ITHHBFBS04AEM-Provide Table Service of Alcoholic Beverages

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
PROVIDE TABLE SERVICE OF
ALCOHOLIC BEVERAGES
Unit Code: ITHHBFBS04AEM

Acknowledgements
Writer:
Erik Feisal, Lecturer, Tourism Academy of Pelita Harapan
Chief Editor:
Wiwiek Widyastuti, Material Development Coordinator, Hotel and Restaurant
Project, 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 produced 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 – Provide table service of alcoholic beverages 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 – Provide table service of alcoholic beverages 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 – Provide table service of alcoholic beverages iii
will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Provide table service of alcoholic beverages 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_____________________________4
3. The competency standard
3.1 Use of the competency standard______________________________5
3.2 Competency standard______________________________________5
4. Delivery strategy
4.1 The content plan__________________________________________7
4.2 How to teach the competency standard________________________9
4.3 Support materials (Overhead transparencies/Handouts)__________10
5. Assessment
5.1 Workplace assessment issues______________________________36
5.1.1 Workplace assessment.....................................................................36
5.1.2 Competent.........................................................................................36
5.1.3 Recognition of current competence...................................................36
5.1.4 Assessors..........................................................................................36
5.2 Underpinning skills and knowledge___________________________36
5.2.1 Assessment of underpinning skills and knowledge...........................36
5.2.2 Examples of assessment tasks.........................................................37
5.3 Suggested assessment for Provide table service of alcoholic
beverages______________________________________________37
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 Provide table service of alcoholic beverages.
This guide deals with the skills and knowledge required to provide table service of alcoholic
beverages.
Linkages to other units:

1. This unit should be assessed with or after unit ITHHBFBS09AES Provide responsible
service of alcohol.
2. There are also linkages between this unit and a range of other food and beverage service
units. Depending upon the industry sector and workplace combined
training/assessment may be appropriate. Examples include but not limited to:
a. ITHHBFBS02AES Provide food & beverage service
b. ITHHBFBS10AES Prepare and serve non alcoholic beverages
c. ITHHBFBS11AES Develop and update food & beverage knowledge.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes 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 – Provide table service of alcoholic beverages 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.
Specialised delivery requirement:

Food service
A functional dining area would generally include table, chairs and a
sideboard / service area:
 tablecloths  coffee pots
 selected linen / serviettes  milk and sugar containers
 cruets  menus / wine list
 ashtrays  docket books
 table no’s  reservations book
 butter dishes and curler  “reserved” signs
 pepper mills  vases, candles.

 bread baskets
 toasters
 water jugs
 tea pots
Cutlery: Crockery:
 main forks  side plates
 main knives  main
 entrée knives  entrée
 entrée forks  coupes
 bread and butter knives  soup bowls
 dessert spoons  dessert bowls
 fish knives (optional)  milk jugs / sugar bowls
 fish forks  coffee / tea cups and saucers.
 tea / coffee spoons
 soup spoons.
Beverage service
A functional bar areas would generally include washable work benches, sink, hot/cold water
and beverage selections:
 refrigeration units  drink trays for table service
 beer reticulation system  wine list
 beer taps  waiters friend
 glass washer  appropriate wines
 waiters cloths  ice buckets
 post mix system  wine stands
 ice making equipment  ashtrays
 spirit dispensing system  cutlery.
Cellar: Glassware (Food and Beverage):

 bar area (not in use) to show cleaning  wine – red
procedure  wine – white
 cool room  wine – champagne flute
 manifolds  port/sherry
 transfer leads  brandy balloon
 gas gauges  liqueur
 liquor storage area – sufficient working area to  cocktail
show how to dismantle keg extractors  water
 beer lines (from head lead up)  beer glasses
 cleaning procedure-50-litre keg and cleaning  high ball
solution  old fashioned
 appropriate stock  liqueur coffee glasses.
 post-mix system
 packaged and paper products
 requisition forms
 kegs room
General (Food and Beverage):

 order pads / dockets
 cashiering facilities
 credit card facilities / EDC (Electronic Data
Captured)
 guest accounts
 cash register
 various legal tender types e.g. : cash vouchers,
checks

 cleaning equipment.

