Introduction

The hospitality industry is a principal element of the tourism industry and considered to

be one of the fastest growing industries worldwide contributing 10% of the world’s gross

domestic product (Boella, 2000). An important driver of this industry is international tourist

arrivals which recently reached a record of 1.2 billion in 2015 (United Nations World

Tourism Organisation, 2016). With the growth of emerging economies and increase in

disposable incomes, tourist arrivals have been predicted to rise to 1.4 billion in 2020 and 1.8

billion by 2030 (UNWTO, 2011). Asia and Pacific are set to gain most from these arrivals

with 535 million arrivals predicted by 2030 while South-east Asia, in particular, is expected

to welcome close to 187 million tourists by 2030 (UNWTO, 2011). Despite a lacklustre

economy in 2015, Singapore managed to welcome 15.2 million visitors, almost a thrice of

Singapore’s population and received $22 billion of tourism receipts. The forecast for this year

is between 15.2 and 15.7 million visitors while a target of 17 million in coming years is yet to

be achieved (Hui, 2016).

The hospitality industry in Singapore supports the tourism industry by providing 60,000

rooms and close to 6,900 food and beverage establishments (Singapore Business Review,

2014; Department of Statistics Singapore, 2015). Though the accommodation sector posted

positive growth of $3.5 billion in 2015, the food and beverage sector didn’t fare well (Kay,

2016). The common complain within the food and beverage sector is mainly attributed to

insufficient manpower to sustain current and future operations. As we move closer to the

imminent launch of Singapore’s first ever Michelin guidebook, predicted increase in tourist

arrivals and Singapore’s popularity as Asia’s eating capital, this sector which has yet to

realise its peak needs to reassess the environment and identify solutions to a persistent

problem.
 In the previous paper, the author highlighted industry sentiments that a ‘paradigm shift’

was crucial towards manpower challenges to sustain the food and beverage sector and

proposed structured on-job-training (SOJT) for hospitality interns as a solution for the future

of the sector. This paper evaluates and justifies the above recommendation by drawing upon

various literatures and the authors own work experience to sustain the proposal.

The Food & Beverage Sector

The youth drive the future of the economy but the food and beverage sector in

Singapore has largely been devoid of them. Presently, residents aged 20-30 years old make

up less than 10% of total resident employment in the food and beverage sector standing at

11,100 workers for 2015 (Ministry of Manpower, 2016). According to the International

Labour Organization (ILO) (2010) report on the hospitality industry, poor working conditions

such as long working hours, lack of skills development and career were identified as major

detriments. This is rampant in Singapore as observed by the lack of youth employed and high

turnover figures (4.4%) coupled with SME’s general lack of awareness of government

schemes to improve productivity and business processes (Ministry of Manpower 2016;

Spring Singapore, 2013). As a result of the lack of expertise in managing restaurants, 511

restaurants ceased operations in 2014 with most citing business costs and manpower

shortages as top reasons (Lim, 2015, para. 16).

The recommendations by ILO (2010) to improve employment in the global hospitality

industry is similar to the authors proposal to improve training programmes and skills

development besides improved working conditions to favour SME’s and youth employment..

As this proposal unfolds, it becomes clear that besides young hospitality interns, this

framework can also be used for the population at large.

Hospitality Internship

Gault, Redington and Schlager (2000), stress the importance that internship plays in a

student’s life by providing opportunity to learn and improve skills, access job sources or land

a full-time job. In 2014, full-time hospitality course enrolment into ITE, Polytechnics and

Universities with internship requirements stood at 1,368 students (Ministry of Education,

2015). Within the 312 private education institutes (PEI) in Singapore, there were 151,704

local and foreign students commencing a course in 2014 and hospitality courses made up

10% of these (Council of Private Education, 2015). As most of them require internship as

part of course requirements, a significant number of both locals and foreign students are

expected to be available for internship annually. Despite an abundance of interns and job

opportunities in the food and beverage sector, many shun the food and beverage sector due to

low training opportunities (1.7 days per annum) and remuneration ($1,800 median) (Lim,

2015; Ministry of Manpower, 2016). In a recent employment survey involving 7,902

respondents, lack of progression and disinterest were also cited as top reasons by those below

25 years old for leaving a job (Channel News Asia, 2015).

Inadequate training is not exclusive to Singapore but is a problem in most countries.

