TG Prepare and Serve Cocktails Refined PDF

Prepare and serve cocktails
D1.HBS.CL5.06
Trainer Guide
Prepare and serve
cocktails
D1.HBS.CL5.06
Trainer Guide
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Project Manager/Editor: Alan Maguire
DTP/Production: Daniel Chee, Mai Vu, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2013.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
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and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TG_Clean_&_tidy_bev_&_food_serv_areas_refined

Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 17
Recommended training equipment ............................................................................... 139
Instructions for Trainers for using PowerPoint – Presenter View ................................... 141
Appendix – ASEAN acronyms ...................................................................................... 143
© ASEAN 2013
Trainer Guide
© ASEAN 2013
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:
 Knowledge and skills that underpin competency
 Language, literacy and numeracy
 Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Trainer Guide 1
Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
 Training
 Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
 On-the-job – in the workplace
 Off-the-job – at an educational institution or dedicated training environment
 As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant’s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
 Completion of the training program or qualification
 Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
 Consider individuals’ experiences, learning styles and interests
 Develop questions and activities that are aimed at different levels of ability
 Modify the expectations for some participants
 Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
 Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
 Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
 Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind
 Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
 Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
 Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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Trainer Guide 3
 Enhances motivation – Learning is most effective when participants are motivated.

Various strategies should be used to arouse the interest of participants
 Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
 Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
 Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
 Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)

Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
 Undertake a variety of subject courses that are relevant to industry in the current
environment
 Learn current industry skills, information and trends relevant to industry
 Learn through a range of practical and theoretical approaches
 Be able to identify, explore and solve issues in a productive manner
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 Be able to become confident, equipped and flexible managers of the future

 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic, is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Trainer Guide 5
Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)

Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
 Training and development programs
 Formal education
 Life experience
 Apprenticeships
 On-the-job experience
 Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the ‘collection of evidence’ in determining overall
competence.
This evidence can be collected:
 Using different formats
 Using different people
 Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

 Language
 Delivery Method
 Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the ‘elements of competency’ and their associated ‘performance criteria’.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
 Work projects
 Written questions
 Oral questions
 Third Party Report
 Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do
what they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there
are many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues
to gather evidence about performance.
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A range of assessment methods to assess competency include:

 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: PREPARE AND SERVE COCKTAILS NOMINAL HOURS: 20
UNIT NUMBER: D1.HBS.CL5.06
UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to prepare and serve cocktails within the hotel industry workplace context
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Promote cocktails to customers Unit Variables

1.1 Ensure service equipment is clean, operational The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for
and ready for use differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic
1.2 Ensure cocktail ingredients and accompaniments assessment
are prepared and ready for service This unit applies to all industry sectors that require to prepare and serve cocktails within the labour divisions
1.3 Use display materials to promote cocktails of the hotel and travel industries and may include:
1.4 Offer customers recommendations or information 1. Food and Beverage Service
about the range and style of cocktails available in
a courteous fashion Service equipment may include:
Element 2: Prepare cocktails  Shakers
2.1 Select and use cocktail glassware and equipment  Cocktail glassware
in accordance with enterprise and industry  Jugs
standards  Stirrers and swizzles
2.2 Make cocktails correctly and efficiently in  Blenders
accordance with recipes
 Pourers, strainers and measures
2.3 Consider and evaluate new cocktail recipes and
develop in accordance with enterprise policy  Ice crushers and scoops
 Glass chillers
 Cleaning equipment
Element 3: Present cocktails  Knives and chopping boards
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Trainer Guide 11
Competency standard
3.1 Present cocktails attractively in a manner and  Cocktail list or menu

timeframe that optimises cocktail appearance,  Bar towels.
temperature and service quality
Cocktail ingredients and accompaniments may include:
3.2 Minimise wastage and spillage during service
 Ice
 Garnish
 Condiments
 Bitters
 Cordials
 Sauces
 Milk
 Cream
 Decorative items
 Alcoholic ingredients.
Display materials may include:
 Table tent cards
 Posters
 Banners
 Oral information.
Recommendations or information may include:
 Price
 Special promotions
 Ingredients
 Relative strength
 Suitable alternatives
 Flavours
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Competency standard
 Spirit base
 Value for money.
Style of cocktails may include:
 Blended
 Shaken
 Stirred
 Built
 Floated.
Cocktail glassware may include:

 Brandy snifter
 Champagne flute
 Martini glass
 Old-fashioned glass
 Margarita glass
 Highball glass
 Irish coffee glass.
Consider and evaluate should relate to:
 Eye appeal of cocktail
 Texture of cocktail
 Flavour of cocktail
 Correct temperature of cocktail.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Knowledge of the relevant liquor licensing laws
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Trainer Guide 13
Competency standard
 Knowledge of hygiene issues of specific relevance to preparing and serving cocktails

 Knowledge of the different types of cocktails, including blended, stirred, built
 Knowledge of a range of the most popular/traditional cocktail recipes
 Knowledge of the typical alcoholic ingredients of cocktails
 The typical non-alcoholic ingredients of cocktails
 Demonstrated ability to use typical cocktail equipment, ingredients and accompaniments
 Demonstrated ability to use the range and variety of cocktail glassware correctly
 Demonstrated ability to use a range and variety of presentation methods
 Demonstrated ability to prepare and serve a range of common cocktails.
Linkages To Other Units

 Manage responsible service of alcohol
 Operate a bar facility
 Prepare and serve non-alcoholic beverages
 Process liquor sales at a bar facility.
Critical Aspects of Assessment

Evidence of the following is essential:
 Demonstrated understanding of legal requirements in relation to the service of alcohol
 Demonstrated ability to set up and operate cocktail equipment, ingredients and accompaniments in
accordance with enterprise procedures and systems
 Demonstrated ability to offer customers appropriate assistance in the selection of cocktails
 Demonstrated ability to prepare and serve cocktails in accordance with enterprise procedures an
accepted timelines.
Context of Assessment
This unit may be assessed on or off the job
 Assessment should include practical demonstration of the ability to prepare and serve cocktails either
in the workplace or through a simulation activity, supported by a range of methods to assess
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Competency standard
underpinning knowledge
 Assessment must relate to the individual’s work area, job role and area of responsibility
 Assessment must include project or work activities that allow the candidate to respond to multiple and
varying customer requests that require the candidate to prepare and serve cocktails.
Resource Implications
Training and assessment to include access to a real or simulated workplace using real equipment and
materials; and access to workplace standards, procedures, policies, guidelines, tools and equipment
Assessment Methods
The following methods may be used to assess competency for this unit:
 Case studies
 Observation of practical candidate performance
 Oral and written questions
 Portfolio evidence
 Problem solving
 Role plays
 Third party reports completed by a supervisor
 Project and assignment work.
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Collecting, organising and analysing 1 Identify sources of cocktail recipes

information
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Competency standard
Communicating ideas and information 2 Use positive communication and customer

service skills to promote cocktails to customers
Planning and organising activities 2 Undertake bar set up prior to service
Working with others and in teams 1 Work with co-workers
Using mathematical ideas and -

techniques
Solving problems 1 Handle customer complaints
Using technology
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes trainees to class.
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Trainer Guide 17
Slide
2. Trainer advises trainees this Unit comprises three Elements, as listed on the slide
explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from their Trainee Manual
 At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
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Slide
3. Trainer advises trainees that assessment for this Unit may take several forms, all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for
this Unit.
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Slide
4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
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Slide
slide.
Class activity – general Discussion
Trainer leads a general class discussion on promoting cocktails by asking questions
such as:
 What experience or knowledge do you have about cocktails and cocktail bars?
 What do you think is involved in promoting cocktails to customers?
 What role do you think a clean and prepared bar plays in promoting cocktails to
customers?
 What do think might be involved in preparing a cocktail bar for service?
 What alcoholic ingredients are used to make cocktails?
 What non-alcoholic ingredients are used to make cocktails?
 What is meant by a ‘garnish’ and what are some examples?
 What cocktail names do you know, what is in them and how are they made?
 How might a venue or bar staff promote cocktails to their customers?
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Trainer Guide 21
Slide
6. Trainer advises trainees it is a standard requirement across the industry that all items
involved in the preparation and service of food and/or beverages are clean, operational
and ready for use at the start of each service session highlighting the safe handling
processes for food – and food items – must also apply to beverages (fruit juice, dairy
products, other non-alcoholic drinks and alcoholic drinks) and drink-related items,
utensils and equipment.
Trainer defines ‘clean’ as:
 Free from visible contamination – dirt, lipstick, fruit juice residue, cream residue
 Free from bacterial contamination – washed with detergent and sanitised to remove
pathogens
 Free from odour – to remove the smell of previous drinks (especially ouzo, Pernod,
aniseed).
Trainer stresses all items must be clean inside and out – clean inside for food safety
reasons, and clean on the outside because customers will see the outside of items when
they are standing at the bar and/or watching drinks being prepared.
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22 Trainer Guide
Slide
7. Trainer explains to trainees that the following are useful in ensuring all equipment and
glassware behind a cocktail bar is kept clean:
 Cleaning schedule – which indicates what is to be cleaned, the frequency with
which it is to be cleaned, and how to clean it including the chemicals and cleaning
items to be used
 Swabs – cloths used for wiping things down, and general cleaning purposes
 Chemicals – detergents and sanitisers complete with instructions and Material
Safety Data Sheets
 Tea towels – used to dry cleaned items: it is standard practice that glassware is not
wiped with tea towels.
Class activity – Handouts
Trainer obtains the items listed below and distributes the same to trainees discussing
their use as appropriate:
 Cleaning schedule – focussing on items found behind a cocktail bar
 Material Safety Data Sheet – for bar detergents and sanitiser.
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Trainer Guide 23
Slide
8. Trainer instructs trainees in order to achieve clean glasses, standard industry practice
is to:
 Wash glasses after every use – by hand or in a glass washing machine, ensuring:
 Water used is minimum of 70˚C
 Appropriate detergent is used – diluted if required according to manufacturer’s
instructions
 Store glasses correctly – clean glasses must be stored so they do not become re-
contaminated
 Inspect glasses before use to check they are clean and suitable for use, and have
not been chipped or cracked as part of the cleaning or storing processes.
Class Activity – Demonstration and Practice
Trainer demonstrates to trainees how to wash glasses using:
 Glass washing machine
 Glass brushes
 Five-brush glass cleaning unit attached to bottom of sink with suction cups
 Detergent
Trainer provides trainees with supervised practice opportunity.
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24 Trainer Guide
Slide
9. Trainer highlights to trainees that a cocktail bar will feature a wide range of equipment
not found in most other bars:
 Cocktail shakers – standard and/or Boston shakers used to combine ingredients
and mix when the ‘shaking’ method of producing cocktails is required
 Hawthorn strainer – a strainer used across the top of a bar glass to strain out ice,
pips or fruit once a cocktail has been mixed
 Blender – an electric blender used to produce blended cocktails where, for
example, fruit, ice or other ingredients need to be blended.
Class activity – Presentation and/or demonstration
Trainer shows trainees an example of the following items, explaining and/or
demonstrating how each is used:
 Range of cocktail shakers
 Hawthorn strainer
 Blender.
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Trainer Guide 25
Slide
10. Trainer continues to present cocktail bar equipment:

 Bar spoon – a long-handled spoon used to stir ingredients when making a cocktail
in a bar glass
 Bar glass – a large, thick glass used as the base container for mixing stirred
cocktails and half of the Boston shaker
 Tongs – used to pick up fruit or ice for placement into drinks
 Jugs – used to store and pour ingredients such as freshly squeezed juice, cream,
milk and other liquids/beverages.
 Bar spoon
 Bar glass
 Tongs
 Jugs.
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26 Trainer Guide
Slide
11. Trainer continues to present cocktail bar equipment

 Stirrers and swizzle sticks – placed into cocktails as decorations and used by
customers to stir their drinks
 Pourers – items inserted into the necks of bottles to enable more precise pouring of
liquid from the bottles. Traditionally inserted into syrups and cordials, and spirits
and liqueurs where free-pouring is used, and sometimes referred to as ‘speed
pourers’
 Measures – items used to measure the amount of alcohol dispensed from a bottle.
Measures may be inserted into the top of a bottle and measure an exact volume of
liquid (15mls, 30mls or 60mls) when the bottle is up-ended:
 ‘Egg cup’ measures may also be used and are quite popular. These are a two-
ended measure staff filled from the neck of the bottle. These look very similar
but they come in 30 ml/60 ml, and 15 ml/30 ml sizes: be careful not to over-
pour or under-pour by mistake
 Ice crushers – used to crush ice. May be electrical or mechanical (hand operated).
 Stirrers and swizzle sticks
 Pourers
 Measures
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Trainer Guide 27
 Ice crushers.
Slide

 Scoops – metal utensils used to scoop ice from ice machines. Glasses must never
be used to scoop ice as they may break causing glass to become mingled with the
ice
 Glass chillers – essential to ensure the glasses used for cocktails are cold when
drinks are poured into them
 Zesters – used to remove the zest of fruit
 Peelers – used to remove peel from fruit so it can be used as a decoration.
 Scoops
 Glass chillers
 Zesters
 Peelers.
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28 Trainer Guide
Slide

 Juicers – may be hand-held utensil or an electrically-operated machine to remove
juice from, for example, lemons, oranges and limes
 Knives and chopping boards – used to slice fruit for cocktails and in preparation for
making juices
 Ice shavers – used to shave ice: not all venues will have an ice shaver.
d– Presentation and/or Demonstration
 Juicers
 Knives and chopping boards
 Ice shavers.
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Trainer Guide 29
Slide

 Bar towels – used to decorate the bar counter and help keep it clean and dry
 Toothpicks – used when creating certain garnishes to keep the garnish together
 Cocktail list or menus – similar to a food menu, the cocktail list identifies the
cocktails available and usually also describes the ingredients (or the colour, aroma
and/or texture of the drink) as well as listing the price. Some lists also mention size
of the glass and alcohol strength
 A range of cocktail glassware. This will be presented later and their possible uses
explained at that point.
 Bar towels
 Toothpicks
 Cocktail list or menus.
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30 Trainer Guide
Slide
15. Trainer highlights to trainees the basic service standards applying to the use of
glassware in cocktail service:
 Do a visual inspection to ensure they are:
 Clean
 Not chipped
 Not cracked
 Use the appropriate glass for the cocktail – as indicated by tradition or recipe
 Fresh glass for each drink – no re-use of already used glasses
 Stored to protect against contamination – such as dust and flies.
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Trainer Guide 31
Slide
16. Trainer suggests to trainees that they should check operational readiness of all cocktail
equipment before trade starts by:
 A visual inspection to ensure:
 The item is present and has not been borrowed (and not returned) by another
department
 All parts of the item are present and there are no missing bits
 The item is clean and looks clean (inside and out).
 A test run of the item to:
 Check it runs/operates as intended and performs all the required tasks
 Ensure there are no noises which might indicate a possible performance
problem or need for service and/or replacement.
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32 Trainer Guide
Slide
17. Trainer explains to trainees that they must check all items are ready to use highlighting
standard requirements in this respect are:
 Check ‘sufficient’ items are available based on expected trade levels
 Ensure ‘required’ items are available as determined by cocktails and Specials for
the service session. For example, if a pineapple-based cocktail is being offered
there may be a need for two dozen pineapples to be hollowed out and used as the
‘glasses’ for those cocktails
 Place items in their designated location at the service station to optimise work flow.
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Trainer Guide 33
Slide
18. Trainer defines a ‘cocktail’ for trainees as:

 A cocktail is an alcoholic drink made by combining ingredients which may include
spirits, liqueurs, milk, cream, fruit and fruit juice and ice
 Small amounts of other ingredients may be added such as Tabasco or
Worcestershire sauce, cordials, aerated waters and bitters.
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34 Trainer Guide
Slide
19. Trainer indicates to trainees that an important part of preparing a cocktail work station to
prepare and serve drinks is to ensure the necessary ingredients are available and ready
to use, highlighting that a standard requirement for any cocktail bar is to ensure there is
a plentiful supply of ice because nearly all cocktails require ice to be used in the mixing
process:
 Cubed ice – in a wide variety of shapes and sizes
 Shaved ice – for use in frappés
 Cracked ice – also known as crushed ice.
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Trainer Guide 35
Slide
20. Trainer instructs trainees that preparing ice for service can include:
 Obtaining sufficient ice from venue ice machines (or ice storage areas) and storing
it in designated ice buckets or similar behind the bar at the work station
 Crushing block ice or ice cubes by hand or by using a machine
 Placing ice into an appropriate container under refrigeration to prevent it melting (or
limit the amount of melting)
 Obtaining a scoop or tongs to dispense the ice as required
 Covering the ice to prevent contamination and help maintain temperature.
Class activity – Demonstration and practice
Trainer demonstrates to trainees how to prepare ice:
 Crushing ice
 Shaving ice
 Readying ice for service – placing into appropriate container and covering.
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36 Trainer Guide
Slide
21. Trainer explains there is also a need to make sure condiments as appropriate to the
cocktail list are ready and available:
 Salt and pepper – for Bloody Mary
 Celery salt – for Bloody Mary
 Mint leaves – for Juleps
 Nutmeg – for dusting Brandy Alexander
 Cinnamon – sticks are used in Gluewein.
Class activity – Presentation
Trainer shows trainees examples of the following as they are provided for behind a
cocktail bar:
 Salt and pepper
 Celery salt
 Mint leaves
 Nutmeg
 Cinnamon.
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Trainer Guide 37
Slide
22. Trainer identifies a limited number of ‘bitters’ are used in cocktails, or served in cocktail
bars:
 Angostura bitters – probably the best known bitters in the world. It is alcoholic
(44.7% alc/vol) but the very small amount (a few drops at a time) used means many
treat it as being non-alcoholic. Used for a variety of drinks such as Pink Gin and the
original Singapore Sling.
 Orange bitters, lemon bitters, peach bitters – used to assist and enhance cocktails
featuring these fruits
 Underberg bitters – a proprietary brand digestif, commonly served on its own as a
restorative drink.
Class activity 1 – Presentation
Trainer shows trainees a sample of the following bitters and encourages them to look
at, smell and taste them:
 Angostura bitters
 Orange bitters, lemon bitters, peach bitters
 Underberg bitters.
Class activity 2 – Internet research

Trainer provides computers and Internet access to trainees and asks them to visit the
following sites, read the information provided, take notes and follow appropriate links:
 http://mybestcocktails.com/cocktails-with-42-Angostura-Bitters.html
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38 Trainer Guide
 http://www.underberg.com/en/home.html.
Trainer debriefs with trainees to ensure they have captured all relevant information.
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Trainer Guide 39
Slide
23. Trainer states to trainees that a small but important range of proprietary brand sauces
are essential behind any good cocktail bar:
 Tabasco Sauce – for Bloody Mary, infusions where ‘hot’ (fiery) cocktails are
produced (such as Southern Comfort Fiery Pepper and Bowsers Breath), and many
‘Bloody’ cocktails
 Worcestershire Sauce – used for Bloody Mary, Caesar, Mickey Mouse and Virgin
cocktail
 Despite its name, ‘Cocktail sauce’ is not used as an ingredient in cocktails. It is a
sauce or dressing for seafood.
Trainer shows trainees a sample of the following bitters and encourages them to look
at, smell and taste them:
 Tabasco sauce
 Worcestershire sauce.
 http://www.tabasco.com/taste_tent/menu_planning/new_years.cfm
 http://www.1001cocktails.com/recipes/mixed-drinks/Worcestershire+sauce.html.
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40 Trainer Guide
Slide
24. Trainer explains to trainees that cordials are non-alcoholic beverages used to provide
colour and flavour to cocktails, highlighting that only a small amount of cordials are used
for each drink.
Trainer also explains fruit juices are liquids obtained from pressing/juicing fruit.
Trainer further explains cordials are popular in the production of mocktails and are
bought by the venue as proprietary brands and are ready-to-use: all trainees have to do
is pour them. Preparing cordials involves:
 Making sure the bottles are clean and presentable
 Ensuring you have sufficient for expected trade
 Checking you have the types required for the cocktails being offered
 Some juices are ‘squeezed’ fresh on the day they are required, and some may be
purchased in canned or bottled form.
Class Activity 1 – Demonstration and Practice
Trainer demonstrates to trainees how to juice fruit:
 Using hand-operated juicer
 Using electric juicer.
Class activity – General questions and presentation

Trainer asks trainees to identify cordials that may be used in cocktail mixing, telling
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Trainer Guide 41
them to record the cordials mentioned.