2.4 Source of additional information
Sources of information may include some of the following categories:
 text books:
- The Australian Bar Attendant’s Handbook, 2nd edition, George Ellis, Hospitality
Press, Melbourne
 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
 www.adhills.com.au

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 ITHHBFBS04AES PROVIDE TABLE SERVICE OF ALCOHOLIC BEVERAGES
UNIT DESCRIPTOR This unit deals with the skills and knowledge required to advise
and serve a range of bottled alcoholic beverages within a dining
or restaurant setting.
ELEMENTS PERFORMANCE CRITERIA

01 Advise customers on 1.1 Advice and recommendations on beverages is
alcoholic beverages courteously offered to customers when appropriate.
1.2 Products are promoted to customers in accordance
with enterprise equipments.
02 Serve alcoholic 2.1 Where appropriate, glassware and other items for
beverages beverage service are selected, prepared and placed
in accordance with enterprise and/or industry
standards.
2.2 Beverages are selected and both temperature and
bottle condition are checked prior to serving.
2.3 Selection is checked with the customer prior to
opening.
2.4 Beverages are correctly and safely opened and
poured.
2.5 Where appropriate glasses are refilled during
service with minimal disruption to customers.
2.6 Used and unused glasses are removed from tables
at the appropriate time and in the correct manner.
RANGE OF VARIABLES
1. This unit applies to all establishments where alcoholic beverages are served at the
table.
2. Alcoholic beverages may include but are not limited to:
2.1 wines (still, sparkling and fortified)
2.2 beers
2.3 spirits.
3. Items for beverage service may include but are not limited to:
3.1 ice buckets
3.2 stands
3.3 napkins.
EVIDENCE GUIDE
1. Underpinning skills and knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the following

areas is required:
a. general knowledge of wines in relation to:
 major wine features, producing countries/areas, taste, flavour
 compatibility of wine styles with different types of food
 knowledge of glassware’s required.
b. general knowledge of beers and spirits in relation to:
 flavours
 differences between local and imported products
 knowledge of glassware required for different types of beverage.
c. beverage serving techniques for appropriate range including:
 bottled beer
 wine
 spirits
 liqueurs
 safety issues in relation to table service of beverages.
2. Context of assessment
2.1 This unit must be assessed through practical demonstration on-the-job or in a
simulated service environment where beverages and beverage service
equipment is provided. This should be supported by assessment of
underpinning knowledge.
3. Critical aspects of assessment
3.1 Evidence should include a demonstrated ability to correctly serve a range of
alcoholic drinks within enterprise acceptable timeframes and provide courteous
advice on those drinks to customers.
4. Linkages to other units
4.1 This unit should be assessed with or after unit ITHHBFBS09AES Provide
responsible service of alcohol.
4.2 There are also linkages between this unit and a range of other food and
beverage service units. Depending upon the industry sector and workplace
combined training/assessment may be appropriate. Examples include but not
limited to:
a. ITHHBFBS02AES Provide food & beverage service
b. ITHHBFBS10AES Prepare and serve non alcoholic beverages
c. ITHHBFBS11AES Develop and update food & beverage knowledge.
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 1 Solving problems 1

information
Planning and organising 1 Using technology 1

activities
Working with others and in teams 2

Section 4
Delivery strategy
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. Advise customer on alcoholic This unit applies to all
beverages. establishments where alcoholic
beverages are served at the table.
1.1 Advice and recommendations on Alcoholic Beverages may include Advice and Dis OHT 1a-b
beverage is courteously offered to but are not limited to: recommendation B HO 1
customers when appropriate.  wines (still, sparkling and offered to customers
fortified)
 beers
 spirits.
1.2 Products are promoted to Items for beverage service may Promotion of Dis OHT 2
customers in accordance with include but are not limited to: products
enterprise equipment.  ice buckets
 stands
 napkin.
02. Serve alcoholic beverages.

