Practical Skills for Preparing Quality Meals: A Five Step Process

Transcription

1 Practical Skills for Preparing Quality Meals: A Five Step Process 2010 Breakfast Lunch Training Instructor s Guide The University of Mississippi

2 TRAINER S INTRODUCTION The University of Mississippi This project has been funded at least in part with Federal finds from the U.S. Department of Agriculture, Food and Nutrition Service, through an agreement with the at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. The University of Mississippi is an EEP/Title VI/Section 504/ADA/ADEA employer. 2010,, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included: Suggested Reference Citation:. (2010). Practical skills for preparing quality meals: A five step process. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. Clipart Glenn Cullis and For more information, please contact nfsmi@olemiss.edu Instructor s Guide; Introduction, Page 1

3 TRAINER S INTRODUCTION The University of Mississippi Building the Future through Child Nutrition The was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the is to improve the operation of child nutrition programs through research, education and training, and information dissemination. MISSION The mission of the is to provide information and services that promote the continuous improvement of child nutrition programs. VISION The vision of the is to be the leader in providing education, research, and resources to promote excellence in child nutrition programs. CONTACT INFORMATION Headquarters Administration Division The University of Mississippi Phone: Fax: Education and Training Division Applied Research Division Information Services Division The University of Southern Mississippi The University of Mississippi 118 College Drive # Jeanette Phillips Drive Hattiesburg, MS P.O. Drawer 188 Phone: University, MS Fax: Instructor s Guide; Introduction, Page 2

4 TRAINER S INTRODUCTION Acknowledgements WRITTEN AND DEVELOPED BY Tami J. Cline, PhD, RD, SNS Mary Jo Cutler, MS, RD Cyndie Story, PhD, RD, CC GRAPHIC DESIGN BY Carole van Almelo VIDEO PRODUCTION BY Running Pony Productions Memphis, Tennessee PROJECT COORDINATORS Ashley West Amy Casteel, RD REVIEWERS Melba Hollingsworth, MS, RD Charlotte B. Oakley, PhD, RD, FADA Marty Mauldin, MEd, NBCT Pat Richardson, MEd Theresa Stretch, MS, RD, CP-FS Barbara Washington EXECUTIVE DIRECTOR Katie Wilson, PhD, SNS Instructor s Guide; Introduction, Page 3

5 TRAINER S INTRODUCTION Table of Contents Instructor s Guide Welcome - Training Format - References Lesson 1: Quality and the Five Step Process Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 2: Plan Food Production for Just-In-Time Service Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 3: Review the Quality Scorecard and the Standardized Recipe Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 4: Organize Equipment and Ingredients Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 5: Use the Right Culinary Technique Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 6: Deliver a Quality Product Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Instructor s Guide; Introduction, Page 4

6 TRAINER S INTRODUCTION Welcome Welcome to Practical Skills for Preparing Quality Meals: A Five Step Process, the National Food Service Management Institute s (NFSMI) 2010 Breakfast Lunch Training (BLT). This resource is designed to assist the instructor and school nutrition professionals define quality meal preparation, and identify the skills and tools necessary to deliver safe, quality meals to school customers. Practical Skills for Preparing Quality Meals contains six, thirty minute lessons designed to help the instructor and the participants meet objectives to improve school meals. The lessons included in this training are: Lesson 1: Quality and the Five Step Process Lesson 2: Plan Food for Just-In-Time Service Lesson 3: Review the Quality Scorecard and the Standardized Recipe Lesson 4: Organize Equipment and Ingredients Lesson 5: Use the Right Culinary Technique Lesson 6: Deliver a Quality Product Background In 2006, NFSMI published Competencies, Knowledge, and Skills of Effective School Nutrition Assistants and Technicians, which is based on research specifically about school nutrition assistants. The goal of the research was to discover what school nutrition assistants need to know and the skills they need to have to be successful in their jobs every day. The results of this research were the foundation for the 2010 BLT Practical Skills for Preparing Quality Meals: A Five Step Process. This training is based on Functional Area 1: Food Production. This functional area includes the following competencies: Maintains high standards of control for quality food production and service Follows operational procedures for efficient and effective food production and service While this BLT is based on the above competencies, proper food safety practices will be presented. Therefore, the following competencies from Functional Area 2: Sanitation, Safety and Security will be included in lessons 2-5: 2.1 Maintains an environment conducive to protecting the health and well-being of the school s children through high levels of food safety and sanitation standards Instructor s Guide; Introduction, Page 5

