Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:
PLAN AND PREPARE FOOD
FOR BUFFETS

Unit Code: ITHHBCMC12AEM

Acknowledgements
Writer:
Suntama Cendana, S.Pd, Lecturer, Trisakti Institute of Tourism Jakarta

Others:
Indonesian Hotels and Restaurant Association
Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development

This package has been produce to provide information that can be used to
complement the materials that are already available. The package is not
intended to replace current resources.

Package for Hospitality Training – Plan and prepare food for buffets i
Glossary

Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.

Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.

Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.

Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.

Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.

Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.

Context of assessment
Specifies where, how and by what methods assessment should occur.

Elements
The skills, which make up a unit of competence.

Evidence guide
These are guidelines on how a unit should be assessed.

Fair
Does not disadvantage particular trainees or students.

Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.

Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.

Key competencies
Competencies that underpin all work performance. These are collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.

Package for Hospitality Training – Plan and prepare food for buffets ii
These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal autonomy
for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.

Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.

National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.

Performance criteria
This is used to judge whether an individual has achieved competence in a unit.

Range of variables
This details the range of different contexts that may apply to a particular unit.

Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.

Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism Industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.

Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.

Trainee or student
A trainee or student is a person who is being taught knowledge or skills.

Trainer or teacher
A trainer or teacher is a person who facilitates learning.

Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.

Unit descriptor
A general description of the competency standard.

Valid
Judgement on the same evidence and criteria

Package for Hospitality Training – Plan and prepare food for buffets iii
will produce the same assessment outcomes
from different assessors.

Package for Hospitality Training – Plan and prepare food for buffets iv
 Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________8
4.3 Support materials (Overhead transparencies/Handouts)__________10
5. Assessment
5.1 Workplace assessment issues______________________________31
5.1.1 Workplace assessment.....................................................................31
5.1.2 Competent.........................................................................................31
5.1.3 Recognition of current competence...................................................31
5.1.4 Assessors..........................................................................................31
5.2 Underpinning skills and knowledge___________________________31
5.2.1 Assessment of underpinning skills and knowledge...........................31
5.2.2 Examples of assessment tasks.........................................................32
5.3 Suggested assessment for Plan and prepare food for Buffets______32

Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.

This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.

This will help you teach the competency Plan and prepare food for Buffets.

This guide deals with the skills and knowledge required to plan and prepare foods for buffet
situations. This unit equates to the old Australian unit THHBCC10A Plan prepare and present
food for buffets.

Linkages to other units:

1. It is recommended that this unit be assessed either in conjunction with or after the
following units:
a. ITHHBKTA01AES Organise and prepare food
b. ITHHBKTA02AES Present food
c. ITHHBKTA03AES Receive and store stock
d. ITHHBKTA04AES Clean and maintain premises.

Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training must take into consideration the
full range of industry contexts, with no basis towards individual sectors. The range of
variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.

Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.

A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.

The delivery strategy used and assessment provided in this unit are not compulsory and
should be used as a guide. Teachers and trainers are encouraged to utilise their own
industry knowledge, experience, local examples and products to adapt the materials or
develop their own resources, in order to ensure the relevance of the training.

1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.

Package for Hospitality Training – Plan and prepare food for buffets 1
Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher

One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?

2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.

Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.

2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.

2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.Tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants Association (PHRI)
Jl. R.P. Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Package for Hospitality Training – Plan and prepare food for buffets 2
Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.

3.2 Competency standard

UNIT ITHHBCMC12AES PLAN AND PREPARE FOOD FOR BUFFETS

UNIT DESCRIPTOR This unit deals with the skills and knowledge required to plan
and prepare foods for buffet situations. This unit equates to
the old Australian unit THHBCC10A Plan prepare and
present food for buffets.

ELEMENTS PERFORMANCE CRITERIA

01 Plan buffet layout
02 Prepare and produce
foods for buffets
03 Prepare and produce
sweets for buffets
04 Store buffet items
1.1 The buffet is planned, according to instructions by
enterprise and/or customers requirements.
1.2 Buffet cost is calculated in accordance to
enterprises reporting requirements.
1.3 Where practices, a variety of buffet centre pieces
and decorations are organised.
1.4 A good choice of crockery, ceramics and
glassware sizes, colours and shapes are chosen
to ensure appealing presentation.
2.1 Appropriate methods of cookery for buffet
production are used to prepare meats, poultry,
seafood and other foods groups.
2.2 An assortment of salads and cold cuts platter are
prepared according to enterprise standards.
2.3 Where practised, buffet items are glazed with
aspic/gelatine preparations to acceptable
enterprise standards.
2.4 Sauces and garnishes suitable for buffet food
items are produced.
2.5 Portion control is applied to minimise wastage and
maximise profit.
2.6 Where applied food is decorated with flair to
achieved maximum guest satisfaction.
3.1 A variety of sweets suitable for buffet presentation
are prepared and produced using standard
recipes.
3.2 A variety of sauces and accompaniments for
sweet are demonstrated.
4.1 Buffet items are hygienically and correctly stored
before and after the buffet service time, at a safe
temperature.
4.2 Food left over are reused in a safe a hygiene
manner to minimise waste.
4.3 Basic hygiene and occupational health and safety
regulations and requirements are complied with

Package for Hospitality Training – Plan and prepare food for buffets 3
 and applied with all tasks.