2.1 Where appropriate glassware and Selection of Dem OHT 3a-e
other items for beverage service glassware OHT 4
are selected, prepared and Other items for
placed in accordance with beverage service
enterprise and/or industry
standards.
2.2 Beverages are selected and both Taking beverages orders Selection of Dis OHT 5a-d
temperature and bottle condition Shape of wine bottles beverages HO 3
are checked prior to serving. Bottle sizes
Temperature of
beverages

Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
2.3 Selection is checked with the Checking of selection Dis HO 4a-h
customer prior to opening. beverage Dem
PA
2.4 Beverages are correctly and Opening & Pouring Dis OHT 6
safely opened and poured. beverages Dem
PA
2.5 Where appropriate glasses are Refilling beverages Dis HO 5a-b

refilled during service with
minimal disruption to customers.
2.6 Used and unused glasses are Removal unused Dis
removed from tables at the glasses
appropriate time and in the
correct manner
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 Notes to Trainer or Teacher - NTT Research – R
Excursion – Ex Overhead Transparency – OHT Simulation – S
Group Work – GW Practical Application - PA Video – V
Presentation – Pre

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?
Advice and recommendation offered to Trainer to ask questions “How to provide advice and give recommendation of beverages?
customer Trainer to brainstorm with the trainee regarding the way to give advice and recommendations.
Trainer to show and discuss OHT 1a-b [General points on selling beverages].
Trainer to give trainees Handout 1 [Beer producing countries].
Promotion of products Trainer to show and discuss OHT 2 [Promoting and selling beverages].
Selection of glassware Trainer to show and discuss OHT 3a-e [The types of glasses] and OHT 4 [Other items for serving
beverages].
Selection of beverages Trainers to show and discuss OHT 5a-d [Selection of beverages].
Checking selection of beverages with Trainer to give and discuss Handout 3 [Prior to open wine].
customer Trainer to demonstrate what must be done prior to opening wine.
Trainee to practice what must be done prior to opening wine?
Opening and pouring beverages Trainer to give and discuss Handout 4a-h [Opening and pouring wine].
Trainer to demonstrate opening and pouring wines beer, champagne.
Trainee to practice serving wine, beer and champagne.
Refilling beverages Trainer to show and discuss OHT 6 [Refilling beverages].

Trainees to practice refilling beverages.
Changing glassware Trainer to give and discuss Handout 5a-b [Changing glassware]
Trainer to set up a simulated activity where trainees can practise handling glassware.

4.3 Support materials
(Overhead transparencies/
Handouts)
OHT 1a
General points on selling beverages
Points to remember when selling beverages:

 do not indicate your own personal preferences
 offer a diversity of recommendations so guests
are assisted to choose what they personally
prefer
 suggest beverages that complement the occasion
- but do not convey any sense of disapproval if
something unsuitable is chosen.
To effectively sell beverages, employees should

know:
 know exactly what drinks are available
 have suitable product knowledge
 be able to make suggestions
 know which wines to suggest with various menu
items
 be able to present, open and serve wine.
Package for Hospitality Training – Provide table service of alcoholic beverages

10
OHT 1b
General points on selling beverages

(cont’d)
Golden rules of selling wine:

 light wines should be served before the rich or full
bodied wines
 dry wines are served before sweet wines
 the white dry wine should be served before the
red wine
 do not serve dry wine with sweet foods or any
foods that have a sweet sauce.
General rules wine serving with food:

 red table wines with red meat
 white table wines with white meat
 rose wines with any food
 appetizer wines with hors d'ouevres and soup
 dessert wines with dessert or coffee
 sparkling wines are perfect with all foods and they
may be served throughout the meal.

11
HO 1
Beer producing countries and brands
Countries that produce beer and brands:
 Germany  Philippine
Becks beer, San Miguel
Lowenbrau,
Dortmunder  Japan
 Denmark Asahi, Santoro
Carlsberg, Tuborg  Australia
 Sweden Swan, Foster
Skol  U.S.A
 Holland Budweiser, Schlitz,

Michelob, Miller
Heiekens, Amstel
 Swiss
 France
Cardinal
Kronenbourg
 Singapore
 Indonesia
Tiger
Bintang, Anker

