provide silver service.pdf

LG – THHFAB0212A PROVIDE SILVER SERVICE

LEARNER’S GUIDE PROVIDE SILVER SERVICE

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department Gordon Town Road

Kingston 7 Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means, including digital or in any form is prohibited unless prior written permission is obtained from

the HEART Trust/NTA

*** 2003***

Version 1 LRDU – JUNE. 03


LEARNER’S GUIDE

2003 HEART Trust/NTA Kingston Jamaica

This material is protected by copyright. Copying this material or any part of it by any means, including digital or in any form is prohibited unless prior written permission is obtained from

the HEART Trust/NTA.

Design and Development work done by the Learning Resource

Unit of the TVET Resource Centre



TABLE OF CONTENTS PAGE Introduction.......................................................................................................................... 1 Welcome ..... ................................................................................................................... 1 This Competency Unit.................................................................................................... 1 Before You Start ............................................................................................................. 2 Planning Your Learning Programme ............................................................................. 2 Self-Assessment Checklist ............................................................................................. 3 How To Use This Learner’s Guide ................................................................................ 4 Using the Computer and Other Resources..................................................................... 6 Method of Assessment.................................................................................................... 6 Element 1: Prepare tables for silver service Element 2: Work in co-operation with kitchen staff........................................................ 7 Self-Assessment Checklist ........................................................................................... 12 Element 3: Use silver service techniques to serve meals .................................................. 14 Self-Assessment Checklist ........................................................................................... 19




INTRODUCTION Welcome Welcome to the Learner’s Guide for Unit of Competency “Provide Silver Service”. This is just one of a number of Learner’s Guides produced for the Commercial Food Preparation Skills stream of the Tourism and Hospitality Industry, and it is designed to guide you, the learner, through a series of learning processes and activities that will enable you to achieve the specified learning outcomes for the competency unit. The content of this guide was developed from the Competency Standard THHFAB0212A, which is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-) certification within the industry. Please refer to your Learner’s Handbook for a thorough explanation of standards and competencies, and how these relate to the NVQJ certification. You are also advised to consult the Competency Standard and Assessment Instrument for a better understanding of what is required to master the competency. This Competency Unit “Provide silver service” addresses the knowledge and skills required for effectively providing silver service. The competency unit is comprised of the following elements: Element 1: Prepare tables for silver service Element 2: Work in co-operation with kitchen Element 3: Use silver service techniques to serve meals As you go through each element, you will find critical information relating to each one. You are advised to study them carefully so that you will be able to develop the necessary knowledge, skills and attitudes for providing silver service.

Version 1 LRDU – JUNE. 03 1


Before you start Before you start this Learner’s Guide, you need to: a. Obtain a Learner’s Logbook that will be used to record evidence of your new

skills/competence. As you demonstrate your new skills, record your activities and have your learning facilitator sign off on them. This will allow you provide evidence of your competence when you are being assessed against the competency standard.

b. Ensure that you have access to the facilities and equipment necessary for learning. c. Ensure that your learning resources are available. d. Know and observe the occupational health and safety standards/practices for the

industry. For example, ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the correct safety equipment is used.

e. Plan your learning programme (see below) f. Understand how to use this Learner’s Guide (see below) Planning your learning programme The following self-assessment checklist will assist you in planning your learning programme as it will help you to think about the knowledge and skills needed to demonstrate competency in this unit. As you go through the checklist will be able to find out what elements you have already mastered which ones you will need to pay more attention to as you go through the learning process. To complete the checklists simply read the statements and tick the ‘Yes’ or ‘No’ box.



Self-Assessment Checklist - Provide silver service

Element 1 Prepare tables for silver service Element 2 Work in co-operation with kitchen staff

Yes

No 1.

I can prepare tables to silver service standard, with the appropriate equipment and utensils for a given menu

( )

( ) 2.

I can set tables to silver serve standard, with the appropriate tablewares

( )

( ) 3.

I can change cutlery on the table in silver service style, and at the appropriate time, to suit the customer’s choice of meal

( )

( ) 4.

I can establish liaison with kitchen staff to ensure correct preparation, presentation and timing of meals

( )

( ) 5.

I can establish an appropriate chef and serving staff relationship to ensure silver service between the kitchen and dining room maintain effectively

( )

( ) Element 3 Use silver service techniques to serve meals

Yes

No 1.

I can selected utensils and equipment correctly for silver service

( )

( ) 2.

I can balance servers correctly and position appropriately at the table or silver service

( )

( ) 3.