RANGE OF VARIABLES
1. This unit applies to all establishments where food is prepared and served.
2. Buffets can include foods from varying origins and may also be derived from
classical or contemporary recipes.
3. This unit applies to arrange of buffet foods, which may be used in conjunction with
functions, breakfast, lunch or dinner, buffet.
4. Some examples of buffet foods includes but is not limited to the following:
4.1 selection of hot and cold dishes
4.2 glazed foods, galantines, forcemeats
4.3 meats, poultry, fish, small goods, salads
4.4 deserts and pastry (hot and cold) items.

EVIDENCE GUIDE
1. Underpinning skills and knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the following
areas is required:
a. principles of nutrition, in particular the effects of cooking on the nutritional
value of food
b. culinary and technical terms commonly used in the enterprise
c. recognition of quality
d. principles and practices of hygiene, particular with the issues surrounding
buffet service in Indonesia
e. logical and time efficient work flow
f. evidence of commodity knowledge of ingredients is required
g. cooking skills.
2. Context of assessment
2.1 This unit must be assessed through practical demonstration on-the-job or in a
simulated workplace environment where the preparation of a buffet can be
demonstrated. This should be supported by assessment of underpinning
knowledge.
3. Critical aspects of assessment
3.1 Evidence should include a demonstrated ability to efficiently prepare food
intended for a buffet to enterprise standards. Evidence should also include a
detailed understanding of the different nature and handling requirements of
each type.
4. Linkages to other units
4.1 It is recommended that this unit be assessed either in conjunction with or after
the following units:
a. ITHHBKTA01AES Organise and prepare food
b. ITHHBKTA02AES Present food
c. ITHHBKTA03AES Receive and store stock
d. ITHHBKTA04AES Clean and maintain premises.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT

Collecting, organising and 1 Using mathematical Ideas and -

analysing information techniques

Communicating ideas and 2 Solving problems 2

information

Planning and organising activities 2 Using technology 2

Package for Hospitality Training – Plan and prepare food for buffets 4
 Working with others and in teams 2

Section 4
Delivery strategy

Package for Hospitality Training – Plan and prepare food for buffets 5
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
01. Plan buffet layout. This unit applies to all Buffet layout: Identifying types of buffet Dis OHT 1
establishments where food is - straight (1 or 2 lines) layout. B HO 1
prepared and served. - corner
- round
1.1. The buffet is planned, according This unit applies to arrange of - U shape Planning the buffet Dis OHT 2
to instructions by enterprise buffet foods, which may be - T shape Dem HO 2
and/or customers requirements. used in conjunction with - V shape PA
functions, breakfast, lunch or - L shape
dinner, buffet. - multi shape.
1.2 Buffet cost is calculated in See 1.1
accordance to enterprises
reporting requirements.
1.3 Where practices, a variety of Buffet centrepieces Dis OHT 3
buffet centrepieces and Dem
decorations are organised.
1.4 A good choice of crockery, See 1.1
ceramics and glassware sizes,
colours and shapes are chosen
to ensure appealing
presentation.

02. Prepare and produce foods for Buffets can include foods from
buffets. varying origins and may also
be derived from classical or
contemporary recipes.
Some examples of buffet foods
includes but is not limited to
the following:

Package for Hospitality Training – Plan and prepare food for buffets 5
 Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
 selection of hot and cold
dishes
 glazed foods, galantines,
forcemeats
 meats, poultry, fish, small
goods, salads
 desserts and pastry (hot
and cold) items.
2.1 Appropriate methods of cookery Preparing and producing Dis HO 3
for buffet production are used to foods:
prepare meats, poultry, seafood Cooking methods
and other foods groups.
2.2 An assortment of salads and Salads and cold-cuts Dis HO 4a-b
cold cuts platter are prepared platter Dem
according to enterprise PA
standards.
2.3 Where practised, buffet items See 2.2
are glazed with aspic/gelatine
preparations to acceptable
enterprise standards.
2.4 Sauces and garnishes suitable Sauces and garnishes Dis HO 5a-b
for buffet food items are Dem
produced. PA

2.5 Portion control is applied to Standard portion size Dis HO 6

minimise wastage and
maximise profit.
2.6 Where applied food is Food decoration OHT 4a-b
decorated with flair to achieved
maximum guest satisfaction.

03. Prepare and produce sweets Preparing and producing Dis. HO 7a-b
for buffets. sweets

Package for Hospitality Training – Plan and prepare food for buffets 6
 Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
3.1 A variety of sweets suitable for
buffet presentation are prepared
and produced using standard
recipes.
3.2 A variety of sauces and
accompaniments for sweet are
demonstrated.