12
OHT 2
Promoting and selling beverage
 beverage list
 leaflets
 tent cards
 posters
 special features.

13
OHT 3a
Types of glasses
Water goblet Large, tulip-shaped

glass for water
Red-wine glass Tulip shaped

stemmed glass for
light red wines, part
of the basic table
setting in a la carte
and banquet service.
White-wine glass Small, tulip-shaped

stemmed glass for
white wines.
Wine tumbler Stemless glass used

in Europe for local
naturally sparkling
wines
Bordeaux glass Large, tulip-shaped,

stemmed glass for
Bordeaux wines

14
OHT 3b
Types of glasses (cont’d)
Red-wine A large, balloon-shaped

snifter glass for aged
burgundies and aged
Italian wines.
Champagne A tulip-shaped, stemmed

glass glass for Champagne
and Champagne
cocktails and sparkling
wines.
Sparkling-wine A variation of the

glass Champagne glass, used
interchangeably with it
for champagne and
sparkling wines.
Champagne A once-popular wide-

saucer bowled, stemmed glass
used for Champagne
and sparkling wines,
now used seldom since
the wide mouth causes
the wine to lose its
effervescence too
quickly.
Rhine-wine A long-stemmed, no
glass tapering glass used for
German and Alsatian
white wines

15
OHT 3c

Rummer A large-bowled, heavy-
stemmed glass with thick
sidewalls used mainly to serve
red or white Rhine wines by
the glass.
Cognac A stemmed glass for Cognac

glass commonly used in France.
Large snifter A large, balloon-shaped glass

with thin sidewalls, used to
serve Cognac and bandy that
has been aged in wooden
casks.
Small snifter A small, balloon-shaped glass

with a short stem, for aged
spirits such as Calvados, Marc
and various liqueurs.
Shot glass A stem less glass used to

serve clear spirits such as
Trester, Kirsch and other eaux
de vie. Also use to serve
individual portions of various
strong liquors and to measure
the liquor used in cocktails

16
OHT 3d

Cocktail glass A small-sauce red
glass for cocktails
Fortified-wine A small, tulip-shaped

glass glass for fortified
wined, such as
sherry, port and
Madeira.
Aperitif glass A tall, stem less

glass for tall drinks
and aperitifs
Rocks glass A cylindrical, stem

less tumbler for
scotch, bourbon and
other whiskeys
served with only ice.
Irish-coffee glass A tulip-shaped glass

for Irish coffee
(coffee with Irish
whiskey and
whipped cream).

17
OHT 3e

Decanter For decanting red
wines
Short beer glass For tap and bottled

beer
Pilsner beer glass A tall, slender,

slightly tapered,
footed glass, for
beer.
Tall beer glass For draft beer.

18
OHT 4
Other items for serving beverages
OHT 5a

19
Selection of beverages
Taking beverages orders
Some points should be remember in taking

beverage order:
 when taking the orders make sure you clearly

understand them, and that they are precise, so
that the guest receives what they have ordered
 if there are several guests, write the orders down

in the logical order (as the guests are seated,
or with some other clear identification) so that
you give the right guest the right drink
 avoid the use of abbreviations as they can easily

cause confusion to you and to the person
making the drink
 in a restaurant, the wine order is usually taken

after the guest has selected their food.

20
OHT 5b
Selection of beverages (cont’d)
Shape of wine bottles

Each Major wine style and region has its
characteristics bottle shape and sometimes, colour
of glass.

21
OHT 5c
Bottle sizes
Wine generally comes in three sizes:
 magnum 1.5 l
 standard 75 cl
 half bottle 37.5 cl.

22
OHT 5d
Temperature of beverages
Temperature
20o C Full-bodied red wines (e.g.
Barolo, Medoc, Chateuneuf du
Pape)
15o C Lighter red wines (e.g.

Beaujolais)
10o C (chilled) Rose/ White wines/ champagne

(e.g. Anjou rose, Chablis)
8o C (well chilled) Sweeter white wines

(Sauternes)
4o C – 6o C Beers
Room temperature Liquors and Liqueurs

23
HO 3
Prior to open wine
There are several things to be considered when

opening wine:
1. Present the wine that the host has selected on a

service cloth held on the flat of your left hand, with
the label directed to the host so that it can easily be
read.
2. Identify the wine yourself verbally, mentioning the

company, variety and vintage, so that the host can
confirm that it is the correct one.
3. Do not open the bottle until the host has confirmed

that the wine is the correct one.