I can serve food items including specialist dishes, correctly using the appropriate silver techniques

( )

( ) 4.

I can portion and place food and condiments correctly base on advice from kitchen or maitre’D

( )

( ) 5.

I can handle hot dishes carefully and advice provide to customers

( )

( )



If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire guide. Ask your learning facilitator to assist you in determining the most appropriate action you should take.

If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the guide, even though some of the material may be familiar to you. Plan your learning based on your answers. Be sure to involve your learning facilitator in the planning process. How to use this Learner’s Guide This Learner’s Guide is designed to assist you in working and learning at your own pace. We suggest that you: • Go through the sections/elements as they are presented (starting at Section 1) • Check your progress at each checkpoint to ensure that you have understood the

material • Observe the icons and special graphics used throughout this guide to remind you of

what you have to do to enhance your learning. The icons and their meanings are as follows:



•

•

•

V

Complete Assessment Exercise This exercise requires you to think about the knowledge and skills that you have or will develop in this competency unit.

Definition Box Words/phrases are defined or explained in this box. The words/phrases being explained are in bold print.
Checkpoint This denotes a brain teaser and is used to check your understanding of the materials presented. No answers are
provided for the questions asked.

Activity This denotes something for you to do either alone or with

the assistance of your learning facilitator.

Reference
Points you to the reference materials and other support documents or resources used in compiling the unit content.
Ask your learning facilitator for help if you have any problems with the interpretation of the contents, the procedures, or the availability of resources

Stop and complete each activity as you come to it. If the activity requires you to perform an actual task, be sure to tell your learning facilitator when you get to that activity so that he/she can make any arrangements

Get your learning facilitator to sign and date the Learner Logbook when you have completed an activity

ersion 1 LRDU – JUNE. 03 5


• Read the summary and complete the self-assessment checklist at the end of each

section or element. When you have worked through all sections of the guide, complete the assessment exercise at the end of the document. When you can tick every ‘Yes’ box, you are ready for assessment and should ask your learning facilitator to assist you in making the arrangements to have your performance assessed. Using the Computer and Other Resources Where your activities refer you to the library, computer and Internet resources, ask your learning facilitator to assist you with locating these resources. If you are getting your training in an institution, there may be a library and computer laboratory. If this is not the case, visit the local library and find out what resources are available. If you are new to the computer and the Internet, someone should be able to show you how to use these resources. Please note that in many of your activities you have been referred to information on the Internet. This is because the Internet has a vast amount of information that can help you in acquiring the particular competencies. We would like to advise you, however, that we cannot guarantee that all the sites will be available when you need them. If this happens, ask your learning facilitator to assist you with locating other sites that have the information you require. Method of Assessment Competency will be assessed while you are actually performing the tasks and related to this competency, this may be in a real work place or a simulated situation that accurately relates to the work situation. You are advised to consult the associated competency standard and assessment instrument for further details relating to the assessment strategies. You may now start your learning. Have fun while you work!



ELEMENT 1: PREPARE TABLES FOR SILVER SERVICE ELEMENT 2: WORK IN CO-OPERATION WITH KITCHEN STAFF LEARNING OUTCOMES As you go through this element you need to ensure that you acquire the necessary knowledge, skills and attitudes to prepare tables for silver service work in co- operation with kitchen staff. Your instructor is there to assist you through the different activities, so on completion you should be able to:

1. Prepare tables to silver service standard, with the appropriate equipment and utensils for a given menu.

2. Set tables to silver service standard with the appropriate tableware. 3. Change cutlery on the table in silver service style and at the appropriate time,

to suit the customer’s choice of meal. 4. Establish liaison with kitchen staff to ensure correct preparation, presentation

and timing of meals. 5. Establish an appropriate relationship between chef and serving staff to ensure

that silver service between the kitchen and the dining room is maintained effectively

PREPARE TABLES TO SILVER SERVICE STANDARD

• Preparing tables for silver service involves

positioning the table, laying the tablecloth , folding napkins, preparing the tableware setting the table.

emember

• Ensure that the table is steady ould cover the leg of the

• n tastes favour napkins folded simply and set on the

R

Silver service - food served by waiter with spoon and fork from flats. Also known as English service.

• The corners of the tablecloth shtable Modercover plate

• Ensure that the tableware is clean



In an a la carte - service a minimum is usually put on the table beforehand and the waiter places the necessary cutlery in position after the order is taken and the customer’s requirements are known. In table d’ hôte - service the table is laid in advance to cover all the

principal courses, for example soup, fish, meat, sweet

CHECKPOINT: Identify the items you would need to prepare a table for silver service. Why would you wish to prepare the table before the guests arrives?

