Learning Outcome: 1.3 Set-up of productsin a restaurant Point of Sales



Relevant setup of a restaurant POS

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Procedures of setting-up products in a restaurant POS Adding product categories Adding product details

o Practical exercise on setting-up products in a restaurant POS


- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software


Assessor may collect among the following evidences and make judgements on whether the performance



Written evidence

Performance

evidence


Task about adding employees in a POS

Checklist Score

Yes No

Indicator: Procedures of setting-up products in a restaurant POS

Adding product categories

Adding product details

Observation

Learning Outcome: 1.4Configure suppliers in a restaurant POS


Adequate product set-up in a restaurant Point of Sale

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Procedures of setting-up suppliers: Add a new supplier details

Supplier general details Bank details Contact details

o Practical exercise on setting-up suppliers in a restaurant POS







Written evidence



Task about adding employees in a POS

Checklist Score

Yes No

Indicator: new supplier details are properly configured

Supplier general details

Bank details

Contact details

Observation

Learning Outcome: 1.5Configure employee activity log in POS


Appropriate configuration of suppliers in a restaurant POS


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Procedures of setting-up employee activity log: Add employee activity log

details

Names Activity date Reference Category Description Start and end time

o Practical exercise on configuring employee activity in a restaurant POS







Written evidence

Performance

evidence

Multiple choice questions Task about setting-up employee activity log

Checklist Score

Yes No

Indicator: Employee activity log details are properly configured

Names

Activity date

Reference

Category


Appropriate configuration of Employee Activity Log


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Description

Start and end time

Observation

Learning Outcome: 1.6 Configure Travel agents and companies

Procedures of setting-up employee travel agents and companies: Add travel agents and

companies details

Names General Bank details Contact details Commissions Specials

o Practical exercise on configuring employee activity in a restaurant POS







Written evidence

Performance

evidence

Multiple choice questions Task about setting-up travel agents and companies

Checklist Score


Appropriate configuration of Perform Travel Agents and companies

Management


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Yes No

Indicator: Travel agents and companies details are properly configured

Names

General

Bank details

Contact details

Commissions

Specials

Observation

Learning Outcome: 1.7: Configure conference facilities in POS

Procedures of setting-up conference facilities in POS: Add travel agents and

companies details

Conference types Function prospect Catering Theme set up

o Practical exercise on configuring conference facilities in POS







Written evidence

Performance

evidence


Task about setting up conferences facilities


Proper configuration of Conferences facilities


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Checklist Score

Yes No

Indicator: Conference facilities details are configured

Conference types

Conference halls

Function prospect

Catering

Observation

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LU 2:Use Point Of Sales (POS) in F&B service

2

Learning Outcomes:

1. Proper Creation of New Salesand order processing in POS 2. Accurateclosing of customer table

20 Hours

Learning Outcome 2.1: Create new salesand process ordersin POS

Procedures of creating a new sale in POS: Add a new sale

Select category from the menu

Select menu items

Process order

o Practical exercise on adding a new sale in POS






Proper Creation of new Sales in POS


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Written evidence


Multiple choice questions Task about creating a new sale

Checklist Score

Yes No

Indicator: Procedures of creating a new sale in POS are executed:

Add a new sale

Select category from the menu

Process order

Observation

Learning Outcome: 2.2. Close customer table

Procedures of closing customer tables in POS: Closing customer tables

Handle cash payment in POS Handle credit card payment Posting charges on room Posting charges on travel

agent and company account Posting charges on

reservation

o Practical exercise on closing customer tables in POS


- Books - Chairs - PMS Computer lab - Flip chart and

stand - Internet

connection - Marker pen - Projector - PMS /POS software



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Product evidence

Multiple choice questions Task about closing a customer table

Checklist Score

Yes No

Indicator: Customer tables are closed Handle cash payment in POS

Handle credit card payment

Posting charges on room

Posting charges on travel agent and company account

Posting charges on reservation

Observation


Accurate closing of customer tables in Point of Sale

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LU 3:Use stock control system in F&B service

3

Learning Outcomes:

1. Proper dealing with suppliers 2. Accurate Management Stock Products

20 Hours

Learning Outcome 3.1: Deal with suppliers

Procedures of dealing with suppliers Proper Creation of Purchase

Order Accurate Management

Goods Received

o Practical exercise on dealing with suppliers





Proper dealing with Suppliers


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Task about dealing with suppliers

Checklist Score

Yes No

Indicator: Procedures of dealing with suppliers are performed

Proper Creation of Purchase Order

Accurate Management Goods Received

Observation

Learning Outcome 3.2:Manage stock Products

Procedures of managing stock: Proper management of recipes. Accurate Management of Stock

Take and Transfers Accurate Issuing Stock Procedures Manage Stock on Hand and

Generate Report Proper Generation and

Verification of Stock Reports

o Practical exercise on managing stock



stand - Internet




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Task on managing stocks

Checklist Score

Yes No

Indicator: Procedures of managing stock are executed

Proper management of recipes.

Accurate Management of Stock Take and Transfers

Accurate Issuing Stock Procedures

Manage Stock on Hand and Generate Report

Proper Generation and Verification of Stock Reports

Observation


Accurate Management stock products

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LU 4:Use Conference Management System in F&B service

4

Learning Outcomes:

4. Dealing with conference reservations 5. Dealing with conference check-in procedures 6. Dealing with conference check-out procedures 7. Dealing with conference reporting

25 Hours

Learning Outcome 4.1: Deal withconference reservations

Procedures of conference reservation: Check Halls availability

in PMS Handle New

Conference Reservation

Confirm Conference Reservation

o Practical exercise on procedures of conference reservation




Proper dealing with conference reservation


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Task on dealing with conference reservation

Checklist Score

Yes No

Indicator: Procedures of conference reservation are executed:

Check Halls availability in PMS

Handle New Conference Reservation

Confirm Conference Reservation

Observation

Learning Outcome 4.2: Deal with conference check-in procedures

Procedures of conference check-in: Verify and Confirm Conference

Status

Provisional Confirmed In-house Cancelled No show Check-out

o Practical exercise onVerify and Confirm Conference Status



stand - Internet



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Task on verifying and confirming Conference Status

Checklist Score

Yes No

Indicator: Conference Status is Verified and Confirmed

Provisional

Confirmed

In-house

Cancelled

No show

Check-out

Observation

Learning Outcome 4.3. Deal with conference check-out procedures

Procedures of conference check-out: Confirm Conference check-out

o Practical exercise onconfirming Conference check-out





Appropriate dealing with conference check-in

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stand - Internet







Task on verifying and confirming Conference check-out

Checklist Score

Yes No

Indicator: Conference Status is Verified and Confirmed

Check-out

Observation

Learning Outcome 4.4. Dealwith conference reporting



Appropriate dealing with conference check-out

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Procedures of conference reporting: Different conference reports:

Business source Monthly reports No shows Meal plan pax list Cancelled

o Practical exercise onVerify and Confirm Conference Status



stand - Internet







Task on conference reporting

Checklist Score

Yes No

Indicator: Different conference reports are generated:

Business source

Monthly reports

No shows

Meal plan pax list

Cancelled

Observation


Appropriate dealing with conference check-in

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You work as a restaurant supervisor in a five start hotel usingPMS software. During your duty the manager informs you that You have a group of fifty guests attending a conference of two days and they wish to consume some food and beverage items on a la carte menu.

You are required to use a Property Management System in handling the above activities within one hour.