04. Store buffet items.

4.1 Buffet items are hygienically and Storing buffet items Dis. HO 8
correctly stored before and after Dem.
the buffet service time, at a safe PA.
temperature.
4.2 Food leftover is reused in a safe, Recycling Dis. HO 9
a hygiene manner to minimise
waste.
4.3 Basic hygiene and occupational Safety and hygiene Dis. OHT 5
health and safety regulations and regulations in preparing HO 10
requirements are complied and food for buffet.
applied with all tasks.

Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V

Package for Hospitality Training – Plan and prepare food for buffets 7
4.2 How to teach the competency standard

What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Identifying types of buffet layout. Trainees or students in small groups to brainstorm the different types of buffet layout.
Trainer or teacher to identify “what is a buffet?” and show and discuss OHT 1 [Type of buffet layout].
Trainer or teacher to discuss the different types of buffet layout and clarify the information given to the
groups.
Trainer or Teacher to distribute Handout 1 [Type of buffet layout].

Planning the buffet Trainer or teacher to show and discuss OHT 2 [Planning the buffet].
Trainer or teacher to give Handout 2 [Planning the buffet].
Trainer or teacher to demonstrate the procedure for planning buffet: designing, purchasing, preparing, and
displaying.
Trainees or students to practice preparing buffets using the information given by Trainer or Teacher.

Buffet centrepieces Trainer or teacher to show and discuss OHT 3 [Centrepieces].

Trainer or teacher to demonstrate how to prepare the centrepieces for buffet.

Preparing and producing foods: Trainer or teacher to show and discuss the following Handout’s to define the points to be consideration in
 cooking methods each:
 salads and cold-cuts platter Handout 3 [Cooking methods]
 sauces and garnishes Handout 4a-b [Salads and cold-cuts platter]
 standard portion size Handout 5a-b [Sauces and garnishes]
Handout 6 [Standard portion size].
Trainer or teacher to demonstrate the preparation of salads, cold cuts, and garnishes for buffets.
Trainees or students to practice preparing cold cuts and garnishes.

Food Decoration Trainer or teacher to show and discuss OHT 4a-b [Food decoration].
Trainer or teacher to show and demonstrate how to present and decorate food to achieved maximum guest
satisfaction.

Preparing and producing sweets Trainees or students to discuss with each other and to list the types of various sweets and sauces that can
be used in a buffet.

Package for Hospitality Training – Plan and prepare food for buffets 8
 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Trainer or teacher to give and discuss Handout 7a-b [Preparing and producing sweets].
Trainer or teacher to show the variety of sweets and sauces and compare with the list supplied by the
Trainees or students and discuss.

Storing buffet items Trainer or teacher to give and discuss Handout 8 [Storing buffet items].
Trainer or teacher to demonstrate the storage procedure of buffet items.
Trainees or students to practice how to wrap or cover foods correctly and hygienically to avoid
contamination.

Recycling Trainer or teacher to give Handout 9 [Recycling] and discuss about the use of leftovers to minimise waste.
Trainees or students to discuss with each other about the use of leftovers.
Trainer or teacher to ask trainees or students about specific leftovers.
Note: more information to the trainer or teacher about specific leftovers. How to make a new dish from
leftover food still in a good condition.

Safety and hygiene regulations in preparing Trainer or teacher to show OHT 5 [Safety and hygiene regulations] and discuss with the trainees or
food for buffet students.
Trainer or teacher to give Handout 10 [Question sheet] and ask the trainees or students to answer the
questions and discuss with each other.

Package for Hospitality Training – Plan and prepare food for buffets 9
4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1

Type of buffet layout

What is a buffet?
Buffet is a food service arrangement in which foods
(may be a combination of hot and cold foods, all
hot, or all cold) are displayed attractively on one or
a series or a several of tables with eye appeal is an
all-important factor.

Type of buffet layout:

 straight (1 or 2 lines)
 corner
 round
 U shape
 T shape
 V shape
 L shape
 multi shape.

Package for Hospitality Training – Plan and prepare food for buffets 10
 HO 1

Type of buffet layout

Type of buffet layout:

Whatever the level of presentation, it is important that buffet foods

be planned and necessary preparations completed well in advance
so that the presentation for final service can be done speedily and
without difficulty.

The shape of the buffet table will be determined by one or more of

the following factors:
 number of serving lines
 size and shape of the room
 seating arrangement
 occasion
 preferences of the guests.
Before the tables are to be assembled, a sketch should be made
by the Chef indicating the number of zones and courses. Each
zone, or table area, contains a complete selection of the buffet
items being offered.

The zoning must be correlated with the number of serving lines,

and the number of serving lines will depend on the number covers
to be served. If there is more than one serving line, the guest will
be served more efficiently and quickly.

In an a’la carte dining room, the buffet table is preferably placed in

the centre of the dining room; this is often done in restaurants that
feature a smorgasbord. When a centrally located buffet table is
not possible, the table can be built against a wall in a zigzag
fashion.