Table d’ hôte: a set meal usually of several courses, at a fixed, inclusive price. Á la carte: implies many dishes at different prices for the customers’ choice- normally cooked to order.

Set table to silver service standard

Below are examples of a table set to silver service for à la carte or table d’ hôte menu, showing sequence for laying of tableware.

Cover - place setting.

À la carte Table d’ hôte

1. Fish plate – centre of cover Entrée plate 2. Fish knife Joint knife 3. Fish fork Fish knife 4. Sideplate Soup spoon 5. Sideknife Joint fork 6. Napkin Fish fork 7. Wine glass Sweet fork- in front of plate 8. -- Dessert spoon “ 9. -- Sideplate 10. -- Sideknife – on top of sideplate 11. -- Wineglass 12. -- Napkin • Knives on the right and forks on the left with the space between them determined

by the ‘show’ entrée plate • Cutlery is set in the order in which items will be used. First items to be used by

the guest are laid in the outer position • Sweet and dessert silver are laid horizontally at the top of the cover. • Tableware should not be spread out: cutlery should be grouped closely



Cutlery and flatware are laid from a service salver or service plate or carried in a clean service cloth.

Accompaniments

Cruets- salt, pepper, mustard and mustard spoon Ashtray Table number Decoration

When the table is set, check that everything on it is scrupulously clean and well arranged. Covers should face one another across the table Flowers, cruets and other items should balance the table setting.

CHECKPOINT: What is the difference between à la carte and table d’ hôte menus? How would you set a table for à la carte service?

Change cutlery

• Cutlery laid in à la carte cover, is changed as

required, to suit the choice of meal ordered by the customer.

• In a table d’hôte cover, the cutlery is changed or removed according to the dishes chosen, once the order is taken.

Cutlery - generally refers to knives, forks and spoons.

• The cutlery or flatware is always changed and/or removed using a service plate or service salver and should never be carried in the hand.

• The silver should be arranged neatly on the salver, with the spoons and forks tucked underneath at right angles on either side. This allows easy handling, minimises noise, accidents and looks neater.

CHECKPOINT: When is it necessary to change the cutlery on a table that was already set? How is cutlery taken to or removed from the table during silver service?



Liaison with kitchen staff Liaison must be established and maintained between the service staff and the kitchen staff for quick and efficient service. Co-operation involves:

• Confirming that the correct silver service is laid in accordance with the customer’s choices

• Avoidance of wrong orders being served • Sufficient food sent from the kitchen • Eliminating or minimising misunderstanding and incorrect interpretations of the

dishes being offered on the menu. • Co-ordinating the timing between courses

CHECKPOINT: What are the possible consequences of not fostering a good working relationship with the appropriate kitchen staff?

CHEF AND SERVING STAFF RELATIONSHIP The efficiency of the serving staff is highly dependent upon that of the kitchen:

Sous-chef - assistant or. deputy to the head chef • Consultation on menu and service staff

requirement • Timing of dishes

• Components of dishes • Laying of table and changing of cutlery and flatware for silver service. • Training of serving staff as to ingredients of various dishes and the correct

accompaniments.



The head chef (chef de cuisine) controls all sections of the kitchen as well as the cooks in the various sections. He/she supervises and schedules the preparation, cooking and service from the kitchen to all the dining areas, arranges the menu, does the final tasting and inspection before service and pays attention to correct garnish and appearance of dishes.

CHECKPOINT: What are the responsibilities of the head chef? Explain, from your knowledge or experience what each responsibility entails.

ACTIVITY: Prepare and set a table for a table d’ hôte menu using correct silver service procedures. Describe each step and any precautions you’ve taken. Your learning facilitator will arrange a visit to a hotel where you will observe the kind of services practised. Write a report detailing your observations and any new experience gained Pay attention to the general layout of the room and the positioning of the tables. Your learning facilitator will guide you.

• Pay attention to the general layout of the room and the positioning of the tables • Your learning facilitator will guide you • Place tables and chairs in their correct position. Make sure that the table is steady and

in line with other tables then lay the correct size tablecloth. The corners of the tablecloth should cover the legs of the table. Before laying cloth, tables should be fitted with a baize or felt to:(a) deaden noise of plates, cutlery and glass (b) keep the cloth in position (c) cushion the customer’s wrist. You can then fold napkins. Modern tastes favour napkins folded simply and set on the cover plate then you can prepare tableware, i.e. cutlery, flatware, hollow-ware (clean, burnish and polish).The last thing you do is to set the table.