24
HO 4a
Opening and pouring beverages

Opening wine
1. When the host has confirmed the

wine correct, take the bottle firmly in
your left hand, holding it at 45o angle
at waist height.
2. Cut the foil with the blade of the

waiter’s friend just above the raised
ridge about 5 mm below the top of
the bottle.
3. Ease the top of the foil with the point

of blade.

25
HO 4b

(cont’d)
4. Close the blade of the waiter’s friend and

open the spiral (corkscrew).
5. Hold the neck of the bottle firmly in the left
hand.
6. Insert the sharp tip of the spiral into the
centre of the cork.
7. Slowly turn the spiral in a clockwise
direction, keeping it in the line with the
core of the cork.
8. Stop turning the spiral when the last turn of
the spiral is still visible to prevent the spiral
from piercing the base of the cork.
9. Tilt the arm of the waiter’s friend so that
the lever rests on the lip of the bottle.
10. Hold the lever in place using the side of
your index finger.
11. Now extract the cork by raising the
opposite end of the body of waiter’s friend,
exerting beverage on the lip on the bottle
until the cork starts to bend.
12. Now cease the lifting action and place
thumb and index finger at the base of the
cork.
13. Twist the cork gently into its side to
remove it from the bottle.
14. This technique will allow the cork to be
extracted without any distracting popping
sound.
15. Remove the cork from the spiral and return
the waiter’s friend to the pocket.
16. In some establishments the cork is then
presented to the host for inspection,
particularly when fine red wines are being
served.

26
HO 4c

(cont’d)
17. Wipe the lip of the bottle with a service

cloth.
18. The bottle is then held firmly in the right
hand with the label directed toward the
host.
19. Pour about 30 ml of wine into the host’s
glass for approval.
20. The wine should be poured into the
centre of the glass with the bottle held
above and not touching the glass.
Pouring wine
1. After the host has approved the wine, fill the guests glasses starting
with the guest immediately to the right of the host.
2. Moving anti-clockwise round the table, complete the service by topping
up the host’s glass.
3. When all the glasses have been filled, bottles of white wine are placed
in a cooler or ice bucket, if placed in an iced bucket, may have a napkin
draped over them.
4. Bottles should be placed on waiter station (if there is one) or placed on
the guest table if the guest so request.
5. Bottles of red wine may be collared with a napkin to improve their
presentation.
6. The discarded cap, foil and cork must not be left at the table or dropped
into the ice bucket, put them in your pocket and dispose of them at the
bar.
Notes:
1. If the cork is very tough, insert the corkscrew diagonally, so as to lever
the cork out, and push the bottle down at the same time as pulling the
screw upwards. Remove the cork. If the cork is broken, inserting the
screw diagonally usually extracts the cork.
2. When serving heavy red wines that have been decanted or are in a
wine basket, hold the glass, slightly slanted, on the table with the left
hand and pour the wine with the right hand, so that the wine sediment
in not disturbed.

27
HO 4d

(cont’d)
Champagne or other sparkling wine
1. When the host has

confirmed that the wine is the correct one,
proceed to open the bottle.
2. Take the bottle firmly in

your left hand, holding it at a 45o angle at
waist height.
3. With your right hand

locate the wire ring on the muse let
(muzzle or cage) and untwist it.
4. Remove foil and the

cage, holding the cork in place with the
thumb of your left hand as an extra
precaution.
5. Take a service cloth in

the palm of the right hand and with it cover
and firmly hold the cork.

28
29
HO 4e

(cont’d)
6. Hold the base of the

bottle with your left hand and twist it to
loosen the cork. When the cork begins to
move, continue to hold it until it comes out
gently into your hand and doesn’t fly up in
the air.
7. Wipe the lip of the bottle

with the service cloth.
8. Hold the bottle in the right

hand so that the label faces the host and
pour about 30 ml of the wine into the glass
approval.
9. Alternatively, the bottled

may be held with the thumb in the punt
(the indentation at the base) with the
fingers spread out to support the body of
the bottle.
10. When the host has

approved the wine, fill the guest glasses
(no more than two thirds full), starting with
the guests immediately to the host’s right
and moving anti clockwise round the table.
11. Place the bottle in an ice bucket unless the host

requests otherwise. The bottle may be collared with a napkin to
enhance its presentation.