7 TRAINER S INTRODUCTION Training Format The format of each lesson is consistent throughout the training. Each lesson contains the following: Instructor s Guide, Participant s Workbook, and Video Clips. Depending on your school or school district, you may want to have an instructor lead the lesson and activities followed by showing the video clip to reinforce learning. Or, the video is designed so that an individual or group of individuals at a school could view the video clips and complete the activities and post assessment. Below is a description of the lesson setup: Instructor s Guide Outlines the information covered in each lesson. The instructor may read the information in the guide word for word or merely use it as a resource for the discussions. Information can be added from the instructor s personal experience and knowledge. The content may be customized to fit the participants knowledge and skill levels. The Instructor s Guide includes the following icons for use during the presentation. Tell Includes brief informational statements that the instructor may choose to read or to paraphrase. Ask Encourages participants input and exchange of ideas. This is one area in the lesson where time could be expanded to allow for more discussion. Handout Instructs an action that the instructor will take, such as pass out Handout 1-1 in the Particpant s Workbook Do Instructs an action that the instructor will take, such as gather in groups. Key Words A summary sheet of key points from the lesson. Instructor s Guide; Introduction, Page 6

8 TRAINER S INTRODUCTION Watch Tells the instructor when to show a specific video clip. It is optional to show the video clip prior to instruction, after instruction for lesson reinforcement, or by participants without instruction. The Preparation Checklist notifies the instructor to gather equipment needed to show the video clips. The clips will be available on the Internet and can be viewed using a computer with an Internet connection. To find the video clip, visit the NFSMI website at and select Resource Center. Under Resource Center click on BLT Modules and then the exact title of the document, Practical Skills for Preparing Quality Meals: A Five Step Process. Select the specific video clip needed for that part of the lesson. If the screen of the computer is not large enough for all of the participants to see, the computer can be connected to a larger screen or projected onto a wall or screen with an LCD projector. If an Internet connection is not available during the class, the video clips can be downloaded from the Internet and saved to a flash drive or a computer s hard drive and/or burned to a CD/DVD (all computers may not have CD/DVD burners). To save the video, right click on View or Download, next click on Save Target As, select a location to save the file, and click save. The saved clip can be played during the class using a computer. Video clips burned to a CD/DVD cannot be viewed on a DVD player. Lesson-at-a-Glance Provides a brief overview of each section of the lesson, including the estimated time, topics, objectives, associated tasks, and materials needed. Preparation Checklist Describes all of the materials the instructor will need to prepare prior to delivering the training session. This list also includes instructions for any advance preparation that is required for lesson activities. Note: Please review the Preparation Checklist a few days prior to delivering the training, as some advance preparation may be required. Instructor s Guide; Introduction, Page 7

9 TRAINER S INTRODUCTION Activities and Handouts Each lesson contains activities to reinforce what participants have learned and to help participants improve their professional skills. Instructions for each activity are presented in text boxes within the Instructor s Guide. If you would like for participants to work in small groups, here are a few suggestions: Assign participants who are sitting next to each other to be in groups or pairs perhaps have those with birthdays in the same month or with the same number of years of experience sit together. Have school nutrition terms on one note card with the definition on another note card. The participants try to find a match. The participants with matching cards are partners. For example, one card would have the word food processor and the corresponding definition card would read, This piece of equipment is a shredder, chopper and blender. Place different colored dots on name tags, note cards, or on the outside of the workbooks. The participants with the same color are in a group or pair. Encourage participants with different job titles to work together during the activities. Handouts Tools for the instructor to use in preparing, presenting, and following up with the lessons. Pre-Training Assessment and Post-Training Assessment Multiple-choice assessments designed to measure prior knowledge and to measure what was learned during the lesson. Answer keys for the course Pre-Training Assessment and Post-Training Assessment are found in the Instructor s Guide. Participant s Workbook A tool that guides participants through each lesson and contains objectives, key terms, lesson handouts, and activity worksheets. Instructor s Guide; Introduction, Page 8