Training usually happens without much advanced planning or involvement by management

and this is commonly referred to as unstructured on-job-training (Swanson and Sawzin,

1975). Unstructured training occurs when novices learn through trail & error, imitating,

unclear explanations or demonstrations which usually result in unmet learning objectives

(Jacob, 2003).
Concerns in Implementing Structured On-Job-Training

Embracing SOJT has never been an easy task for SME’s in Singapore for various

reasons. Common concerns include lack of time, workload and trainer’s lack of theoretical

knowledge (Wood 2004). Van Zolingen, Streumer, de Jong, & van der Klink (2000) add

other reasons such as inappropriate training environment, fear of operations disruptions, lack

of training manuals and trainer’s unwillingness to train. Lohmann (2001) also identified that

OJT doesn’t allow the teaching of declarative knowledge which is best formally learned.

Due to the reasons above coupled with perennial resources challenges, the majority of

on-job-learning is very much lacking from the design till the implementation phase, much to

the disadvantage of the entities concerned. Currently, the popular on-job-learning methods

adopted is the buddy system or follow ‘Suzie’ methods which is a common sight within the

global and local industry but within these methods, it’s common to see the instructor or

supervisor play the role of the content expert due to accumulated experience or seniority but

not a skilled trainer. This person demonstrates and explains the particular task but the novice

might lack opportunity for practice or feedback on their performance. Some of the trainers

could also lack experience in organising content into small ‘bites’ for the novice to chew

(Clark, 2003). An example of this is telling a novice that answering phone calls within three

rings is critical but fails to train on the basics of telephone etiquette such as the intonation or

even pertinent restaurant knowledge such as nearest car park which customers might enquire

thereby rendering the training and guest experience ineffective. Not being able to answer

guest questions appropriately over the phone has the potential to frustrate customers and

impact profits. Subsequently, such lack of training have the potential to affect organisational

performance, impact productivity, increase defect rates and give rise to bad publicity (Jacobs,

2003).
 SME’s make a key contribution to the economy by creating employment. In

Singapore, the government has supported this by providing various grants for the food and

beverage sector such as the Productivity Innovation Credit, Innovation and Capability

Voucher or Customer-Centric Initiative, however, as reported by Spring Singapore (2013),

many SME’s lacks awareness of such grants thus failing to capitalise on opportunities to

improve business processes. From the above, it comes as no surprise that structured

workplace curriculum is not given the desired attention.

Structured On-Job-Training (SJOT) Strengths

Rothwell & Kazanas (2004) define SOJT as a training process within the workplace

that uses step-by-step instructions that is pre-planned with a subject matter expert who

demonstrates the tasks, allows the novice to practise and provides feedback for the novice to

improve. A good example of this would be the restaurant supervisor, who is the subject

matter expert, demonstrating to the novice intern the details and procedural steps in operating

the coffee machine to make a cup of cappuccino. The intern is then allowed to practice and

familiarise with the machine and given timely feedback to improve. If this is practised over a

period of time under direct or indirect guidance, the novice will get better at that task. Billett

(2013) agrees that such learning through practice is the single most important process for

developing occupational competencies.

Arthur (2001) advises that instead of remuneration and benefits, employers should

invest on staff training and related educational programs to improve their work skills and

future growth to reduce turnover and improve operations. Moreover, as the projection of total

workforce in Singapore is set to decline, it is imperative that training programs such as

structured on-job-training (SOJT) practices is implemented as an effective method to transfer

learning (National Population and Talent Division, 2013). According to Jacobs (2003),
although 89% of training occurs on-the-job, SOJT, unlike unstructured OJT is faster at

transferring skills and aids in ensuring an enterprises continuity and consistency.

The benefits of SOJT also leads to development of novice expertise and competency,

improves organisational performance, increases productivity, lowers defect rates and

achieves various outcomes of importance (Jacobs, 2003). In addition to these benefits,

Rothwell and Kazanas (2004) add that SOJT assist with providing early warning about staff

basic skills problems, relieves employee anxiety, reduces turnover and eventually leads to

higher quality customer service.

Food for Thought

Food for Thought (FFT) is one such restaurant chain that faced immense operational

challenges sustaining their restaurants in 2013 prior to embarking on structured on-job-

training (SOJT). Located in three different parts of Singapore, FFT started in 2010 as a mid-

market restaurant offering western food to a predominantly young market segment. The

owners of FFT are two local sisters who despite possessing little restaurant management

experience started the restaurant based on passion and determination to help and contribute to

society. A lot of their learning happened from past dining experience, performing the job

daily and staff or guests’ feedback. However, as FFT expanded to their second and third

outlet, retaining staff and establishing processes was critical for consistent service delivery.