Trainer should provide an example of each cordial for trainees to view, smell and taste.
Answers:
Cordial types include:
 Lime juice – for Lemon, Lime and Bitters
 Grenadine – a deep-red cordial made from pomegranates. Only a small amount is
used for each cocktail. It is used in cocktails such as Tequila Sunrise
 Cloves
 Peppermint
 Pineapple juice
 Orange juice
 Lemon juice
 Tomato juice.
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42 Trainer Guide
Slide
25. Trainer states to trainees that various cocktails require the use of dairy products as
follows:
 Milk – this is cold, full cream milk (unless specific recipes stipulate another form of
milk). Used in White Russian (one version), Golden Cadillac and Kahlua and milk
 Cream – thickened cream, used in golden dream, pina colada and Brandy
Alexander
 Yoghurt – not popular but used in some fruit-based cocktails, mocktails and always
available as an ingredient for innovative, new cocktails.
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Trainer Guide 43
Slide
26. Trainer tells trainees preparing dairy products for use in cocktail mixing involves:
 Making sure the right products are available – according to advertised cocktails and
Specials
 Ensuring there is sufficient quantity – top cater for expected levels of trade to
ensure continuity of service
 Verifying the items are within their ‘use-by’ date – to ensure product quality and safe
food
 Making sure they are refrigerated – at or below 5˚C.
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44 Trainer Guide
Slide
27. Trainer identifies for trainees that the alcoholic ingredients used in cocktails are:
 Liqueurs
 Spirits
 Wine.
Trainer advises trainees that all these will be discussed in more detail in following
slides.
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Trainer Guide 45
Slide
28. Trainer introduces ‘liqueurs’ to trainees explaining:

 Liqueurs are used in cocktails as a base ingredient and/or to add colour and flavour
 Liqueurs are divided into ‘generic’ and ‘proprietary’.
Generic liqueurs
 A generic liqueur is made to a style (such as crème de menthe, advocaat or parfait
amour) and can be made by a number of different manufacturers (such as Marie
Brizard, Bols and VOK).
Proprietary liqueurs
 Proprietary liqueurs are made by one specific company, and cannot be made by
any other company.
Class activity 1 – General question and presentation
Trainer asks trainees to identify generic and proprietary liqueurs that may be used in
cocktail mixing telling them to record the examples mentioned.
Trainer should provide an example of each liqueur for trainees to view, smell and taste.
Answers:
Generic liqueurs include:
 Advocaat; Amoretto; Anisette; Cherry brandy; Crème de bananas; Crème de cacao
(dark and clear); Crème de cassis; Crème de menthe; Crème de noyaux; Parfait
amour.
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46 Trainer Guide
Proprietary liqueurs include:

 Baileys irish cream; chambord; chartreuse – green and yellow; cointreau; dom
benedictine; drambuie; frangelico; galliano; grand marnier; jägermeister; kahlua;
keuck; midori; mozart – black chocolate and white chocolate; pernod; tia maria.
 http://en.wikipedia.org/wiki/List_of_liqueurs
 http://www.tastings.com/spirits/liqueurs.html
 http://www.drinksmixer.com/desc29.html
 http://www.winemakeri.com/information/glossaries/liqueurs/lq_glossary.htm.
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Trainer Guide 47
Slide
29. Trainer explains to trainees that spirits are a distilled alcoholic beverage made from a
base of grain, fruit or vegetable, indicating they form the basis of many cocktails and
have various qualities commonly linked to price:
 Quality indicators – such as ‘Number of stars’, ‘amount of time in wood/aged’, or
‘red label’ and ‘black label’
 Alcoholic strength – with options including under-proof or over-proof
 Flavours – gins and vodkas may have a range of fruit-based flavour options
available.
Class activity 1 – General question and presentation
Trainer asks trainees to identify spirits used in cocktail mixing telling them to record the
examples mentioned.
Trainer should provide an example of each spirit (and variation) for trainees to view,
smell and taste.
Answers:
Sprits include:
 Gin; Vodka; Rum – dark and white/clear, as well as gold; Brandy; Scotch; Irish
whisky; Bourbon; Tequila; Cognac; Ouzo.

Trainer provides computers and Internet access to trainees and asks them to visit sites
providing information on spirits, read the information provided, take notes and follow
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48 Trainer Guide
appropriate links:
 http://en.wikipedia.org/wiki/List_of_alcoholic_beverages
 http://www.tableandvine.com/types_of_spirits.html
 http://liquorcraft.com.au/wawcs0113228/ln-spirits-and-liqueur-types.html
 http://www.southerncomfort.com/age.aspx?ReturnUrl=%2fDefault.aspx
 http://www.gordons-gin.co.uk/
 http://www.johnniewalker.com/en-au/AgeGateway.aspx.
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Trainer Guide 49
Slide
30. Trainer advises trainees that for making cocktails there will be little need for wine but
the following can be required:
 Red table wine – for making sangria, glogg and some punches
 Still, white wine – for making spritzers, white wine sangria and some punches
 Sparkling wine – for making buck’s fizz, black velvet and blushing bride.
Trainer shows trainees a sample of the following wines and encourages them to look at,
smell and taste them:
 Red wine
 White wine
 Sparkling wine.
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50 Trainer Guide
Slide
31. Trainer states to trainees to prepare alcoholic ingredients for cocktails they should refer
to the cocktails being offered on cocktail lists and Specials and check:
 All necessary types and brands are available – as indicated by the cocktails being
advertised/promoted
 Sufficient quantities of each type and brand are available – to ensure the bar does
not run out during service
 Bottles look clean and presentable – enhancing the required image of the
bar/venue, and meeting customer expectations
 White wine is refrigerated – still and sparkling.
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Trainer Guide 51
Slide
32. Trainer states to trainees that most cocktails will require an ‘accompaniment’ of some
sort explaining these refer to ‘garnishes’ and ‘decorations’ and highlighting that
garnishes are the most obvious and common accompaniment for cocktails:
 Garnishes are food-based – as opposed to decorations which are made from paper,
wood and/or plastic
 Most recipes stipulate a specific garnish for the drink – in some cases changing just
the garnish can change the name of the cocktail. For example, a dry martini
garnished with a cocktail onion instead of an olive or twist of lemon is called a
‘Boston’
 It is important to keep garnishes simple. Using ‘too many/much’ in the way of
garnishes can spoil the presentation of the drink, and detract from the other
appealing features of the finished product
 Garnishes can be costly so they should be used, handled and stored with this in
mind.
Class activity – General questions and presentation
Trainer asks trainees to identify items used as garnishes for cocktails telling them to
record the examples mentioned.
Trainer should provide an example of each garnish for trainees to view.
Answers:
Garnish items include:
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52 Trainer Guide
 Citrus slices – half and full: full slices are also known as ‘citrus wheels’
 Maraschino cherries – speared on to either one or two toothpicks
 Olives – speared on a toothpick, traditional with a dry martini
 Pineapple, and citrus wedges – pineapple done like this is also called ‘pineapple
spears’. Pineapples may also be hollowed out and used as the ‘glass’ for some
cocktails
 Citrus twists – the twisted zest of citrus fruits
 Celery rib – used traditionally for a Bloody Mary
 Sprigs of fresh herbs – rosemary, thyme and mint are common
 Kiwi fruit – half or full slices
 Chocolate powder – sprinkled on top of the finished drink
 Whole strawberries – or sliced strawberries (sometimes chocolate-dipped)
 Nutmeg – sprinkled on top of finished drink
 A range of other products can be added to more modern cocktails – coffee beans,
liquorice sticks, jelly beans, jelly babies.
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Trainer Guide 53
Slide
33. Trainer highlights to trainees that flowers are sometimes used as garnishes:
 Some venues ban their use in case a poisonous type is accidentally used
 May be used as heads floating in drinks and added to the finished product
 May be frozen in an ice block with the ice block used in the drink to help chill the
drink and serve as an aid to presentation.
Class Exercise – General Questions and Presentation
Trainer asks trainees to identify edible flowers that could be used as a garnish for
cocktails telling them to record the examples mentioned.
Trainer should provide an example of flowers used as a garnish:
 Floating on top of a drink
 Frozen into an ice cube.
Possible answers:
 Nasturtiums; Marigold; Borage; Ranunculus; Dandelion; Primrose; Violets; Rose;
Crystallised poppies.
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Slide
34. Trainer reminds trainees ‘decorations’ are accompaniments for cocktails identifying they
are not food-based (that is, they are inedible):
 They are commercially available and cost money so must be used only as directed
by house recipes, and not given away or over-used
 Paper parasols – stuck into a wedge of fruit
 monkeys, burros
 Mermaids (plastic) – also hung from side of glass.
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Trainer Guide 55
Slide
35. Trainer continues to present items that can be used to decorate cocktails:
 Pickaxes – can be used to hang cherries on to side of glass
 Doilies – sometimes placed under drinks
 Swizzle sticks – placed into a cocktail for the customer to stir the drink if they
choose
 Sparklers – to add a fiery dimension to cocktails and popular for use at celebrations
 Straws – placed into the cocktail and should be the right size: flexible long straws
are commonly used in tall cocktails, and other alternatives include normal full-length
straws, and half-straws.
Trainer prepares and presents the following cocktail decorations showing trainees how
they are used to enhance the presentation of cocktails when served:
 Paper parasols
 Plastic animals
 Mermaids
 Pickaxes
 Doilies
 Swizzle sticks
 Sparklers
 Straws – short, long and bent.
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Slide
36. Trainer presents to trainees important points to remember when making garnishes:
 Always use a clean surface when cutting garnishes to guard against food poisoning
and prevent flavour and colour transfer
 Always have plenty of fresh garnishes prepared before service so time is not
wasted during service preparing them
 Always store garnishes under refrigeration to help maintain their appearance.
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Trainer Guide 57
Slide
37. Trainer continues to present to trainees important points to remember when making
garnishes:
 At the end of trading, all garnish containers should be sealed with a lid or a good
quality clear wrap to help preserve them
 Never re-use garnishes that come back from the table – it is illegal to do so
 Staff are not permitted to eat the garnishes or the raw material from which they are
made.
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Slide
38. Trainer advises trainees cocktails can be promoted using a variety of display materials:
Tent cards
 These are small cards advertising and describing the cocktails available. They are
folded in the centre to make them self-supporting
 They can be placed strategically around the bar to make customers aware of the
products available
 Tent cards can also be placed on counters and tables.
Posters
 Posters can be framed or unframed and placed around the bar area or any other
high-traffic area where potential customers may see them
 It is important posters are maintained and kept in good order as a shabby poster
promoting a product can sometimes do the product more harm than good
 To be most effective these posters need to change regularly and feature different
cocktails and/or a new theme every time.
Coasters
 Coasters are an effective way to promote cocktails. Place them on the bar, service
counters and tables before a drink is placed down
 The venue can create its own coasters, seek a joint partnership arrangement with a
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Trainer Guide 59
nominated spirit or liqueur company to produce them or ask suppliers to provide