The most popular shapes for buffet tables are oblong, round, half-
round and quarter round.

Package for Hospitality Training – Plan and prepare food for buffets 11
 OHT 2

Planning the buffet

The main considerations in presenting a buffet:

a. food cost

b. price

c. covers

d. occasion/theme

e. range of foods

f. quality

g. serving dishes.

Package for Hospitality Training – Plan and prepare food for buffets 12
 HO 2

Planning the buffet

A good buffet sells itself by its visual presentation. It must be designed as a
whole for continuous visual impact. Within the overall design individual dishes
should be designed according to their position on the buffet.

In planning the buffet, there are many factors must be taken into account to
fully meet the requirements of enterprise and/or customers.

The chef will need to plan in detail for designing, purchasing, preparing and
displaying the buffet to ensure that all is successful according to the
enterprise’s and/or customer’s needs.

Here are the main considerations that a buffet is presented:

a. Food cost;
In the operations of a buffet, someone has to worry about budgets, cost
accounting, and profits.

b. Price;
It is essential to be able to estimate one’s costs in order to make proper
charges to the customer for food and services and to ensure effective
margins are being met.

c. Covers;
The number of cover for a buffet could be for a small gathering or could be
for thousands.

d. Occasion/theme;
Birthday/wedding parties, cultural themes, festival celebrations, special
event styles (Christmas, New Year).

e. Range of foods;
The styles and types of food served on a buffet are as variable as the
imagination and ability of the kitchen staffs.

f. Quality;
The appropriate quantities of foods are prepared and ready for services
and re-filled as required, and it takes considerable experience and
forecasting to establish the quantity of each item, so as not disappointed
the guests.

g. Serving dishes;
Food items on a buffet could be served in an individual platter, bowl, tray,
or mirror, with accurate size, type, and colour are chosen to ensure a good
presentation.

Package for Hospitality Training – Plan and prepare food for buffets 13
 OHT 3

Centrepieces

Each individual platter, bowl, or tray should take its starting point
for its position in the overall buffet layout.

When you arrange a serving dish for buffet presentation, you must
always think of how it will be viewed by the guest and how it will
look in relation to its neighbours and to the buffet as a whole.

Centrepieces are the most important things that the cooks have
and should do in arranging and preparing each food items in a
buffet.

The most attractive centrepieces are often those that are edible
either completely or in part.

Edible centrepieces may also be used on the buffet table as part of

the menu, be sure to have enough of the food items to serve all
guests.

Centrepieces (edible and non-edible) can be made from the

following:

 flowers

 breads

 margarine

 cheese

 chocolate

 sugar work

 fruits

 vegetables.

Package for Hospitality Training – Plan and prepare food for buffets 14
 HO 3

Cooking methods

Everything we have learned about the preparation and holding of

hot foods in quantity applies to hot foods for buffets. Hot items are
nearly always served from chafing dishes, which steam table pans
kept warm over hot water. These foods cannot be elaborately
decorated and garnished the way cold foods can. On the other
hand, the bright, fresh, juicy appearance and good aroma of
properly cooked hot food is generally sufficient to arouse appetites.

Hot foods for chafing dishes should be easily portioned (such as

vegetables served with a kitchen spoon) or already portioned in the
pan (braised pork chops, sliced baked ham, and poached fish
fillets, for example). Hot foods are often served by staff, even when
the rest of the buffet is self-service. This also helps in controlling
portion size. Items not suitable for buffets are those that must be
cooked to order and served immediately, such as most broiled or
deep-fried foods.

Hot food are best placed at the end of the buffet, so that they will
not cool off on the guest’s plates before they are seated, and so
that the decorated of cold foods can steal the show.

Proper cooking techniques or methods are essential for

successful acceptance by your guest:

 roasting : proper colour, white pink, not bloody

 poaching : proper temperature, time, cooling, moistness
 baking : proper temperature, colour, texture, moistness
 sautéing : suitable amount of fat, heat and proper colour,
shape, moistness
 smoking : rich colour, texture, correctly marinated
 braising : not as popular but some meats are braised
 steaming : the proper colour, shape, texture (for
vegetables)
 deep frying : not so popular, but the foods should not be

Package for Hospitality Training – Plan and prepare food for buffets 15
 grey and have the proper colour.

Package for Hospitality Training – Plan and prepare food for buffets 16
 HO 4a

Salads and cold cuts platter

Salads
The word “salad” is derived from the Latin phrase “Herba Salata” which
literally means: “salted greens”.
Today, the term salad is widely used for foods marinated or served with
a dressing.
Salads should be made creatively and be interesting, attractive-looking,
so that its various parts contrast in colour, texture, flavour, and form. In
total, eye appeal, arrangement, simplicity, and variety are the keys to
successful salads.
Salads are often considerably more than greens, sliced tomatoes, or
other simple products served with a dressing; they can be complex
combinations of many ingredients:

 salad greens;