30
12. Top up the guest glasses, and offer and additional
bottle, as for ordinary table wines.

31
HO 4f

(cont’d)
Notes:
Point the bottle away from the guest when removing

the cork.
Beer:
a. Draught Beers and Cider:
 take a clean cold beer glass
 when pouring draught beer, always tilt the glass

and allow the beer to run down the side of the
glass
 if the machinery is properly maintained, a head

of approximately 2 cm should form on the top
of the beer as the glass is slowly titled to a
vertical position
 draught cider does not form a head, but it should

always be star bright and have a clean smell
 draught beer and cider are usually sold by the

pint or half pint.

32
HO 4g

(cont’d)
b. Opening Bottle Beer and Cider:
 beer and cider bottle tops are removed with a crown cork opener
 these are generally attached to the bar top and have a plastic tray
which catches the tops as they fall
 these trays should be emptied and washed out at the end of every
service or at regular intervals throughout the service.
c. Small Beer bottle:
 carry a clean cold beer glass and an open bottle to the table on a
service tray
 hold the tray behind the head of the guest to be served
 pick up the glass at its base and place it to the guest’s right
 take the bottle in your right hand with the label clearly showing to
the guest
 pour the beer into the glass on the table so that the flow is directed
to the inside of opposite edge of the glass
 continue pouring until the glass is full, with a well-rounded head
 if the bottle still contains some beer, place it on the table to the
right of the glass, with the label facing to the guest.

33
HO 4h

(cont’d)
d. Large bottles or beer:
 do not carry large beer bottles on a tray
 take the glasses to the table on a tray and place them
 then go back and bring an open bottle of beer to the table
 pour the beer in the same way as for small bottle
 if possible avoid leaving large beer bottles on the tables.
Good Heady Flat

34
OHT 6
Refilling beverages
Refilling the glasses is the job of the service staff,

and guests should never have to do it themselves.
The original glassware may be used if additional

bottles of the same type of wine as were originally
ordered required, unless a change of glasses is
requested.
Additional orders for wine may be taken throughout

the meal; indeed, if the guests’ glasses look nearly
empty, discreetly ask the host whether another
bottle of wine should be brought.

35
HO 5a
Changing glassware
Select the styles of glassware appropriate to the

style of wine chosen (for example, champagne flute
for a sparkling wine), load the glasses on a drinks
tray, and carry to the table.
Place the glasses a little further away from the

guests than the original glasses and at an angle of
45o to the right of them.
Remove the original glasses when the guests have

finished the wine in them.

36
HO 5b
Changing glassware (cont’d)

37
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.

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. general knowledge of wines in relation to:
 major wine features, producing countries/areas, taste, flavour
 compatibility of wine styles with different types of food
 knowledge of glassware’s required.
b. general knowledge of beers and spirits in relation to:
 flavours
 differences between local and imported products
 knowledge of glassware required for different types of beverage.
c. beverage serving techniques for appropriate range including:
 bottled beer
 wine
 spirits
 liqueurs
 safety issues in relation to table service of beverages.
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
Describe the characteristics of selected wines,

beers and spirits.
Identify glassware for different beverages
5.3 Suggested assessment for Provide table service

of alcoholic beverages
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 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.

Evidence gathering methods
Assessment of practical demonstration in the workplace may include observation of the trainee:
 advising customers on alcoholic beverages
 serving alcoholic beverages.
Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 details of previous training, work experience
 customer report (written or oral).
Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 flavours of beers and spirits
 different service styles and glassware for wine and spirits.
In-off-the job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 role play to demonstrate promotion of products and customer interaction
 service of beverages in response customer request
 service of alcoholic beverages at a function
 set up of simulated food and beverage environment/ situation that allows the candidate to complete multiple and varied tasks as required in the
workplace (industry realistic time frames should applied).