Refer to: Dennis R.Lillicrap John A. Cousins (1990). Food and Beverage Service, 3rd edition. Published by Hodder and Stoughton – London, England. John Fuller(1992). Modern Restaurant Service- A Manual for Students and Practitioners, Published by Stanley Thornes Ltd - Cheltenham, Great Britain LG - THHFAB0202A Provide Gueridon Service LG - THHFAB0082A Maintain communication between kitchen and service areas. Ask your learning facilitator how to access these READY TO PROVE YOUR COMPETENCY? Now that you have completed this element, see if you have fully grasped all the components by doing the following Self-Assessment: Checklist 1

Yes

No

1.

I know who to explain prepare tables to silver standard, with the appropriate equipment and utensils for a given menu

( )

( ) 2.

I understand how to set tables to silver service standard with the appropriate tableware

( )

( ) 3.

I know how to change cutlery on the table in silver service style at the appropriate time, to suit the customer’s choice of meal

( )

( ) 4.

I understand how to establish an appropriate chef and serving staff relationship to ensure silver service between the kitchen and dining room is maintained effectively

( )

( ) Checklist 2

Yes

No 1.

Tables are prepared to silver service standard with the appropriate equipment and utensils for a given menu

( )

( ) 2.

Tables are set to silver service standard, with the appropriate tableware

( )

( )



Checklist 2 Cont’d

Yes

No

3.

Cutlery on the table is changed in silver service style, at the appropriate time, to suit the customer’s choice of meal

( )

( ) 4.

Liaison with kitchen staff is established to ensure correct preparation, presentation and timing of meals

( )

( )



ELEMENT 3: USE SILVER SERVICE TECHNIQUES TO SERVE MEALS LEARNING OUTCOMES As you go through this element you need to ensure that you acquire the necessary knowledge, skills and attitudes to use silver service techniques to serve meals. Your instructor is there to assist you through the different activities, so on completion you should be able to:

1. Select utensils and equipment correctly for silver service 2. Balance servers correctly and position them appropriately at the table for

silver service 3. Serve food items, including specialist dishes, correctly using the appropriate

silver service techniques. 4. Portion and place food and condiments correctly, based on advice from

kitchen or maître D´ 5. Handle hot dishes carefully and provide advice to customers

UTENSILS AND EQUIPMENT Trays, salvers, and large dinner plates: used for carrying food or drinks, cutlery and

small items such as salt or pepper cruets to and from the tables. Silverware: cutlery, metal flatware, and hollowware may be of stainless steel or EPNS (electroplated nickel silver) Stainless steel is increasingly being used instead of silver plated items owing to their

lower cost, durability, resistance to tarnish and low maintenance sche

Cruet: small-stoppered bottle for holding salt, pepper, oil, vinegar etc at table.

dule. Special table items: required for customer’s use with special dishes e.g. asparagus tongs, lobster crackers, nut crackers, pastry forks, oyster forks, corn on the cob spears. Sideboard and trolleys: for holding, preparing or serving of food and/or equipment from/ during silver service. Other items: cruets, ashtrays, toothpick holders, sugar bowl and tongs, flower vases, finger bowls: Utensils and equipment are selected appropriately for silver service, being guided by the:

• menu offered- á la carte or table d´hôte. This will also change if silver service is for:

• occasion - breakfast, luncheon or dinner • See “Set table to silver standard” above



Specialist utensils and equipment may be selected depending on the dishes being prepared and offered – e.g. oyster fork, mustard spoon or guéridon

CHECKPOINT: List some equipment and utensils used in silver service and explain briefly their use.

BALANCING AND POSITIONING SERVERS AT THE TABLE FOR SILVER SERVICE You should place a spoon and fork for service on the server with the portioned food: then stand on the customer’s left with your feet together, with the server on the palm of the left hand. Protect your hand with the pad of a folded service cloth then advance your left foot forward and bring the server down to the level of the customer’s plate, just above the rim, keeping the server perfectly level and taking the spoon and fork in your right hand to serve food on to the plate. The food should be lifted with the spoon, with the fork gently keeping it firm.

Serving food items The appropriate silve

• Using a silver ladplate

Under-flat - plate oon which a dish is pduring silver servic

• Serve the soup to


CHECKPOINT: Describe how you would position and balance servers at the table forsilver service.

r service techniques must be used when serving food items. Serving of soup: • Use an under- flat (underlayer plate) Hold the

underplate in the left hand, place the soup plate on it

le in your right hand, stir the soup in the tureen and pour into soup

r server laced

e.

the customer from his left.