Salad greens are, however, the base of most salads. They can
serve as both the under liner and the body. Salad greens contribute
body and bulk to a salad, as well as variety in colour, texture, and
flavour. The greens should be trimmed, washed, and chilled before
using to ensure that they are well-drained, cold, and crisp at service.

 fruits and vegetables;

Fruits and vegetables are the main ingredients of salads. They

enhance the greens by adding flavour, texture, and colour. Such a
salad may use, for example, the greens of romaine lettuce and
spinach, mixed with fresh, crisp bean sprouts, chopped hard-cooked
egg, and fresh bacon bits, and topped with a sweet-and-sour
dressing. Some fruit salads may contain only celery or one other
crisp item for flavour and texture contrasts to the fruit. The blend of
fruits and vegetables with greens should be suitable. It is also
important to use ingredients that are available year-round.

 other salad ingredients;

Other items such as croutons, nuts, seeds, plus seasonings such as

basil, chives, rosemary, tarragon, and thyme, can be used to give
salads special texture, body, or flavour. Crisp foods, such as
crackers or even rolls or hot breads may be served as an
accompaniment.

Package for Hospitality Training – Plan and prepare food for buffets 17
 HO 4b

Salads and cold cuts platter (cont’d)

Cold cuts platter

Cold meats and vegetables, canapés, and many baked desserts are
typically arranged in serving portions on flat serving dishes such as
platters, trays, and mirrors. Some basic rules of presentation apply to
all.

The basic design of a platter is a matter using lines or rows of foods to

create a simple, rather formal pattern. The rim of the platter is the frame
of your design.

In platter design, you meet the basics of height, unity, and simplicity.
On a platter, height may be something that is physically higher than the
rest of the platter or it may be implied height. The function of height is
to give focus. You can supply height in several ways. You can use an
un-portioned piece of a food as a background to arrange portions of the
same food, such as a piece of a whole ham on a platter of sliced ham.
Or you can use a bowl of cold sauce or a simple garnish such as
parsley, or a cluster of small garnishes of a strong contrasting colour –
black olives, for example. Whatever it is, it should provide the focal point
of your design.

Cold cuts platter may consists of all kind of meat, poultry, game, fish,
and shellfish, which are the basic ingredients in preparing and
producing foods for a buffet.

All foods designed for public display before service should be coated
with aspic-jelly. This prevents drying out and discoloration and restores
the natural sheen.

Proper glazing techniques:

 aspic jelly must be crystal clear
 aspic jelly must be clean (no food drippings or fat)
 no air bubbles
 no drips
 clean edges
 even coating
 no excessive build-up
 proper strength of aspic jelly.

Package for Hospitality Training – Plan and prepare food for buffets 18
 HO 5a

Sauces and garnishes

Sauces
The sauce should be the crowning touch for the dish it
accompanies. It sometimes seems that there are as many sauces
as there are menu items, and a wide variety of sauces is put to
good use in the garde-manger.

Many of the cold sauces served as accompaniments to garde-

manger foods are derived from mayonnaise.

Mayonnaise is a semisolid emulsion of vegetable oils, eggs (white

or egg yolks only), lemon or vinegar, and salt. It can be prepared
by hand or machine.

Mayonnaise is considered a base sauce. Good consistency and

neutral flavour give it versatility. It is important that only fresh eggs,
vegetable oils, and quality vinegar are used.
Cold sauces make good accompaniments for a large variety of dishes. The following list can certainly
be expanded, but it is offered to help menu planners explore the many possibilities for cold sauces:

Food items Cold sauces

Asparagus, artichokes, Chantilly, Vinaigrette, Mustard

melons

Egg dishes All sauces derived from mayonnaise

Fish, shellfish, poultry, Andalouse, Italian, Russian, Tartar,

veal Remoulade, Green Goddess, Gribiche,
Anchovy, Serbian garlic

Game, beef, turkey Cumberland, Oxford, Cranberry

Other meat Remoulade, Tartar, Tyrolienne

Package for Hospitality Training – Plan and prepare food for buffets 19
 HO 5b

Sauces and garnishes (cont’d)

Garnishes
Many a salad is brought to life by an appropriate garnish used as
an accent, a colour contrast, or a focal point. On the other hand,
there is no need to garnish a salad that is already colourful and
well designed. An ingredient of the salad itself can often take over
the function of a garnish by its position, shape, and colour, and
there is then no point to adding a further garnish.

The most effective garnish is something bright, eye-catching,

contrasting in colour, and pleasing in shape. The foods you can
use are unlimited.

But do not limit your imagination. Look at the raw materials

available to you and be creative. The garnish must always be
planned as part of the total presentation.

Keep in mind that a garnish should play the role of an accent and
should not steal the show.