The lack of structured training was obvious and similarly shared by regular guests.

The management of FFT approached the author’s hospitality institute to assist with

improving restaurant operations by providing consultancy and training. Besides justifying the

importance and benefits of SOJT, the author introduced FFT to the most appropriate

government grant called Customer-Centric Innovation (CCI) which covers 70% of training
costs. This grant is given to encourage SME’s to be committed to service excellence and take

the lead in raising service standards within their industry (Spring Singapore, 2016).

Embracing Structured On-Job-Training

The author, who has extensive years of experience implementing SOJT in restaurants,

identified several principles critical for SOJT’s to reap the desired success and benefits

mentioned by Jacobs (2003) and Rothwell and Kazanas (2004) earlier. The five principles

identified are (a) organisation support, (b) selecting trainers, (c) analysing job and identifying

tasks (d) structuring and presenting learning and (e) evaluation (Billett, 2006; Jacobs, 2003

and Rothwell & Kazanas, 2004).

Management and Organisation Support

Management and organisation-wide support for improvement enabled access for the

author to observe first-hand the various outlets operations, service sequence, menu, staff

competency as well as conduct multiple dialogues with the relevant departments heads to

identify findings and align solutions to short term and long-term objectives and mission. The

mission of FFT was to transform community spaces and bring people together through good

food for good causes. The FFT mission is supported by five causes which are to give clean

and free water, feed good food, making poverty history in selected regions, teaching through

free community lessons and inspiring kind acts. Eventually, from the many discussions and

focus groups, the author, was able to align their mission and causes to the training plan and

identify estimated timeframe for training, learning objectives and required resources.

Trainers

The phase of designing appropriate training materials for each outlet was tedious but

the biggest challenge encountered was the lack of trained trainers among managers, chefs and
supervisors. This was important as they would be the ones who would eventually be

participating in daily workplace training for interns and the rest of the team. As emphasised

by Williams (2001), trainer effectiveness is based on some form of experience or formal

education and this was lacking in FFT. Perennial manpower shortage was a reason for not

being able to recruit the right people but it was also clear from the many meetings that FFT

were also unsure of various positions responsibilities, job description and job specification

due to a lack of expertise.

FFT has a total of 20 kitchen and service staff, excluding part-timers, and surprisingly

most of the managers and supervisors lacked formal training which contributed to the lack of

necessary declarative and procedural knowledge. According to Beven (2012), declarative and

procedural knowledge is critical as it enables the undertaking of real-world tasks and

demonstrates expertise and since this was lacking, the author proposed intensive classroom

training as part of SOJT to gain the necessary cognitive, psychomotor and dispositional

elements (Perkins, Jay and Tishman, 1993a; Smith and Ragan, 2005).

The short-term goal was to train the trainers urgently and this was greatly assisted by

managements support to close the restaurant every Monday to allow classroom training in the

author’ school. Classroom training covered declarative knowledge specific to their restaurant

processes and the opportunity to subsequently transfer reinforces prior learning and improves

one’s understanding of the ‘world of work’ (Billett, 2002). SOJT was allowed to take place

three times a week during split-shift intervals which is between 3pm to 5pm to improve on

procedural and psychomotor skills. To improve attendance and motivate the staff, the

management agreed to use part of the grants to reimburse staff for training and issue a

certificate of participation.
 Finally, the restaurant managers, supervisors, chefs and assistant outlet chefs were

encouraged to pursue the part-time 2-weeks coaching certification in Institute of Technical

Education. Training trainers on the cognitive and psychomotor elements as well as coaching

is vital for the future effectiveness of training (Sisson, 2001). A system to follow up on the

effectiveness of trainer’s new skills of training, coaching and designing training plans was

also planned for and evaluated by observing individual outlets training sessions and providing

feedback to improve (Sisson, 2001).

Analysing Job and Identifying Tasks

Analysing the job and tasks allowed the design of the instruction content. Job analysis

is defined as the systematic identification of tasks, duties and responsibilities expected to be

performed in a job as well as the knowledge, skills and attitude competencies to be successful

(Lepak & Gowan, 2016). This action is also stressed by Rothwell and Kazanas (2004) who

advise the importance to adhere to good instructional design practices when it comes to

preparing instructional materials. This was done though direct observation and interviews

with relevant staff and emphasized on the standardization of production processes and job

specialization which is focused on breaking jobs down into core elements.