Steps to follow: To setup and administer POS

To operate the Point of Sales (POS) in order processing

To perform stock Control System

To manage conference

You have to consider the following information and guest requests:

Beef steak and chips Soft drinks Conference hall for 50 pax , Number days : 2days Arrival date :X/X/ Departure : X/X/

POS/ PMS software

Beef steak and chips

Soft drinks

Computer lab

Internet connection

Printer

Papers

Conference hall

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Assessment Criterion 1. Quality process Checklist Score

Yes No

Indicator: POS is set-up and administered correctly

Proper handling of employees and security settings

Relevant setup of a Restaurant in POS

Adequate Products set up in POS

Proper configuration of suppliers

Appropriate configuration of Employee Activity Log

Appropriate configuration of Perform Travel Agents and companies Management

Proper configuration of Conferences facilities

Proper handling of employees and security settings

Indicator: Point of Sales (POS) properly operated in order processing

Proper creation of new sales and order processing

Accurate closing of customer table

Indicator:stock Control System is accurately operated

Accurate Management Stock Products

Indicator: conference hall is properly managed

Proper dealing with conference reservations

Proper dealing with conference check-in procedures

Proper dealing with conference check-out procedures

Proper dealing with conference reporting

Observation

Assessment Criterion 2. Relevancy

Checklist Score

Yes No

Indicator: Given time is respected

1 hour

Indicator : correct product is offered on time

Beef steak and chips

Soft drink are offered

Indicator: Correct report is generated

Business source

Monthly reports

No shows

Observation

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References:

Bernard, P. 1999. Integrated Inventory Management, Volume 9 of The Oliver Wight Companies. New

York.: John Wiley & Sons

Brown, D.R. 2003. The Restaurant Manager's Handbook: How to Set Up, Operate, and Manage a

Financially Successful Food Service Operation, Volume 2.: Washington.: Atlantic Publishing Company

Dopson, L. R. &Hayes, D.K. 2010. Food and Beverage Cost Control. New York.: John Wiley & Sons

https://www.google.rw/search?tbo=p&tbm=bks&q=inauthor:%22Paul+Bernard%22

https://www.google.rw/search?tbo=p&tbm=bks&q=inauthor:%22Douglas+Robert+Brown%22

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F B S P S B 3 0 1 - PROVIDING AND SUPERVISING QUALITY CUSTOMER SERVICE

FBSPS501PROVIDE AND SUPERVISE QUALITY CUSTOMER SERVICE


Credits: 6 60


Sub-sector: Food and beverage Service


Purpose statement

This module describes the skills, knowledge and attitudes required for a learner of Level 5,

Certificate Vin order to provide and supervise the quality customer serviceinFood and

Beverage. By the end of this module, the learner will be able to develop approaches to enhance

quality customer service, manage the delivery of quality service, monitor and adjust customer

service in a Food and Beverage establishment without supervision.

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Level 3 and Level 4



Performance criteria describe the required performance needed to demonstrate the

achievement of the learning unit. By the end of the module, the trainee will be able to:


Develop approaches to enhance quality

customer service

1.1 Consistent obtaining of information on customer needs, expectations and satisfaction levels using both formal and informal research

1.2 Provision of opportunities for customers and staff to provide feedback on products and services

1.3 Frequent review of changes in internal and external environments and integrate findings into planning for quality service.

1.4 Appropriate provision of opportunities for staff to participate in the customer service planning process

1.5 Proper development of standards and planning to address key quality service issues

Supervise the delivery of quality service 2.1 Clear communication of customer service issues , standards and expectations clearly to staff

2.2 Adequate provision staff with access to information on service standards and delivery.

2.3 Correct use of coaching to assist staff to deal with customer service issues and take responsibility for service outcomes.

2.4 Monitoring of customer service in the workplace according to organization policies and procedures to ensure standards are met.

Monitor and adjust customer service 3.1 Seek feedback from customers on an ongoing basis and use this to improve performance where applicable.

3.2 Proper identification of customer service problems and make adjustments to standards, systems and procedures to ensure continued service quality

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LU 1:Develop approaches to enhance quality customer service

1

Learning Outcomes:

1. Obtain information on customer needs, expectations and satisfaction levels using both formal and informal research

2. Provide opportunities to customers and staff to provide feedback on products and services

3. Review changes in internal and external environments and integrate findings into planning for quality service

4. Provide opportunities to staff to participate in the quality customer service planning process

5. Develop standards and planning to address key quality service issues

20 Hours

Learning Outcome 1.1: Obtain information on customer needs, expectations and satisfaction

levels using both formal and informal research

Introduction to quality customer service: Definitions Customer Customer service Customer expectations Customer satisfaction

Collection of information about customer needs, expectations and satisfaction levels: Informal methods:

Talking with customers seeking feedback from F&B service staff

- Group discussion on Collection of information about customer needs, expectations and satisfaction levels

- Brain storming on Collection of information about customer needs, expectations and satisfaction levels

- Presentation on Collection of information about customer needs, expectations and satisfaction levels

- Role play on Collection of information about customer needs, expectations and

- Books - Computer - Smart phone for

Internet - Internet connection - Suggestion box - Sample comment

form - Audio-visual

equipment - Short F&B service

movies - Projector - Marker pen - Flip chart and stand


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word of mouth Formal methods : Suggestion boxes Guest comment forms Social media

Customer expectations: quick service Professional personal

grooming quality product hygiene affordable price safety and security

Customer satisfaction levels: Meet Customer

Expectations Exceed Customer

Expectations Delight Your Customer Amaze Your Customer

satisfaction levels

- White board


The assessor may collectamong the following evidences and make judgements on whether the

performance criterion has been achieved or not.


Written evidence Multiple-choice questions Matching questions

Checklist Score

Yes No

Indicator:Collection of information about customer needs, expectations and satisfaction levels


Consistent obtention of information on customer needs, expectations and

satisfaction levels using both formal and informal research

395 | P a g e

Talking with customer

Customer feedback

Suggestion box

Comment form

Social media information

Indicator:Customer expectations

Quick service

Professional personal grooming

Quality product

Hygiene

Affordable price

Safety and security

Indicator:Customer satisfaction levels

Meet Customer Expectations

Exceed Customer Expectations

Delight Your Customer

Amaze Your Customer

Observation

Learning Outcome 1.2: Provide opportunities to customers and staff to provide feedback on

products and services

Strategies for getting feedback from customers and staff: Talking with customers Using Suggestion boxes Using Comment forms Staff

- Group discussion on Strategies

for getting feedback from

customers and staff

- Brain storming on Importance

customers and staff feedback

- Presentation on getting

feedback from customers and

staff


Internet - Internet connection - Suggestion box - Sample comment form - Audio-visual

equipment


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recommendation Regular or irregular Meetings Contractual negotiations Information circulars

Possible feedback that can be received : Changing the Price Product quality and

quantity improvement Service improvement Environmental changes

- Role play on gathering information from customers


- Projector - Marker pen - Flip chart and stand - White board





Written evidence

Open ended questions Multiple choice Matching Sentence completion True or false


Provision of opportunities for customers and staff to provide feedback on

products and service

397 | P a g e

Checklist Score

Yes No

Staff recommendations

Meeting with staff

Contractual Negotiation

Information circulars

Suggestion boxes

Comment forms

Social media

Observation

Learning Outcome 1.3: Review changes in internal and external environments and integrate

findings into planning for quality service

Changes in environments affecting quality service planning: Internal factors :

Management changes Organizational

restructures Introduction of new

equipment Recruitment practices

External factors Technological changes

affecting service delivery Changes in the

competitive environment Economic climate Trends in customer

preferences Introduction of

e‐business Legal changes Political changes Social changes.