Package for Hospitality Training – Plan and prepare food for buffets 20
 HO 6

Standard portion size

Not only the nature of the dishes on the menu but also the sizes of
the portions must be established as part of the menu writing.
Fixed and appropriate portion sizes are important for many
reasons.
Portion sizes are important to plate layout. One more asparagus
spear on the plate or a little more shrimp on a little less rice may
make all the difference.
For purchasing and production, specific portion sizes are
absolutely essential. They determine amounts of foods to be
purchased and produced. The kitchen would be chaos without
them.
Established portion sizes also make it possible to figure costs
accurately and set suitable prices of individual dishes and the
menu as a whole. Changing portion size is also one way of
adjusting a cost or price ratio that is off balance, thought it is not
the best way. Finally, established portion sizes provide the basis
for portion control.
There are no absolute rules for portion sizes for every food and every menu. But there are some
guidelines for quantities that represent general acceptability, as shown below:

Food items Breakfast Lunch Dinner

Eggs 2 – 4 oz (1 – 2 eggs)
Mat 2 – 4 oz
Fruit ½ - 1 cup
Cereal ¾ - 1½ cups
Juice ½ -1 cup
Bread 1 – 2 slices
Soup 6 – 8 oz 8 – 12 oz
Salad 4 – 8 oz 4 – 8 oz
Salad dressing 1 – 2 oz 1 – 2 oz
Main dish 4 – 6 oz 6 – 8 oz
Starch 3 – 4 oz 3 – 4 oz
Vegetable 3 – 4 oz 3 – 4 oz
Sauce 1 – 2 oz 1 – 2 oz
Bread 1 – 2 slices 1 – 2 slices
Dessert 2 – 4 oz 2 – 4 oz

Package for Hospitality Training – Plan and prepare food for buffets 21
 OHT 4a

Food decoration

Food decoration is the art of shaping and arranging raw or

cooked food in pleasing designs. Decorations should
preferably be made of foodstuffs that combine the patterns,
colour, and texture of design elements in relation to the kind
and size of food to be decorated.
The shape of the food to be decorated is readily recognisable
to viewers, as in the case of a whole ham, then the pattern or
design used might be geometrical, or the “artist” might choose
a subject such as an animal or human figure.
When a theme has been set for an occasion, the food may be
decorated with a design appropriate to the theme. If a ham
were intended to be displayed on Dutch or International buffet
table, for example, the top of a whole ham might be decorated
with a pair of wooden shoes carved from turnips.
There are many basic ingredients that can be used efficiently
and economically in food decoration, but are usually used:
1. Fresh raw vegetables:
Some of the vegetables are chiefly used in food or food
platter decoration: carrots, radishes, cucumbers, leeks,
tomatoes, turnips, celery, potatoes; however, others can
be used according to experience and imagination of the
kitchen staff. Fresh vegetables should always be
thoroughly washed and can be used in three basic ways:

a. Slicing:
 should be blanched and marinated first
 can either be peeled or left un-peeled.

Package for Hospitality Training – Plan and prepare food for buffets 22
 OHT 4b

Food decoration (cont’d)

b. Carving:
 no need to be blanched or marinated.
c. Bouquet arrangement:
 vegetables that can be cut in julienne are
usually blanched and marinated, then
trimmed and assembled in bundles
 vegetables that are “loose” (peas, diced
vegetables) can be assembled in bundles by
placing them in pastry shells, artichoke
bottoms, or other carved foodstuffs.

2. Fresh raw fruits:

Fresh raw fruits can be used in exactly the same way
as fresh raw vegetables, except that pieces need not
be blanched or marinated. However, they should be
thoroughly washed, as the fruit is always used un-
peeled, and sometimes the peel alone is used.
Large pieces of fresh raw fruit can be carved and
used as containers from which other foodstuffs are
served.
For example, a watermelon can be carved in the
shape of a baby carriage and filled with fruit salad or
a watermelon might be carved into a fish from which
shrimp cocktail would be served.

Package for Hospitality Training – Plan and prepare food for buffets 23
 HO 7a

Preparing and producing sweets

Sweets:
A separate table is designed for dessert in a buffet presentation.
Sweets are a part of dessert presented for a buffet and may
consist of:

 Pudding;

Pudding can be made in advance of serving time, they are

usually low in cost, popular, and profitable if made properly and
presented to the guest in an eye-appealing manner.

 Parfaits;

Parfaits are eye appealing, tasty and elegant ice cream

desserts that are prepared by alternating layers of crushed fruit
or syrup and various collared and flavoured ice creams and
topped with whipped cream, chopped nuts, and maraschino
cherry. Parfaits may be served immediately. They are made or
placed in the freezer.

 Coupes;

Coupes are desserts combining ice cream or sherbet, liqueurs,

sauces, fruit, and whipped cream. They are arranged in
champagne glasses or silver cups in a way that will be
attractive and eye appealing.

 Éclair or choux paste;

Cream puffs and éclairs are the most popular desserts;

however, many other variations can be created by exercising
the imagination.

Package for Hospitality Training – Plan and prepare food for buffets 24
 HO 7b

Preparing and producing sweets

(cont’d)

Sauces:
Most dessert sauces fall into three categories:

 Custard sauces;

Vanilla custard sauces are one of the most basic preparations

in dessert cookery. Chocolate and other flavours may be added
to create other varieties.

