RTO/VET Unit Matrix Map
Unit Matrix Sample
SITHIND008 — Work effectively in hospitality service
FocusElement 1 and K1, K2
IndustryHospitality — cafe
SettingSmall community cafe, outback Queensland
RolesFood and beverage attendant, barista
Flipbook slides mapped
Slide 1
Alex's first shift at the Red Dirt Cafe
Alex arrives at 6:45am. Market day. 40 covers by 9am. She reads the prep list and checks the specials.
Slide 2
Reading the room before it fills
Alex works through the list in order. Checks the roster, sees it is just her and the cook until 8am, adjusts her plan.
Slide 3
The cook arrives and they talk it through
Dave arrives at 7am. They agree on timing for the morning rush. Alex writes key call times on a sticky note near the register.
Slide 4
Setting up the station properly
Coffee machine warmed up. Milk restocked. Cups in the right spots. Tables wiped. Station ready by 7:50am.
Slide 5
The first customer walks in
Ray arrives at 8am. Alex confirms his order, describes the corn fritters special, and Ray adds them on.
Competency mapping
| Component | Code | Unit wording | Flipbook reference | Verdict | Industry reason |
|---|---|---|---|---|---|
| Elements and performance criteria | |||||
| Element | 1 | Prepare for service. | Slides 1, 2, 3, 4 | Met | The full preparation sequence from roster check through to station setup is shown across four slides before the first customer arrives. |
| Performance criteria | 1.1 | Plan and organise tasks from organisational information. | Slide 1 — prep list and specials board | Met | Alex reads the closing shift prep list and checks the specials board to plan her morning tasks before touching anything. |
| Performance criteria | 1.2 | Develop and review work schedules and liaise with team members to confirm service requirements. | Slide 3 — morning conversation with Dave | Partial | Alex liaises with Dave verbally and writes key times near the register. A formal written schedule is not reviewed, which is realistic for a small venue but not fully explicit. |
| Performance criteria | 1.3 | Prepare work area, equipment and supplies according to procedures to meet service requirements. | Slide 4 — station setup sequence | Met | Alex works through a clear setup sequence covering the coffee machine, milk stock, cups, tables, and menus before opening. |
| Knowledge evidence | |||||
| Knowledge evidence | K1 | Basic organisational information: availability of products and specials; staff rosters; verbal or written advice affecting service requirements. | Slides 1, 2 — prep list, specials board, roster check | Met | Alex accesses the prep list, specials board, and roster on arrival. All three are sources of basic organisational information used to plan the shift. |
| Knowledge evidence | K2 | Information relevant to customers: food menu options and specials; product knowledge of food and beverages. | Slide 5 — corn fritters conversation with Ray | Met | Alex describes the corn fritters special clearly and Ray adds them to his order. Product knowledge is applied directly in a customer interaction. |
| Foundation skills | |||||
| Foundation skills | F1 | Reading skills to interpret and follow organisational procedures and work schedules. | Slides 1, 2 — prep list and roster | Met | Alex reads and acts on the closing shift prep list and the daily roster. Both are organisational documents interpreted to direct her work. |
| Foundation skills | F4 | Self-management skills to integrate all technical skills throughout preparation, service, and end of shift duties. | Slides 1 to 5 overall | Met | Alex works independently through the full preparation sequence, adjusting her plan when she sees the staffing situation, without being directed by anyone. |
| Foundation skills | F2 | Oral communication skills to liaise with team members and respond to customer requests. | Slides 3, 5 — Dave and Ray conversations | Partial | Two oral communication moments are shown. The slide count limits how deeply each conversation is demonstrated within this element-only scope. |
| Assessment conditions | |||||
| Assessment conditions | AC1 | Skills demonstrated in an operational hospitality environment. | All slides | Met | The entire flipbook is set in an operational small-town cafe with real service conditions, a real roster, and a real customer interaction. |
| Assessment conditions | AC3 | Access to organisational policies and procedures and products and services to be delivered. | Slides 1, 4 | Partial | The prep list and setup checklist imply procedures exist but the flipbook does not show Alex referencing a formal policy document. |
| Assessment conditions | AC5 | Interaction with colleagues during the assessment process. | Slide 3 | Met | Alex and Dave interact directly to confirm service requirements before opening. The interaction is brief but purposeful and realistic for the venue size. |