For this, the DAPPER model was utilised for analysing the job and tasks. The

DAPPER model is an acronym and refers to Discovering the needs of OJT, Analyzes the

work, workers, and workplace, Preparing the planned material, Presenting the planned OJT,

Evaluating and Reviewing (Rothwell and Kazanas, 2004). Appendix 2 shows the DAPPER

model for opening wine bottles.

The discovery and analysis steps in the DAPPER Model were also applied to the

overall analysis of FFT service and kitchen operations and enabled the design of various

service and kitchen task standards and procedures. The author spent several months
observing the operations during peak and off-peak periods to understand FFT’s restaurant

operations and together with management and organisations input was able to design a

workplace training program that maximised real life application of the task and processes

(Billett, 2006). A good thing that was also gained from the job analysis and task analysis was

the standardisation of various positional job descriptions such as the cook and waiters and

provided all staff clear expectations of their respective roles and responsibilities. Finally, the

finalisation of job descriptions led to job specifications to aid in future recruitment purposes

(Lepak & Gowan, 2016).

In addition, the author used the ‘Job Characteristics Model’ (Appendix 1) which

identified five job dimensions and three psychological states to boosts motivation and job

satisfaction (Lepak & Gowan, 2016). Some of the techniques proposed to FFT to improve

motivation and satisfaction include the following;

 Job rotation: Moving staff from one job to another in a systematic manner such as

moving interns from bussing to order-taking duties

 Job enlargement: Assigning additional tasks, increasing volume or variety. An

example is the cashier helping out with take-away orders

 Empowerment: Staff has input and authority over how they work and participate

in decisions related to operations.

 Job enrichment: increasing level of responsibility or control over tasks of a job.

Interns partaking in inventory controls.

Presenting the Learning

Structuring and presenting learning requires the formulation of a training plan, learning

outcome and aid of learning resources. Wiehagen, Conrad, Friend and Rethi (2002) stress that

a written guide or plan is important as it provides an outline for both the trainer and trainee.
Prior to implementation, the resource was reviewed by management and author’s fellow

hospitality lecturers for improvement. An example of this is the wine-opening procedure

raised earlier. The author adopted the constructivist approach which consists of group

activities and peer-assisted learning which encouraged social interaction as peers help each

other to learn (Krause, Bochner, Duchesne, & McMaugh, 2010). Such settings have the

potential to improve direct and indirect guidance in workplaces and improve future colleague

collaboration and engagement in everyday work activities (Billett, 2002).

The delivery of the training was held in FFT as learning in the workplace provides a

convenient platform to learn and improve on vocational knowledge as classroom or formal

education cannot possibly cover every knowledge or skill requirements (Billett, 2001a). The

delivery of this train-the-trainer session in the workplace closely followed Robert Gagne's

(1985) Nine Levels of Learning model (Appendix 3). As expressed by Smith & Ragan

(2005), the best way to see if learners have learned is to take them into the real world and

allow them to perform what they have been instructed to do. Workplace training usually

begins by identifying the procedural knowledge and transits into the associated phase of

actually performing it. The final phase of automaticity is realised with sufficient practise and

when learners are observed to have gained task proficiency

Evaluation

FFT evaluation process adopts a holistic approach with both formative and summative

evaluation methods applied. Formative includes group activities and individual activities such

as observations, quizzes, written feedback and hands-on practice of various tasks they were

trained on. Formative assessment also allows sufficient feedback to inform the instructional

and learning process (Black & William, 1998). Summative assessments included written
assessment for declarative knowledge and competency-based assessment for psychomotor

skills (Appendix 4).

The evaluation also includes business impacts and return-on-investment (ROI) based

on Philip’s Model of Evaluation, which is an enhancement of Kirkpatrick’s model (Phillips,

2003). This model allows a process oriented approach and builds on a more comprehensive

and rigorous evaluation methodology to assure of stakeholders investment. In brief, the five

levels are (1) reaction, satisfaction, and planned action, (2) learning, (3) implementation, (4)

business impact, and (5) ROI. As observed, Level 1 to 2 was conducted during the training

and mostly gained from formative and summative assessments. Level 3 was from allowing

participants time to practice and improve their performance and observed in follow-up

session by using established criterion-based checklists (Phillips, 2003).

The business impact, level 4, can be seen in gradual improvement of processes,

positive feedback, improved profit and most of the benefits related to SOJT which was

mentioned earlier. Some of the intangibles benefits of business impact worth mentioning

include enhanced employee engagement, grievance reduction or stress reduction but these

can be difficult to quantify in the short-term.