Characteristics of quality service

Reliability Competence

- Brainstorming on Changes in internal and external environments affecting quality service planning:

- Presentation on

Characteristics of quality

service

- Research on Mode of

customer service provision

- Role play on Mode of customer service provision


Internet - Internet connection - Audio-visual


movies - Projector - Marker pen - Flip chart and stand - White board


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Responsiveness Courtesy Credibility Consistency

Modes of customer service provision : Face-to-face Online By telephone

Email or written communication





Written

True or False questions Multiple choice questions

Checklist Score

Yes No

Indicator: Changes in environments affecting quality service planning

Organization structure

New equipment

Recruitment practices

Technology change

Change in competition

Inflation

Social change economic climate

Trends in customer preferences


Frequent review of changes in internal and external environments and integrate

findings into planning for quality service.

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Introduction of e‐business

Legal changes

Political changes

Social changes

Observation

Learning Outcome 1.4: Provide opportunities to staff to participate in the quality customer

service planning process

Implication of staff in service planning process strategies:

Workshop organization Short meeting Questionnaire Suggestion box

Importance of staff implication in service planning process

- Group discussion on

Implication of staff in service

planning process

- Brain storming on setting

customer service standards

- Oral presentation on

Implication of staff in service

planning process

- Role play on Implication of staff in service planning process



form - Audio-visual








Appropriate provision of opportunities for staff to participate in the customer



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Written evidence

Essay (short responses)

Checklist Score

Yes No

Short meeting

Questionnaire

Suggestion box


Observation

Learning Outcome 1.5: Develop standards and planning to address key quality service issues

Customer service planning process: Consideration of critical

factors associated with the service :

Market conditions that impact growth and service demand

The state of the organization, performance gaps and areas for improvement

Service level targets necessary to meet customer satisfaction goals

Resource requirements to meet projected service demand

Staff training and development

- Group discussion on staff in


- Brain storming on Consideration

of critical factors associated with

the service

- Presentation on standards

development and quality service

planning

- Practical exercises on customer

service planning


Internet - Internet connection - Audio-visual




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initiatives A review of the

Service offering portfolio

Service tools and systems to enhance efficiency and productivity

The financial plan for the organization

Implementation strategies Customer service standards:

Response times Pricing standards Product quality and

quantity Bill and menu

presentation standards Personal presentation

standards

Complaint management process :

Listen Apologize Solve Thank





Written

Developing customer service plan in groups of 5 students


Proper development of standards and planning to address key quality service

issues

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Checklist Score

Yes No

Indicator:Consideration of critical factors associated with the service

Market condition

State of the organization

Service level

Resources required

Financial plan

Staff requirement

Service tools

Implementation plan

Observation

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LU 2:Manage the delivery of quality service

2

Learning Outcomes:

1. Communicate customer service issues, standards and expectations clearly to staff

2. Provide staff with access to information on service standards and delivery

3. Coach staff to deal with customer service issues and take responsibility for service outcomes

4. Monitor customer service in the workplace according to organization policies and procedures to ensure standards are met

20 Hours

Learning Outcome 2.1: Communicate customer service issues, standards and expectations

clearly to staff

Communication of customer service issues and expectation to staff

Definition of communication

Ways of communication:

Oral Writing Non-verbal

expressions

Communication process

Encoding Medium of

transmission Decoding

o Group discussion on The

techniques/ methods of

communicating customer

service issues

o Brain storming on ways of

communication

o Role play on communication

of customer service issues

- Books - Computer - Smart phone for Internet - Internet connection - Suggestion box - Sample comment form - Audio-visual equipment - Short F&B service movies - Projector - Marker pen - Flip chart and stand - White board


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Feedback

The techniques/ methods of communicating customer service issues:

Questioning, summarizing and paraphrasing

Seeking feedback to confirm understanding

Conducting interviews, surveys or other modes of consultation

Obtaining management decisions

Analysing internal or external data

Making recommendations





Written evidence

True or False questions Essay (short responses)


Clear communication of customer service issues, standards and expectations

clearly to staff

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Checklist Score

Yes No

Indicator:Communication of customer service issues and expectation to staff

Oral

Written

Non-verbal expressions

Encoding

Medium of transmission

Decoding

Feedback

Observation

Learning Outcome 2.2:Provide staff with access to information on service standards and

delivery.

Strategies that enable staff to access to information on service standards and delivery.

Organization of on job training Brochures distribution Manual of Standard Operation

Procedures (SOPs) Conduct briefing Menus or price lists


o Brainstorming Strategies

that enable staff to access

to information on service

standards and delivery.


Internet - Internet

connection - Sample menus - Audio-visual


movies - Projector - Marker pen - Flip chart and

stand - White board



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Written evidence


Checklist Score

Yes No

Indicator:Strategies that enable staff to access to information on service standards and delivery

Organization of on job training

Brochures distribution

Manual of Standard Operation Procedures (SOPs)

Conduct briefing

Menus or price lists

Observation

Learning Outcome 2.3: Coachstaff to deal with customer service issues and take responsibility

for service outcomes

Coaching staff:

Definition

Coaching process:

Preparation for coaching

o Group discussion on Customer

service coaching

o Brain storming on coaching

process

o Visual Presentation on customer

service coaching

o Role play on customer service


Internet - Internet

connection - Audio-visual

equipment



Adequate provision to staff with access to information on service standards and

delivery.

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Coaching methods Communicate staff Conducting coaching Make follow up

Customer service issues:

Causes Categories

Handling techniques

Listen Apologize Solve Thank

coaching

o


- Projector - Marker pen - Flip chart and

stand - White board





Written evidence


Checklist Score

Yes No

Indicator:Coaching staff

Definition

Indicator: Coaching process

Preparation for coaching

Coaching methods

Communicate staff

Conducting coaching

Make follow up

Indicator:Customer service issues

Causes

Categories

Indicator:Handling techniques


Correct use of coaching to assist staff to deal with customer service issues and

take responsibility for service outcomes.

408 | P a g e

Listen

Apologize

Solve

Thank

Observation

Learning Outcome 2.4: Monitor customer service in the workplace according to organization

policies and procedures to ensure standards are met

Characteristics of excellent customer service: Reliability Competence Responsiveness Courtesy Credibility Consistency

Service monitoring process: Review the standards Evaluate performance

according to the standards and policies

Handle any complaint Take corrective measure

o Group discussion on Characteristics

of excellent customer service:

o Presentation on customer service

monitoring

o Group discussion Service

monitoring process

o Role play on Service monitoring

process

o Research on Service monitoring

process


Internet - Internet

connection - Audio-visual

equipment - Short F&B

service movies - Projector - Marker pen - Flip chart and

stand - White board





Written evidence



Monitoring of customer service in the workplace according to organization

policies and procedures to ensure standards are met.


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Checklist Score

Yes No

Indicator:Characteristics of excellent customer service

Reliability

Competence

Responsiveness

Courtesy

Credibility

Consistency Review the standards

Indicator:Service monitoring process

Evaluate performance according to the standards and policies

Handle any complaint

Take corrective measure

Observation

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LU 3:Monitor and adjust customer service

3

Learning Outcomes:

1. Seek feedback from customers on an ongoing basis and use this to improve performance where applicable.

2. Identify customer service problems and make adjustments to standards, systems and procedures to ensure continued service quality.

