SITHKOP002-Plan and Cost Basic Menus Review – Management Assignment Help

Assignment Task

Task 

Instructions 
You must answer all questions in this task correctly.  
You must answer the questions by typing your answers in Microsoft Word or a similar program and submit online. If there are tables included in your task that you need to fill out, you may choose to recreate them in a word processing application. If you have been provided with an electronic version of this booklet, you may prefer to type your answers directly into the document.  
The following written questions may use a range of ‘instructional words’ such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies’. 

Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length. 

Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length. 

List –  when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.  

Assessment Requirements  
You are required to complete and pass every task in the assessment in order to be deemed competent.  

Task 1: Provide answers to all of the questions below  

QUESTION 1 
What is a target customer and why is it important to identify your business’ target customer profile? 

QUESTION 2 
What things will you need to consider when creating a target customer profile? 

QUESTION 3 
What are the differing characteristics of customer groups? 

QUESTION 4 
List some food preferences that customers may have. 

QUESTION 5 – What is a menu? 

QUESTION 6 
List the different types of menus and provide a short description of what they are. 

QUESTION 7 
List different service styles with a short description of what they are. 

QUESTION 8 
How would you develop a suitable and effective menu?.  

QUESTION 9 
Why is it important to offer a balanced variety of dishes? 

QUESTION 10 
List some ways to include a balanced variety of dishes into the menu.   

QUESTION 11 
What is an itemised list and why is it important to do this? 

QUESTION 12 
How would you adjust the yield of a recipe? 
 
QUESTION 13 
What will you need to include when calculating food costs and pricing menus? 

QUESTION 14 
List some examples of variable and fixed costs? 

QUESTION 15 
Why is it important to assess the cost-effectiveness of dishes? 

QUESTION 16 
What does the break-even point mean? 

QUESTION 17 
How would you write an effective menu?  
 
QUESTION18 
List some common menu mistakes. 

QUESTION 19 
List some different cuisines and explain what each one is? 

QUESTION 20 
Why is it important to know about different cuisines? 

QUESTION 21 
Why is it important to use descriptive writing in menus and how would you do this? 

QUESTION 22 
List some tips for promoting the sale of menu items. 

QUESTION 23 
List some ways to gather feedback from customers. 

QUESTION 24 
What methods can you use to assess the popularity of menu items? 
 
QUESTION 25 
When would you need to make adjustments to a menu? 

QUESTION 26 
Why is it important to adjust and improve menus on a regular basis? 

 
Did the student demonstrate 

Question 1: Has the activity been answered and performed fully, as required to assess the competency of the learner? 
Question 2: Has sufficient evidence and information been provided by the student for the activity?           
Question 3: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 4: Has sufficient evidence and information been provided by the student for the activity?           
Question 5: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 6: Has sufficient evidence and information been provided by the student for the activity?           
Question 7: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 8: Has sufficient evidence and information been provided by the student for the activity?           
Question 9: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 10: Has sufficient evidence and information been provided by the student for the activity?           
Question 11: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 12: Has sufficient evidence and information been provided by the student for the activity?           
Question 13: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 14: Has sufficient evidence and information been provided by the student for the activity?           
Question 15: Has the activity been answered and performed fully, as required to assess the competency of the learner?           
Question 16: Has sufficient evidence and information been provided by the student for the activity? 
Question 17: Has the activity been answered and performed fully, as required to assess the competency of the learner? 
Question 18: Has sufficient evidence and information been provided by the student for the activity? 
Question 19: Has the activity been answered and performed fully, as required to assess the competency of the learner? 
Question 20: Has sufficient evidence and information been provided by the student for the activity? 
Question 21: Has the activity been answered and performed fully, as required to assess the competency of the learner? 
Question 22: Has sufficient evidence and information been provided by the student for the activity? 
Question 23: Has the activity been answered and performed fully, as required to assess the competency of the learner? 
Question 24: Has sufficient evidence and information been provided by the student for the activity? 
Question 25: Has the activity been answered and performed fully, as required to assess the competency of the learner? 
Question 26: Has sufficient evidence and information been provided by the student for the activity? 

Task 2: Assessments 
 
Section A: Skills Activity 
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).  It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. 
 
Section B: Knowledge Activity (Q & A) 
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. 
 
Section C: Performance Activity 
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. 
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook. 

Section B: Knowledge Activity (Q & A) 
Provide answers to all of the questions below, considering your organisational requirements for each one. 
 
1. What is the target customer profile for your organisation? 
2. What methods and formulas are used to calculate portion yields? 
3. What are the desired profit margins in the catering industry? 
4. List and explain different types of menus that can be used for different food outlets. 
5. Explain the different food preferences that customers may have. 
6. Explain the differing characteristics of customer groups. 
7. What are seasonal products? 
8. List some different types of cuisines.  
9. What methods can be used to assess the popularity of menu items? 

Section C: Performance Activity 
Answer the activity in as much detail as possible, considering your organisational requirements. 
1. Develop a menu for each menu type from the following list, and use the food preferences created in the skills activity to inform menu planning: 

• À la carte 
• Buffet 
• Cyclical 
• Degustation  
• Ethnic 
• Set 
• Table d’hôte 
• Seasonal 

Set yourself commercial time constraints and produce each menu during that time.  
Use a balanced variety of dishes and ingredients, and use the correct methods to work out the costs of supply for the ingredients and the portion yields. 

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