coasters that advertise a given product
 Local businesses may also provide the venue with coasters using them as an
advertising medium for their organisation on one side of the coaster, and as an
advertisement for the venue or cocktails on the reverse side
 It is an industry standard that ‘used’ coasters are never re-used as they look
unclean.
Trainer obtains samples of tent cards, posters and coasters promoting cocktails and:
 Shares them with trainees
 Discusses their content
 Evaluates the effectiveness of each identifying how they may be improved.
Class activity 2 – Individual exercise
Trainer provides card, paper and other necessary materials (marking pens, paint) and:
 Identifies one cocktail for each trainee including ingredients and photograph
 Asks each trainee to produce a tent card and either a poster or coaster suitable for
promoting the cocktail
 Conducts group evaluation of each promotional item to determine positive and
negative aspects of each and provide constructive feedback to trainees.
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Slide
39. Trainer continues to present to trainees ways in which cocktails may be promoted:
Physical displays
 Physical displays can be a successful way of promoting cocktails, and often
suppliers will provide displays that can either sit behind the bar, or are free-standing
and suitable for use in public areas
 A commonly used display is the creation of a display table in a dining or bar
environment to promote cocktails. The display should sit in a prominent location in
the dining area (such as near the entrance) and may feature items such as:
 Bottles of spirits and liqueurs
 Cocktail making utensils – shakers, strainers, blow torch, bar spoons
 A selection of cocktail glasses
 Cocktail books and magazines
 Actual cocktails – in glasses, properly decorated and garnished.
Cocktail lists
 In the same way a venue uses a wine list to promote its wines, a venue featuring
cocktails can develop its own ‘Cocktail list’
 These may be arranged by type of cocktail or base/type of ingredients
 Colour photographs show what the finished product looks like and certainly helps
encourage people to buy
 Cocktail lists may be paper-based, electronic display boards or chalk boards.
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Trainer Guide 61
Class activity 1 – Demonstration and Practice

Trainer demonstrates to trainees how to create a static display for cocktails on a
specific theme:
 Using a table as the base
 Using items listed on the slide and other items as appropriate or available.
Trainer then identifies a theme (colour, country, ingredient, style or other) for each
trainee and provides trainees with items and supervised practice opportunity to create
their own cocktail display.
Class activity 2 – Handouts
Trainer obtains several cocktail lists from local venues and:
 Distributes them to trainees
 Discusses content, layout, format, prices and descriptions of drinks
 Asks for trainee comments on how they might change the sample lists to improve
them.
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Slide
40. Trainer explains to trainees display materials to promote cocktails can be:
 Produced in-house by the bar staff, marketing/sales staff or management
 Bought-in from professional businesses such as advertising, merchandising and
promotional agencies or businesses
 Supplied free-of-charge by spirit and liqueur manufacturers and/or by the
distributors.
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Slide
41. Trainer advises trainees they may also consider conducting demonstrations and/or
running competitions as ways of promoting cocktails and raising interest in them.
Demonstrations
 Allows staff to showcase their talents
 Should be scheduled at ‘prime’ times – make public announcements in-house
 Should be advertised so people know about them
 Should focus on a theme – such as colour, an ingredient, a country, a style, a word
or a concept
 Consider allowing customers who watch the demonstrations to taste the cocktails
free-of-charge.
Competitions
 Set some ‘rules’ for the competition, such as:
 Time allowed to mix the cocktail
 Equipment that can be used
 Spirits and liqueurs
 Presentation requirements
 Judging criteria.
 Promote the competition within the venue
 Extra interest can be generated by:
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64 Trainer Guide
 Providing a worthwhile prize – accommodation at the venue, meals and

beverages at a good prize
 Involving the media by inviting them to attend or by making a media person one
of the judges
 Inviting a local personality, celebrity, or sports star to attend and watch, to
participate and/or to judge.
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Slide
42. Trainer informs trainees that providing customers with information about cocktails is a
very effective way of promoting them advising any venue policies in this regard must be
complied with and may relate to:
 The type of cocktails served. Some venues:
 Will only make what is on their cocktail list – and not make anything else even if
specifically requested by a customer
 Do not offer mocktails
 Measurements. There may be a house rule about what constitutes a ‘nip’ of spirit or
liqueur: a standard measure is 30ml. Care must be taken to ensure the promotion
and service of cocktails does not breach Responsible Service of Alcohol (RSA)
principles (see below)
 Methods of production/preparation to be used. Many establishments will not serve a
blended cocktail (claiming it takes too long to make or clean), some will prohibit the
use of a blow torch (for example, to light cocktails/alcohol)
 Ingredients – stating which brands of liquor should be used for certain
cocktails/drinks. Most venues will use recognised brand names of spirits and
liqueurs to make cocktails, and not use cheaper, lesser-known products as this can
adversely impact the image of the product and the venue
 Presentation – there may be house rules on the garnishes and the decorations
used.
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Slide
43. Trainer continues to provide trainees with advice regarding venue policies that may
apply to the preparation and service of cocktails:
 Responsible service and promotion of cocktails, which may make statements
regarding:
 ‘Responsible’ promotion as opposed a ‘sell at all costs’ approach
 No double shots to be served
 No extra liquor to be added to standard/listed cocktails
 A ban on the service of cocktails intended to be ‘swallowed’ in one hit – such as
laybacks, shooters, slammers and test tubes.
 Honesty in descriptions of all cocktails being promoted
 Match what is offered to identified customer preferences where known or
applicable. If you do not know their preferences then ask them.
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Slide
44. Trainer explains to trainees opportunities to promote cocktails can occur:

 Where there is customer contact – at a table, at the bar, when taking function
bookings and discussing food and beverage needs with the client
 When guests are deciding what to drink and are uncertain about what to drink
 When they ask for your suggestion about what to drink.
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Slide
45. Trainer presents specific practical techniques to assist in promoting and selling
cocktails:
 Describing the flavour of cocktails in real terms accurately reflecting the
product/drink. This may include the use of descriptive words such as ‘fruity’, ‘nutty’,’
creamy’, or ‘chocolaty’
 Identifying and describing the cocktail, by:
 The ingredients – by type and brand name, where appropriate: see recipes
(below, this Section) and elsewhere in the notes
 The glass the cocktail is served in – by type, size, and shape
 The garnish – identifying what is used, how it is made and what it looks like
 The method of preparation – describing the way the drink is made
 The price – telling people how much it costs
 The alcoholic strength of the drink. This can be useful to those who want to
monitor their alcohol intake
 The value-for-money represented by the drink – focussing on the unique nature
of the drink, the outstanding taste, the total experience
 Showing the customer the cocktail list – and providing advice and direction. This is
a good opportunity to ask the customer questions such as:
 “Do you prefer a fruit-based cocktail?”
 “Would you prefer a cocktail with cream?”
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 “What is your favourite spirit?”