Finally, return on investment (ROI), Level 5, compares the monetary benefits with the

training costs. Becker (1962), states that investment in human capital is viewed as any other

investment and subject to risk and investments. An organisations investment in training

includes time and labour so a method to convert it to a present value for comparison purposes

and stakeholders assurance is essential. The method is based on Philips (2003) model and the

main metrics are benefit/cost ratio (BCR) and ROI. The formula for BCR is Total Program

Benefits / Total Program Costs. ROI’s formula is Total Program Benefits – Total Program

Costs / Total Program Costs x 100%

Example:

FFT training program results in an increase in year-to-date sales contributing to

increase in profits to the organization of $100,000 per year. The total cost of the program was

$50,000.

BCR = (Total Program Benefits / Total Program Costs)

= 100,000/50,000

=2

This means that for every $1.00 spent on the training program, $2.00 was returned.

Next, the return on investment is the net benefits divided by total program costs, as follows;

ROI = Total Program Benefits – Total Program Costs / Total Program Costs x 100%

= 100,000 – 50,000 / 50,000 x 100%

=1

This signifies that every dollar invested on the training program is returned and an additional

$1.00 is returned as profit. It is important to add that the returns are much more since the

government grants cover 70% of the costs. Besides these returns, others intangible benefits

such as improvements in grooming and interpersonal skills, communications and

management development is also gained but cannot be converted into monetary figures

(Philips, 2003). These intangible benefits will however be evident as part of the overall

evaluation, including guest feedback.

Contributing to Workplace Pedagogies

The above SOJT for FFT was implemented as part of a 1.5 year consultancy and

training contract. However, it is important for organisations like FFT to understand that

worker’s knowledge is increasing with time and so does the required skills. Training manuals
must be updated regularly and training must be ongoing. Retraining to meet the job and

customer requirements is also necessary to stand competitive therefore enterprises such as

FFT need to embrace life-long learning concepts and aim to become learning organisations to

sustain and grow in today’s environment (Marquardt, 1996).

Workplace pedagogies are established from daily work engagement or intentional

guided experiences in workplaces, access to work activities and experienced co-workers

guidance (Billett, Barker, & Hernon-Tinning, 2004). The SOJT proposed in this report

greatly contributes to FFT workplace curriculum and enhances the quality of one’s learning

experience. Billett’s (2002) recommends three interdependent planes of guided engagement

with work activities as a base to assist the development of a robust vocational program. The

three planes are (i) participation in daily work activities, (ii) guided learning for work, and

(iii) guided learning for transfer (Billett, 2002). The SOJT designed for FFT complements

these planes in the form of training trainers on direct and indirect guidance, learning

strategies to develop knowledge and transfer or reapplication of knowledge to new tasks or

situations.

Conclusion

Regular mystery shopper audits and the author’s observation have regularly shown

improvement in FFT’s service processes and business operations. Recently, the author visited

one of the outlets and was glad to learn from the owners that most of the staff was still

around, profits have increased and the fourth and five outlet is due to open in early 2017. It

cannot be denied that adopting a structured workplace curriculum, though tedious, has many

benefits. By improving an employee’s skills, knowledge and career progression, it also

improves workplace affordance and engagement while sustaining or improving the business.
 In sum, if the food and beverage sector were to realise the tangible and intangible

benefits of SOJT and embrace SOJT diligently, a ‘paradigm shift’ will eventually be created.

The image of this sector will change in time and this can eventually lure interns or novices

regardless of age to consider a progressive career and job satisfaction within this sector. This

also leads to improvements in the delivery of the intangible aspects of customer service and

that is something automation cannot deliver.

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Appendix 1: Job Characteristic Model

According to Lepak and Gowan (2016), the job characteristics model proposes that
satisfaction and high motivation is related to experiencing three psychological which are
meaningfulness of work, responsibility and knowledge of outcomes.

These states are derived from certain characteristics of the job, such as;

1. Meaningfulness of work: The work must be viewed and experienced as meaningful to

the individual as it affects the overall effectiveness of the enterprise. This is derived
from:

 Skill variety: Use of variety of skills and talents to overcome boredom or

overwork

 Task Identity: Identification of relevant tasks to take pride in work.