20 Hours

Learning Outcome 3.1: Seek feedback from customers on an ongoing basis and use this to

improve performance where applicable

Interprete the information from Suggestion box, comment form, Talking with customers, Social media, Market analysis:

Poor hygiene Communication

problem Poor quality product Delayed service Negative attitude

Service adjustment techniques: Communication of

problems to concerned people

Staff training Implement

improvement

o Group discussion on Methods for gathering customer feedback

o Brain storming on Methods for gathering customer feedback:

o Role play on gathering

customer feed back



form - Audio-visual




411 | P a g e





Written evidence


Checklist Score

Yes No

Indicator: Interprete the information from Suggestion box, comment form, Talking with customers, Social media, Market analysis

Poor hygiene

Communication problem

Poor quality product

Delayed service

Negative attitude

Indicator:Service adjustment techniques

Communication of problems to concerned people

Staff training

Implement improvement

Observation

Learning Outcome3.2:Identify customer service problems and make adjustments to

standards, systems and procedures to ensure continued service quality



Seek feedback from customers on an ongoing basis and use this to improve

performance where applicable.

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Making adjustments to standards, systems and procedures regarding: Safety

Hygiene standards and

procedures Communication standards Quality improvement

standards Service delivery standards Staff attitude

Service adjustment techniques: Improve product quality Service quality Staff training

o Group discussion on Customer service problems identification Procedures

o Brain storming on Collect information

o Presentation on service adjustment techniques

o Research on service adjustment techniques

- Books - Computer - Smart phone

for Internet - Internet

connection - Suggestion box - Sample

comment form - Audio-visual

equipment - Short F&B

service movies - Projector - Marker pen - Flip chart and

stand - White board





Written evidence

Multiple choice questions True or false questions

Checklist Score

Yes No

Indicator: Making adjustments to standards, systems and procedures regarding: Safety

Hygiene standards and procedures

Communication standards


Proper identification of customer service problems and make adjustments to

standards, systems and procedures to ensure continuous service quality

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Quality improvement standards

Service delivery standards

Staff attitude standards

Observation



You are a Food and Beverage Supervisor at XYZ hotel located in Gasabo district, Kigali City. Few weeks ago, your restaurant receivedsome customer comments about your services on comment form, suggestion boxes, about service delay, poor product quality,negative attitudes of service providers and poor hygiene. Today your restaurant receives two customers for lunch. As a restaurant supervisor, you are requested to:

Identifiedand analyze the comments,and share the information

Set corrective improvement measures based on identified issues

Supervise the service delivery for today’s guests Time given within 40 minutes.

Comment forms Suggestion box Food items Restaurant equipment


Checklist Score

Yes No

Indicator: Customer needs are identified and staff are notified

Suggestion boxes

Guest comment forms

Social media

Indicator: Opportunities for customers and staff to provide feedback on products and service are provided

Staff recommendations

Comment form

414 | P a g e

Suggestion box

Talking with guest

Indicator: Changes in internal and external environments are reviewed and findings are integrated into planning for quality service.

Technology change

Change in competition

Inflation

Social change

Indicator: Service issues , standards and expectations are clearly communicated to staff

Response time

Staff attitudes

Product quality and quantity

Indicator: Service plan is developed and staff are involved

Staff grooming

Service standards are set

Indicator: Trainings are provided to staff

Service technical skills

Positive Behavior

Product knowledge

Indicator: Good first impression is shown Warm welcoming

Identify guest needs

Monitor the service

Assist where necessary

Indicator: Follow- up is made

Ensure customer satisfaction

Record is made

Observation


Checklist Score

Yes No

Indicator:Customer is satisfied

Talking with customer

Comment form is used

Observation is made

415 | P a g e

Indicator: Required service is offered

Supervision

Assistance is provided

Indicator: No customer complaint

Comment form

Observation

Indicator: Attitudes are applied

Respect

Courtesy

Punctuality

Observation


Checklist Score

Yes No


40 minutes

Service speed

Indicator: Hyiegene is maintained

Staff grooming

Work place is cleaned

Indicator: Main ideas, details and key facts are clearly and accurately conveyed

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Lunch meal

Observation

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F B S M S 5 0 1 - MANAGING THE SALE AND SERVICE OF COFFEE

FBSMS501Manage the sale and service of coffee


Credits: 12 120




Purpose statement

This module is intended to equip learner of level V, certificate V, in Food and Beverage

service with skills, knowledge and attitudes required to manage the sales and service of

coffee

At the end of this module the learner will be able to Plan coffee service, Provide professional

advice on coffee and coffee service, Monitor quality and service of coffee and Monitor

machinery and equipment.

418 | P a g e


Not applicable




of the learning unit. By the end of the module, the trainee will be able to:


1. Plan coffee service 1.1. Appropriate development of coffee menus taking into consideration profit requirements, market focus, customer preferences and enterprise policies.

1.2. Accurate provision of advice to coffee suppliers and roasters, ensure requisition is made according to enterprise requirements, budget and quality standard.

1.3. Appropriate liaising with suppliers and roasters to ensure coffee meets enterprise requirements

2. Provide professional advice on

coffee and coffee service

2.1. Extreme participation in developing and update in

appropriate information on coffee.

2.2. Adequate responding to customer questions

related to coffee and espresso coffee service.

2.3. Provision of accurate information to colleagues and

staff on coffee and coffee service.

2.4. Regular promotion of coffee at appropriate

opportunities

2.5. Displaying accurate information on coffee and

coffee styles for customer where suitable

3. Monitor quality and service of

coffee.

3.1. Identification of desirable characteristics of superior

coffee.

3.2. Regular evaluation of coffee beans to ensure

freshness.

3.3. Regular monitoring of grind to ensure correct

particle size according to enterprise requirements

and customer preferences.

3.4. Regular monitoring of environmental variations

affecting dosage, and adjust grind and dose

419 | P a g e

accordingly.

3.5. Regular evaluation of coffee quality through visual

and other sensory means and by applying indicators

of quality

3.6. Regular monitoring of coffee extractions and

service according to enterprise practices, ensuring

quality and consistency

3.7. Accurate diagnoses of faults and problems in

quality of coffee

3.8. Adequate seeking and following up of feedback on

coffee quality from customers and staff.

3.9. Appropriate dealing with problems according to

nature of problem and enterprise practices.

3.10. Ensuring of coffee and commodities are stored

appropriately in suitable containers and conditions.

3.11. Ensuring of coffee items are presented correctly

and attractively with suitable accompaniments.

3.12. Regular assessment of quality and temperature of

milk served and ensure it is texturised correctly

4. Monitor machinery and

equipment

4.1. Regular monitoring of espresso coffee machine and

other equipment for efficiency and reliability of

operation.

4.2. Regular monitoring of temperature and water

pressure according to enterprise requireements

4.3. Proper ensuring that environmentally sound

cleaning, maintenance and waste disposal and

recycling practices are in place.

4.4. Proper identification of need for new equipment or

parts taking into account relevant possible

considerations and options.

4.5. Ensuring of safe practices and procedures in using

machinery and equipment.