 Fruit purees;

These are simply purees of fresh or cooked fruits, sweetened

with sugar. Other flavourings and spices are sometimes added.
Some fruit sauces are thickened with cornstarch or other
starch.

Raspberry sauce and strawberry sauce, two popular items, can

be made by simply pureeing frozen sweetened berries or by
pureeing fresh berries and adding sugar to taste.

 Syrups;

This is a broad category that includes such products as

chocolate sauce and caramel sauce.

An understanding of sugar cooking is necessary to produce

many of these sauces.

Package for Hospitality Training – Plan and prepare food for buffets 25
 HO 8

Storing buffet items

The following rules of safe food storage have two purposes:

 to prevent contamination of foods

 to prevent growth of bacteria that may already be in foods.

Cooked foods should be stored separately from the other

materials. This does not mean that they cannot be stored in the
same refrigerator or freezer. It means that they must be stored in
separate sections, on racks or shelves that are clearly marked to
indicate what is to be stored there.

There are other important storage rules for avoiding the

spread of bacteria:

 cover all foods correctly

 label and date all items
 keep at the correct temperature
 store foods in properly sanitized containers
 store all products off the floor
 do not store decorative items (fat sculptures, ice carvings,
flowers) with items to be consumed.

To avoid cross-contamination, proper storage is every bit as

important as proper cleaning and handling.

When carrying foods from storage to preparation areas, do not

bring them in the unsanitary boxes and bags in which they arrived.
Transfer them to sanitary containers such as clean plastic carrying
boxes or kitchen utensils such as pans or bowls. If you must use
the original containers – egg cartons, for example – never put them
on food preparation surfaces. This is especially important when
preparing foods that will be served without being cooked.

Package for Hospitality Training – Plan and prepare food for buffets 26
 HO 9

Recycling

Because foods are perishable, so they have to be handled

carefully and should be kept at the correct temperature to
minimize the damage.

If the food is spoiled or damage, that means the cost of

production is higher.

To maintain the cost and minimise waste, it is necessary

to use creative and innovative methods to ensure that all
of the total products are used in the correct way.

The methods of using the leftover and reusing it, is as

varied as the imagination and experience of the kitchen
personnel and also the purposed of the presentation in
which way the food will be used.

All kitchen personnel should follow the instructions on how

foods are prepared according to the standard recipe.

Food leftovers, which are reused, should be handled in a

safe and hygienic manner to avoid contamination and to
control the food cost. This could be done by the expert
kitchen staff.

Package for Hospitality Training – Plan and prepare food for buffets 27
 Note for Trainer

Specific leftovers

Need to have creative, innovative, imaginative, and

experienced kitchen personnel to minimise the cost
production by using food leftovers to be reused in a
safe and hygienic manner.

The following are some examples of re-using

the leftover foods:
 leftover food of beef goulash could be prepared
as beef burger
 leftover food of roast chicken could be prepared
as chicken in sweet-and-sour sauce
 there are many combinations for re-using the
leftover food according to the imagination and
experience of the kitchen personnel.

Package for Hospitality Training – Plan and prepare food for buffets 28
 OHT 5

Safety and hygiene regulation

Safety and personal hygiene are a major responsibility of all food

service personnel.
Accident prevention should be practiced according to the old
principle:
“prevention is better than cure”
Carelessness as related to body cleanliness or food-handling
practices can lead to serious illness. Bacteria are present
everywhere – on skin, in the mouth, on the hands, in hair, on the
body, on clothing, and on utensils and equipment.
Organisms can be passed from the careless worker to the food or
utensils and then to the customers.

Some of the following are essential to safety and hygiene:

 keep hands and fingernails clean
 wear a proper clothing or uniform for the job
 keep area clean
 always use clean utensils or equipment
 do not work if you have an open cut
 do not smoke or cough near food
 always keep hair neat, clean, and covered
 take a shower daily
 use rubber gloves when working
 clean as you go
 use a trolley when carrying heavy items
 always cover the garbage container
 be careful when carrying, using, and washing knives or other
sharp utensils
 always follow the safety and hygiene instructions.

Package for Hospitality Training – Plan and prepare food for buffets 29
 HO 10

Question sheet

Answer these following questions:

1. Before preparing food, you should:
a. clean the kitchen area
b. take a bath
c. wash your hands.
2. In carrying foods to the display table, you should:
a. run
b. cover the foods
c. uncover the foods.
3. When cleaning a knife, it should be done by:
a. leave it in the sink
b. keep the sharp edge turned away
c. rub with your bare hand.
4. When lifting or moving heavy containers, you should:
a. do it by yourself
b. push them with your hands
c. ask somebody to help.
5. Good appearance of the kitchen staff does not consists
of:
a. using a proper uniform
b. always keeping hands clean
c. having dandruff.