 Task Significance: To identify as contributing to something important

2. Responsibility: This comes from an individual’s autonomy experience freedom and

discretion of the work

3. Knowledge of outcomes: This arises from regular feedback.

Appendix 2: DAPPER Model

1. Discovering the needs: Appropriate wine-opening service procedures for guests

2. Analyse the work, workers and workplace: The analysis by the author revealed that this

wasn’t a luxury restaurant but a mid-market category restaurant, however, the relevant

tools such as wine-stand, wine-opener and required wine glasses were available within the

workplace. Most workers currently served wine bottles in an inappropriate and time-

consuming manner therefore necessary declarative and procedural knowledge was

essential.

3. Preparing Materials: The above observation allowed a top-down analysis to break into

smaller prerequisite tasks and knowledge so that learners gain the described knowledge

and skills and eventually used to design the instruction. The learning theory for this

instructional design was based on cognitive and psychomotor learning and adopted a

constructivist and learner-centric approach (Smith & Ragan, 2015).

4. Presenting: Since most of the declarative knowledge were covered during classroom

training, the actual training adhered to Robert Gagne’s (1985) nine events of instruction as

a guide to structuring this resource (Appendix 1). This will be explained further under

structuring and presentation.

5. Evaluating: Robert Gagne’s 8th event of instruction includes assessment. Assessment for

this lesson plan takes both a formative and summative stand (Harlen, 2006). More will be

explained later in this report.

6. Review: This was tabulated from the various training sessions the participants attended as

well as top management survey and feedback forms. This ongoing process also allowed

the author to improve and review training aids and instructional strategies. As the training

materials were initially approved by management, such reviews which will be explained

later allowed the improvement to job aids, checklists, the author as the trainer and resulted
in improving the effectiveness of retention and transfer of learning (Rothwell & Kazanas,

2004).
Appendix 3: Robert Gagne’s (1985) Nine Events of Instruction

1) Gaining attention – To gain their attention, participants will be presented with a problem.

They will be asked on what the sequence of wine opening in a restaurant is from a customer

and a staff point of view? This question will be addressed to the class and broken into 2 large

groups role-playing as staff and the guests.

2) Informing learners of objectives – This is found in the learner guide and will also be

reflected on the projector. Together with the class there will be a discussion about what needs

to learned and performed for this workshop. This enables participants to be involved in the

learning process.

3) Stimulating recall of prerequisite learning – Retrieval-specific mechanisms is an effective

tool to promote conceptual learning (Butler, 2010; Karpicke, Janell, 2011). As wine

knowledge has been delivered during classroom training in the author’s school, this assist in

recalling declarative knowledge and also simulate a real world experience for the participant.

4) Presenting stimulus materials – The trainer’s guide is assisted with PowerPoint slides and

learner’s guides contain the necessary examples, video and demonstrations for the participant

to assist in contextualising .

5) Providing learning guidance – This wine-opening demonstration involves focus precision

and accurate timed execution of movements. This will be followed by individual coaching,

feedback and coaching to gain metacognitive skills. Learner will then practise in pairs to

accomplish the tasks.

6) Eliciting performance – Learners will demonstrate the learned motor skill performance in

pairs as the trainer provides reinforcement.

7) Providing feedback – Regular and prompt feedback assist learner’s reinforcement of the

task

8) Assessing performance – This takes the form of a competency-based assessment and

gauges the learners skills, knowledge and attitude.

9) Enhancing retention and transfer – Reviews at the end of class assist and on following

workshop reinforce learning.

 Appendix 4: Wine Opening Competency-Based Assessment

Raw Marks Criticality Difficulty Actual Score Possible

Score
(1-5) (1,2 or 3) (1,2 or 3) (RxCxD)

Trainee

Trainee displays appropriate social skills (e.g. 1 1 5

greeting, smiles, say thank you)

Trainee displays and maintain a good working 1 1 5

posture

Wine Opening Objectives

Trainee ensure mis-en-place is complete 2 2 20

Trainee ensure glassware are checked and 2 1 10

cleaned during mis-en-place

Trainee ensure equipment and linen are handled 3 1 15

in the correct manner

Safety conscious (e.g. opening of wine away 3 1 15

from others)

Trainee is skilful in handling the wine opener 2 3 30

Trainee is skilful in opening the wine 2 3 30

Trainee adheres to pouring standards & wastage 2 1 10

is minimal

Timing (please circle) Within Within Within Within Within ≥9

min
Task Completed: 5 min 6 min 7 min 8 min 9 min

10 8 6 4 2 0

Actual Score

Percentage = Actual Score x 100% Trainer’s name and signature

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