4.6. Identification of situations requiring the attendance

of a trained service technician or licensed

electrician or actions that might invalidate

warranties

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LU 1:Plan coffee service

1

Learning Outcomes:

1. Develop coffee menus 2. Provide advice on coffee to suppliers and roasters, ensure

requisition is made. 3. Liaising with suppliers and roasters to ensure coffee meets

enterprise requirements 20 Hours

Learning Outcome1.1:Develop coffee menus

Coffee menu development Meaning of coffee menu Coffee menu development

process Factors to consider in coffee

menu development: Profit requirements, Market focus, Customer preferences Dietary requirement Cultural and religion

dietary influences Ethical influences Enterprise policies

Coffee menu design Features of a well designed :

Font and formatting Item descriptions Menu maintenance

Role of coffee menu

o Brainstorming on coffee menu development

o Group discussion on factors to consider in coffee menu development

o Oral presentation on factors to consider in coffee menu development

o Demonstration on coffee menu development

o Practical exercises on coffee development

- Books

- Computer

- Internet

- Sample coffee

menu

- Flipchart

- Maker pen



421 | P a g e




Performance

evidence

Written evidence

True or false questions Multiple choice questions Essay ( short answer questions Observation check list

Checklist Score

Yes No

Indicator: Factors to consider in coffee menu development are stated:

Profit requirements,

Market focus,

Customer preferences

Dietary requirement

Cultural and religion dietary influences

Ethical influences

Enterprise policies

Indicator: coffee menu is well designed

Font and formatting is good

Item descriptions is well organized

Menu maintenance

Observation


Appropriate development of coffee menus taking into consideration profit

requirements, market focus, customer preferences and enterprise policies

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Learning Outcome 1.2: Provide advice on coffee to suppliers and roasters, ensure requisition

is made.

Provision of advice on coffee to suppliers and roasters : Factors to consider:

Enterprise requirements,

Budget Quality standards Transportation

Procedures of making requisitions Preparation for requisition

form Getting the approval Submitting the requisition

form Making follow up

o Brainstorming on provision of

advise on coffee suppliers

o Group discussion on procedures

of making requisitions of

coffee to supplier and roasters

o Oral presentation on making

requisitions of coffee to

supplier and roasters

o Practical exercise on

preparation for requisition form

o Role play on making requisitions of coffee to supplier and roasters

- Books

- Computer

- Internet

- Sample requisition

form

- Flipchart

- Maker pen





Written evidence

True or false questions Multiple choice questions Essay ( short answer questions


Accurate provision of advice on coffee to coffee suppliers and roasters, ensure

requisition is made according to enterprise requirements, budget and quality

standard.


423 | P a g e

Checklist Score

Yes No

Indicator: Factors to consider when provision of advice on coffee to suppliers and roasters are stated

Enterprise requirements,

Budget

Quality standards

Transportation

Indicator: Procedures of making requisitions are highlighted

Preparation for requisition form

Getting the approval

Submitting the requisition form

Making follow up

Observation

Learning Outcome 1.3Liaising with suppliers and roasters to ensure coffee meets enterprise

requirements

Liaising with suppliers and roasters Internal

consultationMethods: Sending mails Calling through the

phone Face to face

conversation Writing letter

Importance

o Brainstorming on liaising with

suppliers and roasters

o Group discussion on process of

Liaising with suppliers and

roasters

o Oral presentation on liaising

with suppliers and roasters

o Role play on Liaising with suppliers and roasters

- Books

- Computer

- Internet

- Telephone

- Letter

- Flipchart

- Maker pen



Appropriate liaising with suppliers and roasters to ensure coffee meets

enterprise requirements


424 | P a g e




Written evidence


Checklist Score

Yes No

Indicator: Internal consultationMethods are stated

Sending mails

Calling through the phone

Face to face conversation

Writing letter

Indicator: Internal consultationMethods are stated

Sending mails



Writing letter

Observation

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LU 2:Provide professional advice on coffee and coffee service

2

Learning Outcomes:

1. Participate in developing and updating appropriate information on coffee.

2. Respond customer questions related to coffee and espresso coffee

service.

3. Provide accurate information to colleagues on coffee and coffee

service.

4. Promote coffee at appropriate opportunities

5. Display accurate information on coffee and coffee styles for customer where suitable.

30 Hours

Learning Outcome 2.1:Take account of potential customer inconvenience in scheduling and

performing cleaning tasks.

Coffee information to be described : Coffee growing Different means of purchasing

coffee: Bulk Coffee bags Instant individual filters pods

The blends The grinds Storage tips Coffee making methods:

instant coffee maker filter espresso still-set pour- through filter

method Coffee service :

Service procedures Health Effect of coffee

o Brainstorming on coffee

information to be

developed

o Group discussion on coffee

producing countries


coffee information

development

o Research on coffee making

methods:

- Books - Computer - Internet - Flipchart - Maker pen

- Projector

- Coffee maker

- Espresso machine

- Coffee grinder


426 | P a g e





Written evidence


Learning Outcome 2.2:Respond to customer questions related to coffee service.

Checklist Score

Yes No

Indicator: Coffee information to be described :

Coffee growing

Different means of purchasing coffee:

The blends

The grinds

Storage tips

Coffee service :

Health Effect of coffee

Indicator : Coffee making methods are stated

instant

coffee maker

filter

espresso

still-set

Observation



Extreme participation in developing and updating appropriate information on

coffee.

427 | P a g e

Espresso coffee making process :

Grind coffee beans Pour filter water into the

espresso machine water chamber

Add espresso grounds to the port filter

Use a tamping tool to pack the grounds into the port filter

Passing steam through the finely ground coffee

Infusing under pressure

Methods of espresso coffee making:

Drip coffee maker French press Espresso machine Instants Filter Still set

Characteristics of espresso coffee Dark color Good flavor Good aroma Heavy

Techniques of responding to customers’ questions:

Listening the question Analyzing the questions Answering politely Keeping your answer short

and concise Being clear and take notes.

o Brainstorming on espresso coffee making method

o Group discussion on techniques of responding to customers’ questions

o Role play on responding customer questions related to coffee and espresso coffee service.


- Projector

- Coffee maker

- Espresso machine

Coffee grinder


428 | P a g e




Written evidence


Checklist Score

Yes No

Indicator: Techniques of responding to customers’ questions are stated

Listening the question

Analyzing the questions

Answering politely

Keeping your answer short and concise

Observation

Learning Outcome 2.3:Provide accurate information to colleagues on coffee and coffee

service.



Adequate responding to customer questions related to coffee and espresso

coffee service.

429 | P a g e

Information to be provided to colleague on coffee and coffee service: Types of coffee:

Iced coffee Turkish or Egyptian

coffee Irish coffee Cappuccino Grand coffee Coffee latte

Coffee service procedure : Present coffee attractively Use clean ceramic or glass

cup Avoid drips and spills Serve coffee at the required

temperature Use appropriate crem, milk

and accompaniment

o Role play on Information to be provided to colleague on coffee and coffee service

o Group discussion on Types of coffee

o Oral presentation on providing accurate information to colleagues on coffee and coffee service.

o Role play on providing

accurate information to

colleagues on coffee and coffee

service

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- ceramic or

glass cup





Written evidence


Checklist Score

Yes No

Indicator: Types of coffee are explained

Iced coffee

Turkish or Egyptian coffee

Irish coffee

Cappuccino

Grand coffee

Coffee latte


Provide accurate information to colleagues and staff on coffee and coffee

service.

430 | P a g e

Indicator: Coffee service procedure are explained

Present coffee attractively

Use clean ceramic or glass cup

Avoid drips and spills

Serve coffee at the required temperature

Use appropriate crem, milk and accompaniment

Observation

Learning Outcome 2.4Promote coffee at appropriate opportunities

Coffee Up selling techniques : Suggest the guest the

best coffee Explain the coffee price Advise the best interest

to the guest Describe the quality and

advantages of each type of coffee

Explain coffee menu

Giving sample for tasting

o Brainstorming on up selling techniques

o Group discussion on up selling techniques

o Audio visual presentation on promote coffee at appropriate opportunities

o Role play on promoting coffee

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- CD video





Written evidence


Checklist Score

Yes No


Regular promotion of coffee at appropriate opportunitiespolicies and

procedures.