Package for Hospitality Training – Plan and prepare food for buffets 30
 Answer keys

1. C = wash your hands

2. B = cover the foods

3. B = keep the shape edge turned away

4. C = ask somebody to help

5. C = having dandruff

Package for Hospitality Training – Plan and prepare food for buffets 31
Section 5
Assessment
5.1 Workplace assessment issues

5.1.1 Workplace assessment

Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other trainees.

5.1.2 Competent

Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.

When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.

5.1.3 Recognition of current competence

An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.

Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.

5.1.4 Assessors

In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.

5.2 Underpinning skills and knowledge

5.2.1 Assessment of underpinning skills and knowledge

Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.

Package for Hospitality Training – Plan and prepare food for buffets 31
You must now assess your trainees or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. principles of nutrition, in particular the effects of cooking on the nutritional value of food
b. culinary and technical terms commonly used in the enterprise
c. recognition of quality
d. principles and practices of hygiene, particular with the issues surrounding buffet service in
Indonesia
e. logical and time efficient work flow
f. evidence of commodity knowledge of ingredients is required
g. cooking skills.

Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.

This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.

5.2.2 Examples of assessment tasks

Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.

Assessment tasks Yes No Further training

needed

What are the main considerations when preparing

a buffet?

Determine the most popular shape table for a

buffet.

5.3 Suggested assessment for Plan and prepare food

for buffets
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.

Results of a successful
assessment should indicate
Package for Hospitality Training – Plan and prepare food for buffets 32
sufficient and relevant
knowledge and understanding to
be able to infer competence.
Therefore the trainee is assessed
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.

Package for Hospitality Training – Plan and prepare food for buffets 33
 Evidence gathering methods

Assessment of practical demonstration in the workplace may include observation of the trainee:
 performing mise-en-place requirements for setting up a buffet table.

Third party/documentary evidence may include:

 reporting from supervisor (written or oral).

Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 type of food preparation equipment
 principles and practices of hygiene requirements
 menu knowledge and cooking skills.

In-off-the job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 simulation of setting up a buffet table.

Sample methods On-the- Job Off-the- Job

1. In preparation for further use, you are required to describe on or more factors in preparing a buffet table. 
2. There are many considerations when a buffet is presented. Explain and describe the considerations factor to

perform the requirement by the establishment.

3. A buffet should have centrepieces. You are required to mention the materials used for centrepieces (edible 
or non-edible).

Package for Hospitality Training – Plan and prepare food for buffets 34
 Questions On-the- Job Off-the- Job

Questioning should focus on:

1. Technique and processes

 Describe how to peel potatoes chop onions, blanche broccoli, and julienne a carrot.
 

2. Organisation and planning

 When roasting poultry, how many minutes are needed?  

3. Communication with others

 What are the principles of hygiene to be considered when you are going to touch and prepare food for  
buffet table?

4. Problem solving
 What would you do if the steam table did not meet the required temperature?  

5. Health and safety

 You need to let your colleagues know how much food is available for refilling the buffet.

 How might you do it and whom do you need to tell?

Package for Hospitality Training – Plan and prepare food for buffets 35
Appendices
 Appendix 1

Competency assessment result

Unit Code: ITHHBCMC12AEA Title: Plan and prepare food for
buffets
Trainee or student name:

Assessor name:

The Trainee was assessed as: Competent 

Competency to be achieved 
Feedback to trainee

Signatures

The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision

Date:

I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision

Date:

Package for Hospitality Training – Plan and prepare food for buffets Appendix 1 - Page 1
 Appendix 2

Group trainee or student assessment record

Unit Code: ITHHBCMC12AEA Title: Plan and prepare food for
buffets
Group:

Assessor name:

Trainee name Competent Competency

to be
achieved

Package for Hospitality Training – Plan and prepare food for buffets Appendix 2 - Page 1
 Appendix 3

List of overheads and handouts

Overhead Handout Title

number number
(OHT) (HO)
1 1 Type of buffet layout

2 2 Planning the buffet

3 Centrepieces

3 Cooking methods

4a–b Salads and cold-cuts platter

5a–b Sauces and garnishes

6 Standard portion size

4a–b Food decoration

7a–b Preparing ad producing sweets

8 Storing buffet items

9 Recycling
5 Safety and hygiene regulation

10 Question sheet

Package for Hospitality Training – Plan and prepare food for buffets Appendix 3 - Page 1
 Appendix 4

Trainee or student evaluation sheet

Unit Code: ITHHBCMC12AEA Title: Plan and prepare food
for buffets

The following statements are about the competency Agree Don’t Disagree Doesn’t
you have just completed. Please tick the appropriate know apply
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were

The worst things about this unit were

The things you should change in this unit are

Package for Hospitality Training – Plan and prepare food for buffets Appendix 4 - Page 1
 Appendix 5

Hotel and Restaurant Materials

Amendment List

Unit code: ITHHBCMC12AEM

Unit title: Plan and prepare food for buffets

Example:

No Amendment Version Page Line Amender Date

number number number initials completed

1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02

No Amendment Version Page Line Amender Date

number number number initials completed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Package for Hospitality Training – Plan and prepare food for buffets Appendix 5 - Page 1