 Showing the customer a ‘finished product’ – a photograph or an actual sample of
the cocktail
 Giving a free taste test. This must only be done where house rules allow it and is
something not done on a regular basis for every customer who wants to know what
a certain cocktail tastes like
 Encouraging customers to purchase cocktails through in-house promotions . This
can be a great way to promote cocktails and may involve a discounted price for a
limited time.
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Slide
46. Trainer explains to trainees that a knowledge about cocktails is important when
promoting cocktails, highlighting there are many styles of cocktails which can be made
from a variety of bases including:
 A dairy base – milk, cream, yoghurt
 A juice or fruit base – orange juice, mango, pineapple, lemon juice, strawberries
 A soft drink base – such as cola, dry ginger, lemonade, grenadine
 A straight alcohol base – predominantly a sprit or a liqueur.
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Slide
47. Trainer provides more product knowledge about cocktails, stating a characteristic of
many cocktails is their colour explaining colour can result from the addition of:
 Syrups – such as the red colour imparted by grenadine
 Liqueurs – such as the blue from Blue curacao, green from green crème de menthe
 Fruit juices – orange juice, tomato juice, pineapple juice, cranberry juice.
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Slide
48. Trainer identifies to trainees that cocktails are specialty beverages and must be made in
accordance with recipes approved by the venue (either from house recipes or from
designated cocktail books) and can be made using six main methods:
 Shaken and strained
 Blended
 Built-in-glass
 Stirred
 Layered
 Floating.
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Slide
49. Trainer explains to trainees that making a cocktail using the ‘shaking’ method involves:
 Combining a number of ingredients in a cocktail shaker with loads of ice
 Shaking the cocktail shaker using short pump-like action with the shaker held at
shoulder height, or in front; do not rock the drink to sleep
 Apply showmanship (flair) – it is a big part of cocktail making
 After the ingredients have been well shaken, the mixture is strained to separate the
drink from the ice. The standard shaker comes with an in-built strainer whereas
other shakers may require the use of a Hawthorn strainer
 Never shake a cocktail with ‘aerated waters’ in them as they can cause the shaker
to ‘explode’ sending liquid everywhere and making a large and embarrassing mess
 Examples of cocktails using this method of cocktail mixing are Whisky Sour,
Margarita, French 74.
Class activity – Demonstration
Trainer shows trainees how to make a minimum of two cocktails using the shaking
method:
 Naming each cocktail
 Identifying the ingredients
 Explaining the mixing process step-by-step
 Allowing trainees to taste the finished product.
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Slide
50. Trainer explains to trainees making a cocktail using the ‘blending’ method uses an
electric blender to mix the ingredients, highlighting this method usually contains a ‘solid’
ingredient such as fruit pieces or ice cream:
 Place all the ingredients into the blender, ensure the lid is firmly in place, select
correct setting and start the blender
 Every cocktail requires different amounts of blending, in order to achieve the right
consistency in terms of presentation and texture for each drink. As an example,
over-blended dairy-based cocktails may thicken too much, while a fruit-based
cocktail with real fruit chunks will require more blending than a dairy-based drink
 Examples of cocktails using this method are bijou, pina colada, fruit daiquiri.
Trainer shows trainees how to make a minimum of two cocktails using the blending
method:
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Slide
51. Trainer explains to trainees that making a cocktail using the ‘stirring’ method involves:
 Using a bar glass (or the bottom half of a Boston/American shaker) and a long
handled bar spoon, ingredients are gently stirred together with ice, to mix and chill
the ingredients
 Strain into service glass to remove ice
 Stirring is the method used where the finished product needs to be clear
 Examples of cocktails using this method are Martini, vodkatini and gimlet: james
bond has his martinis ‘shaken, not stirred’ but shaking martinis is not standard
practice.
Trainer shows trainees how to make a minimum of two cocktails using the stirring
method:
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Slide
52. Trainer explains to trainees making a cocktail using the ‘built-in-glass’ method:
 This is where the cocktail is made in the glass it is to be served in. Select correct
glass as indicated by recipe (check it is clean, not cracked/chipped)
 Add ice to the glass, then one-by-one add/measure the other ingredients as the
recipe requires
 Most built cocktails are then garnished and served (many with a swizzle stick)
 Examples of cocktails using this method are dirty mother, old fashioned, freddy
fudpucker.
Class Activity – Demonstration
Trainer shows trainees how to make a minimum of two cocktails using the built-in-glass
method:
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Slide
53. Trainer explains to trainees making a cocktail using the ‘layered’ method:
 Made from spirits, liqueurs and cordials
 The aim of making a layered cocktail is to create a drink with a rainbow of colours
where each individual ingredient is visible as a distinct layer and separate layer
without any mixing of colours or ingredients. The specific gravity of the individual
ingredients will determine which ingredient should go on top of other ingredients.
Ingredients with greater density will support those with lower viscosity
 These drinks are intended to be sipped one layer at a time so the drinker enjoys the
different taste sensations of each ingredient
 It is helpful to layer drinks using a bar spoon when making them – place the bar
spoon inside the glass and against one of the sides so that it will break the fall of
the liquid as it is being poured into the glass
 Pousse-cafés are classic examples of layered cocktails. The most common layered
cocktail today is the shooter. Shooters are served in a liqueur glass and are usually
downed in one gulp. Their consumption may be contrary to responsible service of
alcohol guidelines.
Class Activity 1 – Internet video
Trainer arranges for class to watch the video listed below on the Internet and:
 Discusses the technique shown
 Recaps the method
 Shows the video a second time.
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http://www.youtube.com/watch?v=UV9BZU-GAZI
Class Activity 2 – Demonstration
Trainer shows trainees how to make a minimum of two cocktails using the layered
method:
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Slide
54. Trainer explains to trainees that making a cocktail using the ‘floating’ method involves:
 Select and check the glass – clean, no chips or cracks
 Build the cocktail in a glass following the recipe – put ice in first, then the other
ingredients
 Add liqueur or cordial to drink – follow recipe but 15mls is a guideline of quantity to
use. Add the last ingredient slowly/carefully to ensure it floats ion top of the product
in the glass
 Garnish and serve in the glass in which the cocktail was made
 Harvey Wallbanger is perhaps the most well-known cocktail where floating is used.
Trainer shows trainees how to make a minimum of two cocktails using the floating
method:
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Slide
55. Trainer introduces trainees to cocktail recipes explaining:

 Recipes can be presented in a variety of formats – see following slides and Trainee
Manual
 Recipes should:
 Name the cocktail – every cocktail will have an individual name
 Identify ingredients – by type or brand name and by quantity
 Describe how to make the drink – by providing direction in the correct sequence
(this will also indicate the equipment required)
 Identify the glass type and/or size to be used to serve the drink
 Describe the garnish to be applied and any decorations required.
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Slide
56. Trainer presents the above slide indicating this is one way in which cocktail recipes may
be presented or written.
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82 Trainer Guide
Slide
57. Trainer presents the above slide indicating this is another way in which cocktail recipes
may be presented or written.
Trainer obtains a range of different cocktail recipe books and:
 Shares them with trainees
 Highlights the glossary terms in each book
 Identifies the way in which each book is presented with references to divisions in
the books on the basis of ingredients, style, name and other factors as appropriate
 Draws attention to the index (or indices) in each book demonstrating how they can
be used to identify cocktails.
Class activity 2 – Individual/small group Internet research
Trainer provides Internet access to trainees and asks them to:
 Search the Internet for cocktail recipes
 List useful websites they visited
 Identify interesting information relating to cocktail mixing and presentation identified
as part of the research process.
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Slide
58. Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
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Slide
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Trainer Guide 85
Slide
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Slide
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Slide
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Slide
slide.
Class activity – Discussion
Trainer asks trainees questions about the production of cocktails by asking questions
such as:
 What experience have you had in relation to making cocktails?
 What cocktails have you made at work or at home?
 What cocktails have you seen made?
 What do you think are important aspects when making cocktails to sell to
customers?
 How do you think the making of cocktails in a work environment might be different
to making cocktails at home for family or friends?
 What is a ‘Fluffy Duck?
 What is a Dry Martini?
 How do you make a Grasshopper?
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Slide
64. Trainer advises trainees that the most effective preparation and presentation of
cocktails requires the use of the correct equipment and glassware, reminding them
cocktail recipes will indicate what needs to be used.
Trainer presents to trainees a range of glassware commonly used when mixing
cocktails as:
 Highball glass – a long, straight-sided glass holding 200 – 300 ml and used for
cocktails such as Harvey Wallbanger, Collins and Tequila Sunrise. Also a popular
glass for serving fruit juice, soft drink and long, mixed drinks
 Martini glass – the most well-known cocktail glass, featuring a classic V-shape
(approximately 90 ml capacity) used for Martinis and other small volume cocktails
 Manhattan glass – a larger version (180 – 200 ml) of the Martini glass used by
many as their generic cocktail glass
 Old fashioned glass – a squat glass (short and wide) of approximately 200 ml used
for cocktails such as a Black Russian and a Godfather. Also commonly used to
serve neat spirits, spirits served on-the-rocks, and short mixed drinks.
Trainer shows trainees actual examples of the following glasses:
 Highball
 Martini glass
 Manhattan glass
 Old fashioned glass.
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Slide
65. Trainer continues to present cocktail mixing glassware to trainees:

 Colada glass – curvy glass of 300 – 400mls capacity used for cocktails such as
Coladas, Fluffy Duck and Mai Tai
 Champagne flute – a purpose-built glass used to serve Champagne and a range of
Champagne cocktails. Capacity varies between 160 ml – 200mls
 Brandy balloon – a short-stemmed, large-bowled glass used to serve straight
Cognac as well as Brandy Blazers, White Russian and other cocktails. This style of
glassware comes in a very wide selection of sizes from 200mls to 4 litres: the really
large ones are used for display purposes, not for the presentation or service of
drinks
 Test tube – test tube-shaped glasses (holding approximately 60mls) commonly
housed in a wooden or metal rack. Can be used as the glass for service of drinks,
or (to enhance showmanship) as the vessel from which ingredients are poured into
a glass when making a cocktail. Some venues do not use these glasses as they
believe they encourage irresponsible consumption of alcohol
 Liqueur glass – a small glass (28 – 30mls) used to serve a straight liqueur or a
liqueur with cream floated on top
 Shot glass – small glass (45 – 60mls) used for Shooter recipes and for serving
single shots. Some venues do not use these glasses as they believe they
encourage irresponsible consumption of alcohol.
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Trainer shows trainees actual examples of the following glasses:

 Colada glass
 Champagne flute
 Brandy balloon
 Test tube
 Liqueur glass
 Shot glass.
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Slide
66. Trainer reinforces to trainees the choice of glass will be dictated by:
 House policy – such as the designated glass as listed in a house recipe. For
example, the venue may use Manhattan glasses (or some other generic glass) for
the majority of its cocktails
 Tradition – certain cocktails are traditionally served in certain glasses: cocktail
books and house recipes will specify what is required. For example, it is expected a
Martini is always served in a Martini glass.
Class activity – Internet research
Trainer provides trainees with Internet access and asks them to visit the following sites,
view content, follow appropriate links and taken notes as appropriate:
 http://www.spiritdrinks.com/DrinksByGlass.asp
 http://www.nationalbartenders.com/ResGlassware.asp
 http://www.hospitalitywholesale.com.au/front-of-house/glassware/cocktail-
glasses.html
 http://www.hostdirect.com.au/listProduct/Glassware/Cocktail+Glasses/.
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Slide
67. Trainer reminds cocktail mixing equipment includes the items listed on the slide
explaining the use of each has already been explained.
Trainer uses the above slide as the basis for the Class activity – Quiz below.
Class activity 1 – Quiz
Trainer presents an array of cocktail mixing equipment as listed on the slide and:
 Asks trainees to identify each item by name
 Asks trainees to explain what each item is used for.
Class activity 2 – Internet Research
Trainer provides Internet access to trainees and asks them to:
 Visit the sites listed below
 View and take notes on the content
 Follow appropriate links
 Report back to the class on their findings.
http://www.cocktailequipment.com/
http://barware.cart.net.au/store/cocktail-accessories/shakers/
http://www.cocktails.foryou.com.au/myweb/setupbar.htm
http://www.southernhospitality.com.au/categories/barware/cocktail-equipment.html
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Slide
68. Trainer states to trainees cocktails should be made according to standard or house
recipes as efficiently as possible ensuring there is no waste or spillage. The reasons for
using standard or house recipes include:
 It instructs staff about how the drink is to be made and what to use. It contains:
 The actions required in making the cocktail and their sequence
 The ingredients required and the measurement or amount of each. In many
cases the brand name of a product will be listed to provide additional specificity
about the recipe
 The equipment to be used by name or type
 The glass the drink is to be served in by type and/or size
 It provides the basis for staff training – cocktail mixers can learn how to make the
cocktails by following the house recipe
 It provides consistency of finished produce if the recipe is followed correctly. All
drinks will look and taste the same
 It allows management to control costs. Venue management will determine their
selling prices for cocktails based on the known cost price of the ingredients as
stated in each recipe.
Class activity – Handout

Trainer obtains (or develops) one or more house/standard cocktail recipe sheets and:
 Distributes them to trainees
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Trainer Guide 95
 Discusses their contents with reference to the detail contained

 Highlights how easy it is for staff to follow them when making cocktails.
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96 Trainer Guide
Slide
69. Trainer notes to trainees where house recipes are provided:

 There should be a recipe for every cocktail listed on the cocktail list so staff know
how make every cocktail offered for sale
 They must be followed every time a cocktail is made without exception. Note,
however, you can double the amount of ingredients to make two cocktails at the
same time. Be prepared to refer to the recipe if unsure
 Keep the recipes sheets clean. Most pages of standard recipes are laminated to
allow them to be wiped clean.
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Slide
70. Trainer instructs trainees regarding the making of cocktails in accordance with individual
guest requests explaining
 Some venues will mix cocktails according to guest requests and some will not.
Some venues will only offer what is on their cocktail list and refuse to make any
other cocktails as a standard operating policy
 Venues who will not make guest-requested cocktails do so because:
 It takes too long for staff to determine what is required, and how to make it
 There is confusion over how much to charge. In order not to exploit the
customer, and in order for the venue to show the profit it is entitled to
 Where you work in a venue that refuses to make guest cocktails, the standard
response to a request to do so is:
 Explain this is against house rules
 Apologise
 Offer a cocktail similar to the one requested in terms of one or more of the
following:
– Primary/base ingredient
– General taste
– Style
– Volume.
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Slide
71. Trainer presents to trainees a range of industry-wide basic requirements when mixing
cocktails:
 Workstation should be well prepared and presented. It must be clean and well-
stocked with sufficient ingredients, glassware, equipment, decorations and
garnishes to cope with expected trade
 Only clean equipment and utensils are to be used when mixing drinks. This often
requires washing items in between uses
 Use only polished glasses. The glass the finished cocktail is poured into must be
sparkling clean (and not chipped or cracked)
 Follow all recipes using standard measures:
 All ingredients must be poured to the correct level as indicated in the standard
recipe. Guessing the volume of an ingredient (free-pouring) is not permitted in
most cocktail bars
 Nominated brand names must be used as this has possible implications for
altering taste, and impacting on profitability.
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Slide
72. Trainer continues to present basic guidelines for the making of cocktails:
 Add juices and carbonated beverages last to cocktails being made in a glass. The
standard process is:
 Add ice first using tongs or a spoon
 Add the spirit/s and/or liqueurs
 Add the mixer (fruit juice, milk, aerated waters)
 Add garnish and/or decoration
 Serve.
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Slide
 Always work above the shaker, blender or glass – do not work in a situation where
these items are above chest-height as:
 There is a need to be able to look into these items when using them
 If these items are ‘too high’, there is less control
 Never over-mix/blend dairy-based cocktails – time the process and/or observe the
product continually
 Strain unwanted ingredients from the shaker or bar glass using a strainer –
according to recipe/s. Standard requirements for shaken cocktails is that the ice and
other ingredients are not served as part of the finished cocktail
 Do not over-garnish. Cocktails should not look like a fruit salad: follow house recipe
 Ensure fruit does not contain pips when used as a garnish. Take the pips out of all
cut fruit using the point of a small knife.
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Slide
 When making more than one cocktail in a shaker or blender, pour the finished
product so as to distribute the drink evenly by placing half the mixture into all the
glasses first and then doing a second pass of all glasses topping them up Do not
pour or fill Glass number 1, then pour or fill Glass number 2
 Use the right size straw – short straws for short drinks (such as champagne
saucers, old fashioned glasses and Manhattan glasses; use long straws for Highball
glasses. Hold the drinking straws between the portion of the straw that will be
inserted into the drink, and the part the customer will put in their mouth. This means
you have to pay attention to how you grasp and handle straws
 Hold the glass near the base and/or around the stem when handling it. Do not touch
the glass around the rim where the customers have to drink from.
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Slide
75. Trainer introduces trainees to muddling explaining:

 Some cocktails require ‘muddling’ meaning there is a need to crush or mash
ingredients together in a glass
 A strong glass must be used– an old fashioned glass due to its shape and size is
acceptable: a bar glass could also be used
 Muddling requires use of a stainless steel muddler [also known as a muddling stick]
(not a glass one and not one that is covered or lacquered in any way) to mash the
ingredients together
 Ingredients that may need to be muddled will be identified in the recipe. Various
cocktails can require you to muddle sugar, lemons, strawberries, herbs, ginger,
pineapple, limes, cucumber etc.
 When the muddling has been completed, the other ingredients are added to the
muddled ingredients, the drink is shaken and then strained before service.
Class Activity 1 – Internet research
Trainer provides trainees with Internet access and asks them to visit, view and take
notes in relation to the following websites:
 http://en.wikipedia.org/wiki/Muddler
 http://www.alibaba.com/showroom/cocktail-pestle.html.
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Trainer demonstrates how to muddle ingredients for a nominated cocktail explaining the
process as it is demonstrated and:
 Provides equipment and ingredients for trainees to practice muddling for a given
cocktail recipe
 Provides feedback and constructive criticism as required.
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Slide
76. Trainer explains to trainees that in many cases where the cocktail requires them to
muddle sugar, a sugar syrup (also known as Gomme syrup) may be used instead:
 The recipe for sugar syrup can vary so find out what applies in workplace
 One option or recipe is 500mls of water and 500gms of sugar. Heat together in a
pot, stirring to assist the dissolving of the sugar. Allow to reach the boil. Remove
and allow to cool. Refrigerate, cover and store for later use
 Another recipe for making sugar syrup is add boiling water (1/3 by volume) to sugar
(2/3 by volume) – stir to dissolve sugar. Allow to cool. Refrigerate, cover and store
for later use.
Class activity – Demonstration and practice
Trainer assembles necessary equipment and ingredients to make sugar syrup and:
 Demonstrates how to make sugar syrup
 Provides opportunity for trainees to practice same
 Provides constructive comment and feedback.
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Trainer Guide 105
Slide
77. Trainer introduces trainees to the concept of flairing identifying:

 There is a divergence of attitudes from management towards flairing – some
encourage it and some ban it
 It is considered by many as more of a sport than a viable approach to making and
serving cocktails in a retail environment.
Trainer provides trainees with Internet access and asks them to visit the sites listed
below, view material, follow appropriate links and take notes:
 http://www.youtube.com/watch?v=iDLr99tlGiA
 http://en.rian.ru/video/20091127/157007175.html
 http://www.metacafe.com/watch/173482/fun_with_flair_bartending/
 http://www.monkeysee.com/play/4612-flair-bartending.
© ASEAN 2013
106 Trainer Guide
Slide
78. Trainer emphasises the need for trainees to practice cocktail mixing in order to become
competent highlighting there is a need to practice:
 Preparing ingredients – such as muddling, making gomme syrup, cutting fruit,
readying the workstation
 Mixing/making cocktails – using all the listed methods and a variety of different
ingredients
 Serving cocktails – with correct garnishes and decorations.
Class activity 1 –Major internet research
Trainer provides Internet access to trainees and asks them to visit the following sites,
view the content, follow appropriate links and take notes:
 http://www.drinklab.com.au/
 http://www.taste.com.au/recipes/collections/cocktails
 http://www.cocktailmaking.co.uk/
 http://www.cocktailrecipes.com.au/
 http://www.videojug.com/film/how-to-make-a-pina-colada-cocktail
 http://www.videojug.com/film/how-to-make-a-tequila-sunrise-cocktail
 http://www.videojug.com/film/how-to-make-a-frozen-margarita-cocktail
 http://www.videojug.com/film/how-to-make-a-freddy-fudpucker-cocktail
 http://www.videojug.com/film/how-to-make-a-b53-cocktail
© ASEAN 2013
Trainer Guide 107
 http://www.videojug.com/film/how-to-make-a-white-russian-cocktail
 http://www.videojug.com/film/how-to-make-a-mai-tai-cocktail
 http://www.videojug.com/film/how-to-make-a-black-russian-cocktail.
Class activity 2 – Excursion
Trainer arranges for trainees to visit a venue where there is a cocktail bar and:
 Talk to cocktail bar staff about their work
 View the operation of the bar
 View the cocktail list
 View the ways cocktails are displayed and promoted
 Discuss house policies and protocols relating to cocktail making and service.
© ASEAN 2013
108 Trainer Guide
Slide
79. Trainer explains to trainees they must learn the skills necessary to produce a variety of
cocktails using all cocktail making styles:
 Shaken and strained
 Blended
 Built in the glass
 Stirred and strained
 Layered
 Floating liqueur or cordial on top of drink.
Class activity 1 – Demonstration
Trainer demonstrates to trainees and explains the techniques involved in making one of
each of the following types of cocktails:
 A shaken cocktail
 A blended cocktail
 A built in the glass cocktail
 A stirred cocktail
 A layered cocktail
 A cocktail where liqueur is floated on the surface.
Class activity 2 – Major individual practical exercise
© ASEAN 2013
Trainer Guide 109
Part A
Trainer:
 Provides necessary equipment, glasses and ingredients for trainees
 Identifies two cocktails for each of the cocktail styles listed on the slide
 Asks trainees to produce and garnish the nominated cocktails
 Evaluates finished products and provides constructive feedback to trainees.
Part B
Trainer:
 Provides necessary equipment, glasses and ingredients for trainees
 Asks trainees to nominate two cocktails for each of the cocktail styles listed on the
slide
 Asks trainees to produce and garnish the nominated cocktails
 Evaluates finished products and provides constructive feedback to trainees.
© ASEAN 2013
110 Trainer Guide
Slide
80. Trainers encourages trainees to create interest in cocktails and the venue where they
work by developing new cocktail recipes. Some tips in relation to inventing new
cocktails include:
 Obtain permission from management before starting experiments with expensive
liquor
 Set aside designated times for experiments rather than trying to fit them into normal
workplace duties
 Create a dedicated assortment of beverages and ingredients. This is used only for
developing or testing new cocktails to avoid problems associated with determining
the financial performance of the cocktail bar
 Be prepared to fine tune a recipe. A small variation to an existing recipe can result
in the creation of a new cocktail. Fine tuning can relate to adding more or less of an
ingredient, adding or removing an ingredient or swapping one ingredient for
another.
© ASEAN 2013
Trainer Guide 111
Slide
81. Trainer informs trainees regarding ways to find new cocktail recipes:
 Contact liqueur suppliers or sales representatives and ask them what they have and
what they have heard of. Many have useful websites and hard copy materials you
can use
 Attend cocktail mixing competitions to see what they do. The idea is to learn from
their creations and combinations, and from what they use
 Visit retail liquor outlets and become familiar with the promotions and new products
available on the market. A new product might spark a thought about a new cocktail
 Get on the Internet and type ‘cocktail recipes’ in the search engine. There are
hundreds, if not thousands, of cocktail recipes to be found in cyberspace
 Read industry magazines – b & c is a great resource
 Run an in-house competition between staff or involve customers. This is a good
way of creating interest in cocktails and generating involvement of customers
 Read some of the hundreds of cocktail books available. Just changing or adding (or
perhaps removing) one ingredient can create a new cocktail. See Recommended
Reading at rear of Trainee Manual.
© ASEAN 2013
112 Trainer Guide
Slide
82. Trainer presents examples of venue policies trainees may need to consider when
creating new cocktails:
 There is usually a need to account for ingredients used as part of the development
process. It is generally not acceptable to use spirits, liqueurs and other ingredients
without advising management where and how those ingredients have been used.
The use of ingredients in the development process will mean product is being used
but no revenue is being generated as a result. Management need to know (and/or
approve) this so they can make corresponding adjustments to their expectations of
the financial performance of the cocktail bar
 The time used to invent cocktails must be approved by management. If the venue
is not prepared to pay your wages for the time involved in developing a new cocktail
then this means you have to work on this for free. Many venues will provide a trade-
off: they will pay for the ingredients providing you contribute your time free of charge
 Naming of the cocktail. Most venues will need to approve the name given to a new
cocktail to ensure it is ‘appropriate’, aligns with the image of the venue and does not
give offence
 Ingredients used. Some venues will require that the ingredients used in a cocktail
must be available from nominated suppliers, or from the suppliers the venue
already deals with
© ASEAN 2013
Trainer Guide 113
 Selling prices. Some venues will require all new cocktails to be sold for (or under) a
given price. This price will return an appropriate profit to the venue, and make the
drink attractive for customers to buy. The point being there are rarely no limits about
what can be used, and how much can be used, for new cocktail recipes.
 Responsible service of alcohol. The venue may limit the amount of alcohol that can
be included in any single cocktail.
© ASEAN 2013
114 Trainer Guide
Slide
83. Trainer advises trainees any new cocktail must also be developed and evaluated
against the criteria of:
 Eye appeal – it must look good, appealing, attractive and (where applicable) align
with the name of the cocktail
 Texture – it must have a good ‘in-mouth’ feel or sensation
 Flavour – it has to taste good and reflect the ingredients used and the name it is
given
 Temperature – most cocktails must be very cold.
Class activity – Practical individual exercise
Trainer provides necessary equipment, glassware and ingredients and asks trainees to:
 Create a new cocktail of a style of their choosing
 Name the cocktail
 Produce a recipe that would allow others to reproduce their creation
 Evaluate the cocktails produced by other trainees
 Provide constructive feedback on their evaluations to the group.
© ASEAN 2013
Trainer Guide 115
Slide
© ASEAN 2013
116 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 117
Slide
© ASEAN 2013
118 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 119
Slide
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120 Trainer Guide
Slide
slide.
Class activity – Discussion
Trainer asks trainees questions regarding presentation of cocktails asking questions
such as:
 What do you think constitutes ‘good’ presentation of a cocktail?
 What impact does the poor presentation of a cocktail make on the customers, and
ultimately on the venue?
 What factors would you think need to be considered when striving to serve a
cocktail in the required manner?
 How might wastage occur in the making and service of cocktails?
 What do you think might be house policy in response to a situation where a
customer knocks over a freshly made cocktail and this is entirely their fault?
© ASEAN 2013
Trainer Guide 121
Slide
90. Trainer stresses to trainees it is never enough to mix a cocktail correctly – it must also
be presented correctly. The presentation of a cocktail is an integral part of the total
‘cocktail experience’. General requirements in this regard:
 Cocktails must be served very cold – cocktails therefore need to be served as soon
as possible after they have been made and not allowed to sit and pick up ambient
heat
 Every cocktail should be checked before service to ensure it looks the way it should
look and is presentable. A quick visual inspection is all that is needed
 Excellent levels of service must accompany the delivery of a cocktail to the drinker.
When a cocktail is served you should:
 Announce it – tell the customer the name of the cocktail so they know they are
getting what they ordered
 Make a statement indicating you hope they enjoy their drink
 Smile – and apply positive customer service protocols.
© ASEAN 2013
122 Trainer Guide
Slide
91. Trainer expands on the need for cocktails to look attractive explaining important points
to note:
 All cocktails served must optimise their appearance. Not only is this important for
the person who is going to drink the cocktail but every cocktail should be an
advertisement encouraging other customers to order the same thing
 The drink is colourful – or, at least, the correct colour. For example, using dark
crème de cacao (rather than the correct ‘clear/white crème de cacao) in a
Grasshopper will colour it too dark. Using clear/white crème de menthe will fail to
give the required green colour
 It is properly garnished and decorated. The decoration, or garnish, adds the
finishing touch to the majority of cocktails. Without a proper garnish the drink is not
complete and can disappoint the drinker. The garnish for this drink must be the
same for the same cocktail the last time it was made. There needs to be
consistency with garnishes in the same way there is consistency with the drink
itself. Beware the common problem of over-garnishing and finishing up with a glass
that looks more like a fruit salad than a cocktail.
 There are no dribbles or drips running down the glass. Customers become quickly
annoyed if their drink drips onto their shirt or tie.
 The glass must be full but not over-full
 There is consistency – this is critical. One Brandy Alexander must always look and
taste the same as another. If there is an order for two blended or shaken cocktails,
make them both together at the same time to ensure they both look and taste the
same.
© ASEAN 2013
Trainer Guide 123
Slide
92. Trainer continues to present to trainees points to note when presenting cocktails:
 Appropriate glassware is used and is used for every one of the same drinks. Check
recipes (or ask management) to make sure the right glass is being used
 Glasses are clean. Glasses which have been used with dairy products or fruit juices
are notoriously hard to clean. Always check for lipstick as this too is often difficult to
remove
 Glasses are not chipped or cracked. Visually inspect every glass before using it
 The correct straw is served, where appropriate. Some cocktails will need a full
straw, a bent straw or a half-straw/short (cocktail) straw.
© ASEAN 2013
124 Trainer Guide
Slide
93. Trainer informs trainees there are a wide variety of garnishes available for adding to
cocktails explaining some are traditional, and many are the result of personal
preference:
 Slice of orange or lemon – full slice, half-slice and quarter-slice
 Wedges, twists and knots – of lime, lemon or orange
 Lemon or orange wheel – placed into drink, or cut and added to rim of glass
 Olive on a toothpick – and Maraschino cherry on a toothpick, or cut and added to
rim of glass
 Twist of peel (orange and lemon)
 Slice and cherry – a slice of (for example) orange with a cherry attached by a
toothpick: the slice is slightly bent to give the garnish a ‘sail’ effect.
Trainer provides Internet access for trainees and ask them to visit the following
websites, view material, follow appropriate links and take notes:
 http://video.about.com/cocktails/Cocktail-Garnishes.htm
 http://www.youtube.com/watch?v=eBBnYCodQeM
 http://how2heroes.com/videos/beverages/citrus-garnishes
 http://www.wonderhowto.com/how-to-garnish-cocktail-078957/
 http://video.about.com/cocktails/How-to-Make-a-Lemon-Spiral.htm
© ASEAN 2013
Trainer Guide 125
 http://www.youtube.com/watch?v=eMPHUNjTDI8
 http://www.youtube.com/watch?v=CP9zWA5Mow8&feature=related
 http://cocktails.about.com/od/embellishments/Drink_Presentation.htm
 http://www.luxist.com/2011/03/08/how-to-make-garnish-for-a-cocktail-video/
 http://www.cocktailmixingmaster.com/cocktail_garnish.html.
© ASEAN 2013
126 Trainer Guide
Slide
94. Trainer provides additional advice to trainees regarding cocktail garnishes:

 Should use only good quality fruit. There is no room for using tired, blemished or
poor quality fruit
 Must not be re-used. If a customer does not eat their garnish it can never be used
on another cocktail
 May not be able to be stored and used for the next day or next service session –
check house policy in this regard. Garnishes can deteriorate when stored (even
under refrigeration) and the use of a tired looking garnish can negatively impact on
an otherwise magnificent cocktail. Always use common sense to determine what
can and should not be used.
Class activity – Guest speaker
Trainer arranges for an experienced cocktail bar person to attend and:
 Demonstrate cocktail mixing techniques to trainees
 Demonstrate flair bartending techniques
 Demonstrate the preparation of a variety of garnishes for a range of cocktails
 Explain the use of glassware for different drinks
 Provide insight into how to develop a new cocktail
 Discuss the cocktail making role in a venue.
© ASEAN 2013
Trainer Guide 127

Trainer shows trainees how to make a selection of cocktail garnishes including (but not
necessarily limited to) the following:
 Slice of orange or lemon – full slice, half-slice and quarter-slice
 Wedges and knots – of lime, lemon or orange
 Lemon or orange wheel
 Olive on a toothpick – and Maraschino cherry on a toothpick
 Twist of peel (orange and lemon)
 Slice and cherry – a slice of (for example) orange with a cherry attached by a
toothpick: the slice is slightly bent to give the garnish a ‘sail’ effect.
Trainer provides necessary equipment, utensils and ingredients/raw materials for
trainees and asks them to prepare at least one of each of the garnishes demonstrated
by the trainer, providing constructive feedback on their practice and finished products.
© ASEAN 2013
128 Trainer Guide
Slide
95. Trainer explains to trainees that some cocktails require them to ‘frost the rim of the
glass’:
 This means adding an ingredient (salt, sugar, jelly crystals) to the rim of the glass
before pouring the cocktail into the glass so as to:
 Enhance presentation – frosting adds another eye appeal dimension
 Meet customer expectations – customers expect certain cocktails to be frosted
because that is an integral part of the drink. For example, salt frosting is a vital
part of Margaritas
 Create the desired taste when the customer drinks their cocktail; the sugar on
the rim of a Brandy crustal provides part of the overall taste experience.
Class Activity 1 – Internet research
Trainer provides Internet access for trainees and asks them to visit the following
websites, view the material, follow appropriate links and take notes:
 http://www.ehow.com/video_4939392_rim-glass-salt-sugar.html
 http://www.ehow.com/how_4547278_cocktail-glass-rims-sugar-salt.html.
Class activity 2 – Demonstration and practice
Trainer provides necessary equipment, glassware, utensils and ingredients and:
 Demonstrates and explains two ways of frosting glasses
 Uses a variety of frosting ingredients on a range of glassware advising trainees of
the cocktails these could be used for
© ASEAN 2013
Trainer Guide 129
 Provides trainees with opportunity to practice frosting glasses in accordance with a

list of three different cocktails provided to each trainee
 Provides constructive feedback to trainees on their practice and their finished
products.
© ASEAN 2013
130 Trainer Guide
Slide
96. Trainer states to trainees that wastage and spillage during making and service of
cocktails must be minimised because:
 Wastage results in loss of product. This adversely impacts on the financial
performance of the cocktail bar
 Spillage creates a mess meaning the workstation looks untidy and often transfers
this mess to other glasses, utensils and equipment
 Spillage adversely impacts on customer enjoyment as a spilled cocktail looks less
appealing and may also cause drips to fall on to the drinker’s clothes when they
raise the glass to drink from it
 Spillages waste time. If you spill a drink, time is lost cleaning it up
 Spillage of a customer’s drink means a replacement drink has to be mixed causing
loss of product, wasted time and decreased customer satisfaction with their cocktail
experience.
© ASEAN 2013
Trainer Guide 131
Slide
97. Trainer presents trainees with a list of possible causes of wastage in relation to cocktail
making and service:
 An incorrect order is taken. Ensure certainty about the order for every cocktail order
taken
 The wrong quantity of cocktails are made up. It is standard practice to make two or
three of the same type of cocktails at the onetime to ensure consistency of taste
and appearance but if you make four cocktails and only three were ordered you
have wasted the ingredients for one drink
 Incorrect measures and ingredients are used to make the cocktail. It should be
standard procedure to measure the ingredients for every cocktail. Free-pouring may
look ‘cool’ on films but it has the potential to waste products (through over-pouring)
and often results in inconsistency in taste
 Products like juice, dairy products and garnishes are not handled and stored
correctly. Poor or improper storage of perishable ingredients will result in these
ingredients having to be disposed of, resulting in a total loss for these items
 Staff are rushing. When you rush you risk spilling alcohol, knocking things over,
smashing bottles and other wasteful events
 Staff are not concentrating. You must provide excellent levels of customer service
but you must nonetheless focus on what you are doing: mixing and serving
cocktails.
© ASEAN 2013
132 Trainer Guide
Slide
98. Trainer explains to trainees ‘spillage’ can occur as a result of:

 There is a messy workstation causing a drink or bottle to be accidentally knocked
over. Clutter is a prime cause of workplace waste and spillage
 A cocktail is knocked over by a customer. Check house policy to determine if and
when a customer is entitled to be supplied with a free, replacement cocktail if they
knock theirs over
 A cocktail is not positioned level on a surface and it falls over
 Cocktails are knocked over when being carried on trays. Be very careful and
watchful when carrying drinks to a customer or table
 The lid was not on the blender correctly when it was switched on and product has
been thrown out of the blender causing both waste and a mess at the workstation
 Too much garnish on a glass resulting in the glass being top or side heavy making it
topple over and spill.
© ASEAN 2013
Trainer Guide 133
Slide
© ASEAN 2013
134 Trainer Guide
Slide
© ASEAN 2013
Trainer Guide 135
Slide
© ASEAN 2013
136 Trainer Guide
Slide
Trainer thanks trainees for their attention and encourages them to apply course content
as required in their workplace activities.
© ASEAN 2013
Trainer Guide 137
© ASEAN 2013
138 Trainer Guide
Recommended training equipment

 Bar equipment
 Chemicals – various for cleaning
 Communication documents used in workplace
 Computer with internet and email access
 Examples of food and beverage
 Food and beverage DVD’s
 Food and beverage trend information
 Food books
 Glassware
 Hotel and F&B brochures
 Informational cuisine reference books
 Local community information
 Locations – including access to restaurants, kitchens and bars
 Menus – food and beverage
 Note pads and pens
 Organisational Chart
 Order pads
 Promotional information and literature
 Posters
 Recipes
 Standard Operating Procedures (SOP’s)
 Wine books
 Wine knowledge.
© ASEAN 2013
Trainer Guide 139
© ASEAN 2013
140 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2013
Trainer Guide 141
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2013
142 Trainer Guide
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program.
ACCSTP ASEAN Common Competency Standards for Tourism Professionals.
AEC ASEAN Economic Community.
AMS ASEAN Member States.
ASEAN Association of Southeast Asian Nations.
ASEC ASEAN Secretariat.
ATM ASEAN Tourism Ministers.
ATPMC ASEAN Tourism Professionals Monitoring Committee.
ATPRS ASEAN Tourism Professional Registration System.
ATFTMD ASEAN Task Force on Tourism Manpower Development.
CATC Common ASEAN Tourism Curriculum.
MRA Mutual Recognition Arrangement.
MTCO Mekong Tourism Coordinating office.
NTO National Tourism Organisation.
NTPB National Tourism Professional Board.
RQFSRS Regional Qualifications Framework and Skills Recognition System.
TPCB Tourism Professional Certification Board.
© ASEAN 2013
Trainer Guide 143
© ASEAN 2013
144 Trainer Guide

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Prepare and serve cocktails

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

File name: TG_Clean_&_tidy_bev_&_food_serv_areas_refined

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 17

Recommended training equipment ............................................................................... 139

Appendix – ASEAN acronyms ...................................................................................... 143

Competency Based Training (CBT) and

Competency Based Assessment (CBA)

 Enhances motivation – Learning is most effective when participants are motivated.

Competency Based Training (CBT)

 Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

UNIT NUMBER: D1.HBS.CL5.06

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Promote cocktails to customers Unit Variables

Element 2: Prepare cocktails  Shakers

3.1 Present cocktails attractively in a manner and  Cocktail list or menu

Cocktail glassware may include:

 Knowledge of hygiene issues of specific relevance to preparing and serving cocktails

Linkages To Other Units

Critical Aspects of Assessment

Key Competencies in this Unit

Key Competencies Level Examples

Collecting, organising and analysing 1 Identify sources of cocktail recipes

Communicating ideas and information 2 Use positive communication and customer

Planning and organising activities 2 Undertake bar set up prior to service

Working with others and in teams 1 Work with co-workers

Using mathematical ideas and -

Solving problems 1 Handle customer complaints

Notes and PowerPoint slides

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1. Trainer welcomes trainees to class.

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10. Trainer continues to present cocktail bar equipment:

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11. Trainer continues to present cocktail bar equipment

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12. Trainer continues to present cocktail bar equipment:

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13. Trainer continues to present cocktail bar equipment:

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14. Trainer continues to present cocktail bar equipment:

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18. Trainer defines a ‘cocktail’ for trainees as:

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