431 | P a g e

Indicator: Coffee Up selling techniques

Suggest the guest the best coffee

Explain the coffee price

Advise the best interest to the guest

Describe the quality and advantages of each type of coffee

Explain coffee menu

Giving sample for tasting

Observation

Learning Outcome 2.5:Display accurate information on coffee and coffee styles for customer

where suitable

Information about Coffee styles: Various modern coffee

styles : Filter Cafetiere Espresso Espresso doppio Café crème Espresso ritretto Americano Espresso macchiato Espresso con panna Flat white Latte macchiato

Ways of displaying coffee information: Flyers Brochures Billboards Coffee menu Sample tasting

o Brainstorming on Information about coffee styles

o Group discussion on Information about Coffee styles

o Demonstration on Information about Coffee styles

o Research on various style

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Filter - Cafetiere - Espresso - Espresso doppio - Café crème - Espresso ritretto - Americano - Espresso macchiato - Espresso con

panna - Flat white - Latte macchiato -



432 | P a g e




Written evidence


Checklist Score

Yes No

Indicator : Various modern coffee styles are stated

Filter

Cafetiere

Espresso

Espresso doppio

Café crème

Espresso ritretto

Americano

Espresso macchiato

Espresso con panna

Flat white

Latte macchiato

Indicator : Ways of displaying coffee information are identified

Flyers

Brochures

Billboards

Coffee menu

Observation


Displaying accurate information on coffee and coffee styles to customer where

suitable

433 | P a g e

LU 2: MONITOR QUALITY AND SERVICE OF COFFEE.

3

Learning Outcomes:

1. Identify desirable characteristics of superior coffee. 2. Evaluate coffee beans to ensure freshness 3. Monitor grind to ensure correct particle size according to

enterprise requirements and customer preferences. 4. Monitor environmental variations affecting dosage, and

adjust grind and dose 5. Evaluate coffee quality 6. Monitor coffee extractions and service according to

enterprise practices, ensuring quality and consistency 7. Diagnoses faults and problems in quality of coffee 8. Seek and follow up feedback on coffee quality from

customers and staff. 9. Deal with problems according to nature of problem and

enterprise practices 10. Ensure coffee and commodities are stored appropriately in

suitable containers and conditions. 11. Ensure coffee items are presented correctly and attractively

with suitable accompaniments. 12. Assess quality and temperature of milk served and ensure

istexturized correctly

40 Hours

Learning Outcome 3.1:Identify desirable characteristics of superior coffee.

Characteristics of good coffee: Good flavor Good aroma Good color Good body Consistency Acidity

o Brainstorming on o Characteristics of good

coffee o Group discussion on o Characteristics of good

coffee

- Books

- Computer

- Internet

- Flipchart

- Maker pen



434 | P a g e




Written evidence


Checklist Score

Yes No

Indicator : Characteristics of good coffee are identified

Good flavor

Good aroma

Good color

Good body

Consistency

Acidity

Observation

Learning Outcome 3.2:Evaluate coffee beans to ensure freshness.

Coffee beans evaluation Factors to consider:

Color Taste Origin Year of production Weight Size Evaluation Methods

o Brainstorming on coffee beans evaluation

o Group discussion on evaluation methods

o Oral presentation on coffee beans evaluation

o Practical exercises on coffee beans evaluation

- Books - Computer - Internet - Flipchart - Maker pen - Sample coffee

beans



Identification of desirable characteristics of superior coffee.

435 | P a g e





Written evidence

Performance

True or false questions Multiple choice questions Essay ( short answer questions Observation checklist

Checklist Score

Yes No

Indicator: Factors to consider for Coffee beans evaluation

Color

Taste

Origin

Year of production

Weight

Size

Observation

Learning Outcome3.3:Monitor grind to ensure correct particle size according to enterprise

requirements and customer preferences.



Regular evaluation of coffee beans to ensure freshness.

436 | P a g e

Grinding grades to be monitored : Medium for cafetiere Very fine for espresso Fine to medium for filter Coarse for jug Pulverized for Turkish Medium fine to fine for

vacuum infusion

Factors to consider in monitoring the coffee grind:

Coffee grind monitoring methods:

o Brainstorming on grinding

grades

o Group discussion on factors

to consider in monitoring

the coffee grind


monitoring grinding grades

o Research on coffee grind

monitoring methods

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Project





Written evidence


Checklist Score

Yes No

Indicator: Grinding grades to be monitored is stated

Medium for cafetiere

Very fine for espresso

Fine to medium for filter

Coarse for jug

Pulverized for Turkish

Medium fine to fine for vacuum infusion

Observation


Regular monitoring of grind to ensure correct particle size according to

enterprise requirements and customer preferences.

437 | P a g e

Learning Outcome 3.4Monitor environmental variations affecting dosage, and adjust grind

and dose

Meaning of dosage

Factors affecting dosage: Climate Time Customer preference Temperature

Grind adjustment techniques

o Brainstorming on factors affecting dosage

o Group discussion on factors affecting dosage

o Oral presentation on monitoring

environmental variations affecting

dosage

- Books

- Computer

- Internet





Written evidence


Checklist Score

Yes No

Indicator : Factors affecting dosage are monitor

Climate

Time

Customer preference

Temperature

Observation


Regular monitoring of environmental variations affecting dosage, and adjust

grind and dose accordingly.


438 | P a g e

Learning Outcome 3.5: Evaluate coffee quality

Coffee evaluation methods Observation /sight Tasting Smelling

Indicators of quality coffee: Good colour Good aroma Fresh coffee beans Brewing method Body Consistency

o Brainstorming on Coffee evaluation

methods

o Group discussion on Coffee

evaluation methods

o Oral presentation on evaluate

coffee quality

o Practical exercises on evaluating

coffee quality


- Projector






Written evidence

True or false questions Multiple choice questions Essay ( short answer questions Task: coffee evaluations

Checklist Score

Yes No

Indicator: Coffee evaluation methods are applied

Observation /sight

Tasting

Smelling

Indicator: Indicators of quality coffee are identified

Good colour

Good aroma

Fresh coffee beans

Brewing method

Body


Regular evaluation of coffee quality through visual and other sensory means and

by applying indicators of quality


439 | P a g e

Consistency

Observation

Learning Outcome 3.6: Monitor coffee extractions and service according to enterprise

practices, ensuring quality and consistency

Supervision procedures of Coffee extraction : Setting standards Ensuring the

standards are followed

Providing assistance where needed

Evaluation procedures of coffee service

Checking the staff grooming

Monitoring the coffee service rules

Assessment of service equipment

Factors to consider in monitoring process:

Coffee extraction process

o Brainstorming on supervision procedures of coffee extraction

o Group discussion on supervision procedures of coffee extraction

o Oral presentation on evaluation procedures of coffee service

o Practical exercises coffee

extractions monitoring

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Coffee extraction machine





Performance

Written

True or false questions Multiple choice questions


Regular monitoring of coffee extractions and service according to enterprise

practices, ensuring quality and consistency


440 | P a g e

Essay ( short answer questions Task: coffee evaluations

Checklist Score

Yes No

Indicator: Supervision procedures of Coffee extraction are identified

Staff grooming

Coffee service rules

Standards

Quality of coffee

Consistency of coffee

Coffee extraction process

Observation

Learning Outcome 3.7Diagnoses faults and problems in quality of coffee

Types of faults and problem in coffee Weak coffee Lifeless coffee/ old

coffee Bitter coffee

Causes of faults and problem in coffee : Using old coffee Pour grind grade Inappropriate method

of extraction Too much coffee

Strategies of diagnosing of faults and problem in coffee

o Brainstorming on types of faults and problem in coffee

o Group discussion on types of faults and problem in coffee

o Practical of diagnosing faults and problem in coffee

- Books

- Computer

- Internet

- Flipchart

- Maker pen



Accurate diagnoses of faults and problems in quality of coffee


441 | P a g e




Performance

Written

True or false questions Multiple choice questions Essay ( short answer questions Task: coffee evaluations

Checklist Score

Yes No

Indicator: Types of faults and problem in coffee are identified

Weak coffee

Lifeless coffee/ old coffee

Bitter coffee

Indicator : Causes of faults and problem in coffee are identified

Using old coffee

Pour grind grade

Inappropriate method of extraction

Too much coffee

Observation

Learning Outcome 3.8 Seek and follow up feedback on coffee quality from customers and

staff.

Methods of Getting feedback on coffee quality from customer: Talking with customers Providing comment form Observation Receiving their suggestions

Methods of following up feedback : Analyzing the feedback Communicating the

feedback to colleagues Notifying other concerned

people

o Brainstorming on methods of getting feedback on coffee quality from customer

o Group discussion on methods of following up feedback

o Role play on Seeking and

following up feedback on

coffee quality from customers

and staff

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Projector


442 | P a g e





Written evidence


Learning Outcome 3.9:Deal with problems according to nature of problem and enterprise

practices

Procedures of dealing with problems: Identifying the problem nature Understanding the problem Finding possible solutions Suggesting the solutions

o Brainstorming on Procedures of dealing with problems

o Group discussion on Procedures of dealing with problem

o Role play on dealing with

- Books

- Computer

- Internet

- Flipchart

- Maker pen

Checklist Score

Yes No

Indicator: Methods of Getting feedback on coffee quality from customer are applied


Providing comment form

Observation

Receiving their suggestions

Indicator: Methods of following up feedback are applied

Analyzing the feedback

Communicating the feedback to colleagues

Notifying other concerned people

Observation



Adequate seeking and following up of feedback on coffee quality from customers

and staff.

443 | P a g e

Implementing the best solution Making follow-up

problems according to nature

of problem and enterprise

practices

- Projector





Performance

Written


Checklist Score

Yes No

Indicator:Procedures of dealing with problems are applied

Identifying the problem nature

Understanding the problem

Finding possible solutions

Suggesting the solutions

Implementing the best solution

Making follow-up

Observation

Learning Outcome 3.10: Ensure coffee and commodities are stored appropriately in suitable

containers and conditions.



Appropriate dealing with problems according to nature of problem and

enterprise practices.

444 | P a g e

Storage of coffee

Storage equipment of coffee

Factors to consider for storing coffee :

Moisture Heat Light

Coffee storage place : Cool, dark, dry places. Fridges and freezers Warm spots Countertops

o Group discussion on storage equipment of coffee

o Brainstorming on coffee storage place

o Role play on coffee storage

- Books

- Computer

- Internet

- Flipchart

- Maker pen





Written evidence


Checklist Score

Yes No

Indicator: Factors to consider for storing coffee are considered

Moisture

Heat

Light

Indicator: Coffee storage place are identified

Cool, dark, dry places.

Fridges and freezers

Warm spots

Countertops

Observation


Ensuring of coffee and commodities are stored appropriately in suitable

containers and conditions.

445 | P a g e

Learning Outcome 3.11: Ensure coffee items are presented correctly and attractively with

suitable accompaniments.

Presentation techniques of coffee: Stenciling Etching Latte Art Layered Latte Americano Hot Chocolate

Factors to consider for coffee presentation:

o Group discussion on presentation techniques of coffee:

o Brainstorming on Factors to consider for coffee presentation

o Role play on coffee presentation

- Books

- Computer

- Internet

- Flipchart

- Maker pen






Written evidence


Checklist Score

Yes No

Indicator: Presentation techniques of coffee are stated

Stenciling

Etching

Latte Art

Layered Latte

Americano


Ensuring of coffee items are presented correctly and attractively with suitable

accompaniments.


446 | P a g e

Hot Chocolate

Observation

Learning Outcome 3.12: Assess quality and temperature of milk served and ensure it is

texturized correctly

Temperature of milk: Hot Cold

Milk textures

o Group discussion on temperature of milk

o Brainstorming on temperature of milk

o Role play on temperature of milk






Written evidence


Checklist Score

Yes No

Indicator: quality of milk is identified

Hot

Cold

Freshness

Body

Texture

Observation


Regular assessment of quality and temperature of milk served and ensure it is

textures correctly


447 | P a g e

448 | P a g e

LU 2:Monitor machinery and equipment

4

Learning Outcomes:

1. Monitor espresso coffee machine and other equipment for efficiency

and reliability of operation.

2. Monitor temperature and water pressure according to enterprise

requirements

3. Ensure that environmentally sound cleaning, maintenance and waste

disposal and recycling practices are in place

4. Identify need for new equipment or parts taking into account

relevant possible considerations and options

5. Ensure safe practices and procedures in using machinery and

equipment.

6. Identification of situations requiring the attendance of a trained

service technician or licensed electrician or actions that might

invalidate warranties

30 Hours

Learning Outcome 4.1:Monitor espresso coffee machine and other equipment for efficiency

and reliability of operation.

Espresso coffee machine evaluation methods:

Manipulation Checking equipment

Label Observation

Factors to be considered : Checking equipment

Labels Shelf life stay Storage area Normal operation

Equipment used in coffee making and service

Coffee maker Filter

o Brainstorming on espresso coffee machine evaluation methods

o Group discussion on factors to be considered

o Role play on espresso coffee machine monitoring

o Research equipment used in

coffee making and service

- Books - Computer - Internet - Flipchart - Maker pen - Espresso coffee machine - Coffee maker - Filter - Espresso coffee machine - Coffee pot - Cafetiere - Grinder - Coffee jug


449 | P a g e

Espresso coffee machine

Coffee pot Cafetiere Grinder Coffee jug





Written evidence


Checklist Score

Yes No

Indicator: Espresso coffee machine evaluation methods are stated

Manipulation

Checking equipment Label

Observation

Indicator : Factors to be considered are explained

Checking equipment Labels

Shelf life stay

Storage area

Normal operation

Indicator : Equipment used in coffee making and service listed

Coffee maker


Regular monitoring of espresso coffee machine and other equipment for

efficiency and reliability of operation.

450 | P a g e

Filter

Espresso coffee machine

Coffee pot

Cafetiere

Grinder

Coffee jug

Observation

Learning Outcome 4.2:Monitor temperature and water pressure according to enterprise

requirements.

Temperature recommended in coffee making

Light roasting Medium roasting Full roasting High roasted coffee

Water pressure standards

Temperature control tools

o Brainstorming on temperature recommended in coffee making

o Group discussion on temperature recommended in coffee making

o Oral presentation on monitoring temperature and water pressure according to enterprise requirements

o Role play on monitoring temperature and water pressure according to enterprise requirements

- Books

- Computer

- Internet

- Sample budget

- Flipchart

- Maker pen



Regular monitoring of temperature and water pressure according to enterprise

requirements


451 | P a g e




Written evidence


Checklist Score

Yes No

Indicator: Temperature and water pressure is Monitor according to enterprise requirements

Light roasting

Medium roasting

Full roasting

High roasting

Observation

Learning Outcome 4.3:Ensure that environmentally sound cleaning, maintenance and waste

disposal and recycling practices are in place.