Sample method On-the- Job Off-the- Job
1. You have a table of six guests. They will be drinking white and red white, two will drink beer and one will be 
drinking mineral water. Select, prepare and place appropriate glassware on the table. Suggest and describe
two wines to accompany a meal of Sea Food and lamb to these guests. Serve wine, beer and mineral water
to the table.
2. Your supervisor/ manager has asked you to promote the sale of a particular wine. Select a wine and show  
how you would do this. This example can also be used to assess part of unit ITHHGCS02AES Promote
Products and Services to customer.
3. A customer is shouting and causing aggravation to other customers. What would you do/ say? 
Questions On-the- Job Off-the- Job

Questioning should focus on:
1. Techniques and processes
 
 How would you open and pour selected beverages, what technique would you used?
 How would you present wine at the table?
 

2. Organisation and planning
 What are the time management issues to consider in beverage service? 
3. Communication with others
 What techniques could you use to promote wine products to customers? 
4. Problem solving
 What would you do if a wine were spoiled?  
 What would you do if you spilled beverage on a customer?  
5. Health and safety
 Describe safety issues to be considered in beverage service
 Describe safe bottle opening procedures.



Appendices
Appendix 1
Competency assessment result

Unit code: ITHHBFBS04AEA Title: Provide table service of
alcoholic beverages
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 – Provide table service of alcoholic beverages Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

alcoholic beverages
Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1a-b General points on selling
beverages
1 Beer producing countries and

brands
2 Promoting and selling beverages
3a-e Types of glasses
4 Other items for serving beverages
5a-d Selection of beverages
3 Prior to open wine
4a-h Opening and pouring beverages
6 Refilling beverages
5a-b Changing glassware
Appendix 4
Trainee or student evaluation sheet

alcoholic beverages
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
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHBFBS04AEM
Unit title: Provide table service of alcoholic beverages
Example:
Amendment Version Page Line Amender Date

No number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ A 34 5 WW 12 Mar. 02
Amendment Version Page Line Amender Date

No number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHBFBS04AEM

Package for Hospitality Training – Provide table service of alcoholic beverages i

Access and equity

Competency Based Training

Critical aspects of assessment

Package for Hospitality Training – Provide table service of alcoholic beverages ii

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Package for Hospitality Training – Provide table service of alcoholic beverages iv

Linkages to other units:

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

Package for Hospitality Training – Provide table service of alcoholic beverages 1

2.2 Delivery strategies

2.3 Delivery requirements

Specialised delivery requirement:

Package for Hospitality Training – Provide table service of alcoholic beverages 2

Cellar: Glassware (Food and Beverage):

General (Food and Beverage):

Package for Hospitality Training – Provide table service of alcoholic beverages 3

Package for Hospitality Training – Provide table service of alcoholic beverages 4

Package for Hospitality Training – Provide table service of alcoholic beverages 5

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

Package for Hospitality Training – Provide table service of alcoholic beverages 5

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, organising and 1 Using mathematical ideas and -

Communicating ideas and 1 Solving problems 1

Planning and organising 1 Using technology 1

Working with others and in teams 2

Package for Hospitality Training – Provide table service of alcoholic beverages 6

02. Serve alcoholic beverages.

Package for Hospitality Training – Provide table service of alcoholic beverages 7

2.5 Where appropriate glasses are Refilling beverages Dis HO 5a-b

Package for Hospitality Training – Provide table service of alcoholic beverages 8

Refilling beverages Trainer to show and discuss OHT 6 [Refilling beverages].

Package for Hospitality Training – Provide table service of alcoholic beverages 9

General points on selling beverages

Points to remember when selling beverages:

To effectively sell beverages, employees should

Package for Hospitality Training – Provide table service of alcoholic beverages

General points on selling beverages

Golden rules of selling wine:

General rules wine serving with food:

Package for Hospitality Training – Provide table service of alcoholic beverages

Beer producing countries and brands

Countries that produce beer and brands:

 Denmark Asahi, Santoro

Carlsberg, Tuborg  Australia

 Sweden Swan, Foster

 Holland Budweiser, Schlitz,

Package for Hospitality Training – Provide table service of alcoholic beverages

Promoting and selling beverage

Package for Hospitality Training – Provide table service of alcoholic beverages

Water goblet Large, tulip-shaped

Red-wine glass Tulip shaped

White-wine glass Small, tulip-shaped

Wine tumbler Stemless glass used

Bordeaux glass Large, tulip-shaped,