15


Serving of cold lobster Half a lobster is the customary portion, dressed in the shell on a bed of shredded lettuce Garnish: hard-boiled egg, tomato and cucumber then:

lay a fish knife and fork at the customer’s cover. You can then place a little shredded lettuce on the customer’s plate. Using a spoon and fork lift the flesh from the tail and cut away the shell part of the tail, leaving the flesh attached to the body of the lobster and place this portion on top of shredded lettuce on the plate. Using a clean napkin pick up the claw in your left hand and break the shell of the claw with the fork (claw had previously been cracked in the kitchen) and ease the flesh out of the shell and place on plate. Use service spoon and fork to decorate plate with half hard-boiled egg, tomato and cucumber

CHECKPOINT: Select 2 dishes and say how you would serve them using silver service style. State the number of covers and whom you would serve first.

PORTION AND PLACE FOOD AND CONDIMENTS

Condiments: give relish to food and include salt, pepper, mustard oil, and vinegar.

Condiments have been extended to include sugar and preserves.

Hygiene Cruets, bowls, bottles and other containers or holders of condiments arescrupulously clean; wiped and refilled daily, emptied and washed weeklarises.


to be kept y or as the need


The service staff/dining room staff must liase with the kitchen (chef) or be instructed by the mâitre´ D as to the correct type, placing and portioning of food and condiments. This will avoid errors such as:

• Insufficient servings • Inappropriate use of condiments • Inadequate knowledge of the dish by the waiter, who is unable to advise the

customer correctly Condiments (salt and sugar) are usually placed in the centre of the table, or are brought to the table with the dish with which it is being served.

CHECKPOINT: Salt and pepper are popular condiments. Name 2 other frequently used condiments and suggest appropriate dishes with which they may be served

Be aware of the need to clean and maintain containers for condiments daily Hot dishes Always take the necessary precautions and pay attention when handling hot dishes so as to avoid accidents and injury to self, colleagues or customers: Use a folded service cloth as a protection against heat from the serving dish and all hot food is properly covered to prevent heat loss and deterioration in quality. Serve plates of hot soup on under plate, taking care to avoid spillage on the plate rim. and the under plate also prevents the soup contacting the waters thumb. Using appropriate service implement (large spoon for vegetable lasagne) and advise customers as to temperature of dishes being served to avoid injury and accident

CHECKPOINT: What precautions would you take when serving hot dishes to avoid accidents and injury?



Remember to observe the proper way to carry cutlery and dishes to and from the table. Your learning facilitator will arrange the demonstration and grade you on your performance.

Refer to: Dennis R.Lillicrap, John A. Cousins (1990). Food and Beverage Service, 3rd edition. Published by Hodder and Stoughton – London, England.. John Fuller(1992). Modern Restaurant Service- A Manual for Students and Practitioners. Published by Stanley Thornes Ltd - Cheltenham, Great Britain LG - THHCOR0031A Follow workplace hygiene procedures LG - THHFAB0101A Provide food and beverage service Ask your learning facilitator how to access these

ACTIVITY: Demonstrate to the class the selection of utensils and the proper service techniques used for preparing and serving food, silver service style, given a table d’ hôte menu



READY TO PROVE YOUR COMPETENCY? Now that you have completed this element, see if you have fully grasped all the components by doing the following Self-Assessment: Checklist 1

Yes

No

1.

I understand how to select utensils and equipment correctly for silver service

( )

( ) 2.

I can balance servers correctly and position them appropriately servers at the table for silver service

( )

( ) 3.

I understand how to serve food items, including specialist dishes correctly, using the appropriate silver service techniques

( )

( ) 4.

I understand how to portion and place food and condiments correctly, based on advice from the kitchen or maitré ‘ D

( )

( ) 5.

I understand how to handle techniques hot dishes carefully and provide advice to customers

( )

( ) Checklist 2

Yes

No 1.

Utensils and equipment are correctly selected for silver service

( )

( ) 2.

Servers re balanced correctly and positioned appropriately at the table for silver service

( )

( ) 3.

Food items including specialist dishes are correctly served using the appropriate silver service techniques

( )

( ) 4.

Food and condiments are portioned and placed correctly, based on advice from kitchen or maitré ‘D

( )

( ) 5.

Hot dishes are handled carefully and advice is provided to customers

( )

( )


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