Environment cleaning: Cleaning working area and

equipment: Methods Procedure Cleaning agents

Environment maintenance techniques Waste disposal

Recycling practices

o Brainstorming on environment cleaning

o Group discussion on environment cleaning

o Practical exercise on ensuring environmental cleaning and maintenance

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Cleaning

product

- Cleaning

equipment

- Recycle bins



452 | P a g e




Written evidence


Checklist Score

Yes No

Indicator : working area is clean

Mopped and dried

Correct cleaning agent is used

Waste disposal

Observation

Learning Outcome 4.4:Identify need for new equipment or parts taking into account relevant

possible considerations and options.

Identifying need for new equipment: Possible consideration:

Information from colleagues Equipment inventory Equipment depreciation Expiry date.

o Brainstorming on identifying need for new equipment

o Group discussion on possible consideration

o Oral presentation on need for new equipment identification

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Equipment

inventory sheet




Proper ensuring that environmentally sound cleaning, maintenance and waste

disposal and recycling practices are in place

453 | P a g e




Written evidence


Checklist Score

Yes No

Indicator: Possible consideration of Identifying need for new equipment

Information from colleagues

Equipment inventory

Equipment depreciation

Expiry date.

Observation

Learning Outcome 4.5:Ensure safe practices and procedures in using machinery and

equipment.



Proper identification of need for new equipment or parts taking into account

relevant possible considerations and options.

454 | P a g e

Safety practices to be ensured: Equipment cleanliness Care full equipment handling Switching off electricity after

using machinery Storage requirements Respecting precaution measures Following instructions Using PPE

o Brainstorming on safety practices to be ensured

o Group discussion on safety practices

o Role play on safety practices

- Books

- Computer

- Internet

- Flipchart

- Maker pen

- Gloves

- Kitchen towel





Written evidence


Checklist Score

Yes No

Indicator: Safety practices are ensured

Equipment cleanliness

Care full equipment handling

Switching off electricity after using machinery

Storage requirements

Respecting precaution measures

Following instructions

Using PPE

Observation


Ensuring of safe practices and procedures in using machinery and equipment.

455 | P a g e

Learning Outcome 4.6:Identify situations requiring the attendance of a trained service

technician or licensed electrician or actions that might invalidate warranties

Identification of situations requiring the attendance of a trained technician:

Methods: Getting recommendation from

colleagues Observation through

supervision

Situations requiring the attendance of a trained service technician:

New equipment requiring special skills

Damages of equipment requiring a repair

Installation of electricity Installation of new equipment

o Brainstorming on identification

of situations requiring the

attendance of a trained

technician


identification of situations

requiring the attendance of a

trained technician

o Role play on identifying

situations requiring the

attendance of a trained service

technician:

- Books

- Computer

- Internet

- Flipchart

- Maker pen





Written evidence


Checklist Score


Identification of situations requiring the attendance of a trained service

technician or licensed electrician or actions that might invalidate warranties


456 | P a g e

Yes No

Indicator: Methods of Identification of situations are stated

Getting recommendation from colleagues

Observation through supervision

Indicator: Situations requiring the attendance of a trained service technician:

New equipment requiring special skills

Damages of equipment requiring a repair

Installation of electricity

Installation of new equipment

Observation



Assuming that you are F&B supervisor at Burbon coffee located at Nyarutarama in Kigali city , and F&B manager informed you 4 hours before that you are receiving 3 guests from America who are coming for African development conference and they wish to take cappuccino coffee at your coffee shop. As restaurant supervisor you are requested to manage the sale and service of the above mentioned coffee within 20 minutes You are requested to consider the following

Develop coffee menu Advice customer on coffee Prepare and serve cappuccino coffee for 3 guests Coffee beans are grinded before

The coffee should meet the following features: Cappuccino coffee Strong Thick Topped with steamed frothed milk Finished with sprinkling of chocolate

- Espresso coffee machine, milk,

- sugar, - water, - coffee, - electricity, - coffee cups, - coffee mug,


457 | P a g e

Checklist Score

Yes No

Indicator:Coffee menu is developed accordingly

Menu layout (design)

Profit requirements

Market focus

Customer preferences

Indicator: Advice on coffee to relevant person is provided

Requisition form

Approval

Submission

Follow-up

Transportation

Indicator: Liaising with customers is well done

Internal consultation



Sending mails

Indicator: Customer questions are responded

Questioning

Questions analysis

Guest is answered politely

Answer is kept short and concise

Indicator: Coffee is promoted

Coffee menu

The best coffee is suggested

Sample for tasting

Indicator: Accurate coffee information and style are displayed

Brochures

Flyers

Sample tasting

Indicator: Coffee extraction and service is monitored

Good flavor

Good aroma

Good color

Good body

Consistency

Indicator: Feedback and follow-up is made

Guest comments are obtained

Indicator: Problem are dealt

Guest problems are Identified

Identification of possible solution

458 | P a g e

Suggest the guest

Follow up is made

Indicator: Quality and temperature of milk is assessed

Hot

Cold

Indicator: Espresso coffee machine is monitored

Manipulation of Coffee machine

Checking label

Indicator: Quality and temperature of milk is assessed

High temperature

Indicator: Environmental sound cleaning and maintenance are ensured

Equipment cleanliness

Cleaning agents

Maintenance equipment

Indicator: Need for new equipment is identified

Checking label

Shelf life

Indicator: Equipment handling best practices are ensured

Cleaning equipment

Following instructions

Observation


Checklist Score

Yes No

Indicator: Coffee commodities are stored appropriately

Storage factors

Appropriate containers

Correct equipment

Indicator: Coffee items are presented correctly

Correct Coffee service equipment

Topped with steamed frothed milk

Coffee presentation

Served in cappuccino cup

Finished with sprinkling of chocolate

Indicator: Coffee quality is evaluated

Aroma

Taste

Body

459 | P a g e

Flavor

Observation


Checklist Score

Yes No

Indicator: Coffee commodities are stored appropriately

Storage factors

Appropriate containers

Correct equipment


Done within 20 minutes

Indicator: Coffee quality is evaluated

Aroma

Good aroma

Good taste

Attractive

Observation

Assesment Criterion 4. Ghyiene

Checklist Score

Yes No

Indicator: personal hygiene is maintained

Personal grooming is maintained

Finger nails are cut and tidy back

Light make up are used

Indicator: coffee hygiene is respected

Coffee service equipment are cleaned

Espresso machine is maintained

Workplace is cleaned

Good taste

Attractive

Observation

460 | P a g e

References



http://www.bighospitality.co.uk/Special-Features/Food-and-drink-matching-trends/Food-and-drink-

matching-trends-Spirits-Cocktails



1996, Managing Bar and Beverage Operations by the Education institute of the American hotel and

Lodging Associations, Michigan

2006, Food and Beverage service by Dennis Lillicraps, John cousins , London

2009, Tourism and hospitality studies(Introduction to hospitality by Mr Murray Muckenzie and Dr

Benny Chan, Wu Chung House



http://bergconsulting.com.au/Berg_Consulting_Blog/5-essential-steps-to-successful-strategy-

implementation

Essentials: food and beverage service. Level and 2 John Cousine. Danniss Llllicrap.










GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

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