10 TRAINER S INTRODUCTION References Child, J., Bertholle, L., & Beck, S. (2009). Mastering the art of French cooking. Random House: New York. Culinary Institute of America. (1996). The new professional chef (6th ed.). New York: Van Nostrand Reinhold. Food Allergy & Anaphylaxis Network. (2008). School guidelines for managing students with food allergies. Retrieved November 20, 2009, from Forsyth County Public Schools. (2009). Work schedule. Cumming, GA: Author. Gisslen, W. (2006). Professional cooking (5th ed.). New York: Wiley & Sons, Inc. Kaufman, N.B., & Beck, P. (1999). Ingredient substitutions. Retrieved November 6, 2009, from ag.ndsu.edu/pubs/yf/foods/he198w.html. Labensky, S., & House, A.M. (2003). On cooking: A textbook of culinary fundamentals (3rd ed.). New Jersey: Prentice Hall. Martin, J., & Oakley, C. B. (2008). Managing child nutrition programs: Leadership for excellence (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.. (2000). Production planning: A national satellite seminar. University, MS: Author.. (2006). Competencies, knowledge, and skills of effective school nutrition assistants and technicians. Retrieved August 5, 2009, from (2007). Meeting children s special food and nutrition needs in child nutrition programs. Retrieved January 7, 2010, from PDF/ pdf. Instructor s Guide; Introduction, Page 9

11 TRAINER S INTRODUCTION References. (2008). Cooking for the new generation (2nd ed.). University, MS: Author.. (2009). Culinary techniques for healthy school meals (2nd ed.). University, MS: Author.. (2007). On the road to professional food preparation (2nd ed.). University, MS: Author. Pannell-Martin, D. (1999). School foodservice management for the 21st century (5th ed.). Virginia: inteam Associates, Inc. U.S. Department of Agriculture, Food and Nutrition Service. (2001). Food buying guide for child nutrition programs. Washington, DC: Author. U. S. Department of Agriculture, Food and Nutrition Service. (2001). Accommodating children with special dietary needs in the school nutrition programs: Guidance for school food service staff. Retrieved January 7, 2010, from U.S. Department of Health and Human Services, U.S. Food and Drug Administration, Center for Food Safety and Applied Nutrition. (2009). FDA food code. Retrieved June 23, 2010, from gov/~dms/foodcode.html. Instructor s Guide; Introduction, Page 10

12 Practical Skills for Preparing High Quality School Meals: A Five Step Process Quality and the Five Step Process 1 Lesson at a Glance Time: 30 minutes Time Topic Task 4 minutes Introduction Conduct Pre-Training Assessment Objective 1: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs. 4 minutes Quality School Meals Define quality school meals Objective 2: Understand the five step process for preparing quality school meals. 22 minutes The PROUD Way: A Five Step Process Discuss the five step process used in preparing quality school meals Introduce the Quality Score Card, quality measures, and importance of standardized recipes Conduct Building a Standardized Recipe activity Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessments

13 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Preparation Checklist Use this checklist to get ready for the training session. Keep track of progress by checking tasks as completed. Lesson Tasks 3 Gather lab supplies for instructor Oranges 2 Onion 1 Chef s knife 1 Cutting board 1 Gather lab supplies for activity Chicken patty, unbreaded 1 Mozzarella cheese, shredded ½ oz Romaine 1 head or 2 ½ cups precut Spinach ¼ cup or ½ oz Carrots, shredded ¼ cup Tomatoes, cherry 3 each Cucumbers 1 each Entrée salad container 1 Portion cup, 1 oz 1 Portion scale 1 Dry measuring cup, ¼ cup 1 Dry measuring cup, ½ cup 1 Dry measuring cup, 1 cup 1 Gather other materials Pencils 1 per participant Computer and LCD projector 2010 BLT video segments from Nametags (optional) Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 1, Page 2

14 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Key Terms Back-of-the-house A term used in the foodservice industry to refer to the kitchen area and staff. Typically, this area and staff members are not seen by the customer. Front-of-the-house A term used in the foodservice industry to refer to the dining and serving area and staff. Just-in-time This term is used throughout the lessons to mean preparing a menu item in small enough amounts so that it will be at its peak of quality when placed on the service line. Other terms that mean the same thing are batch cooking and cooking-to-the-line. Mise-en-place (meez-un-plahss) French for to put in place. This term is referred to by cooking professionals as the preparation and assembly of all necessary ingredients and equipment prior to food production. Instructor s Guide; Lesson 1, Page 3

15 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Welcome Welcome to Lesson One: The PROUD Way to Produce Quality Meals. This Breakfast Lunch Training (BLT) is designed to be hands-on, requiring you, the participant, to be an active learner. In this lesson, we will cover the following objectives: Objective 1: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs. Objective 2: Understand the five step process for preparing quality school meals. Direct participants to the Pre-Training Assessment, Handout 1-1 of the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 1, Page 4

16 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Objective One: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs. A hungry child cannot learn. Successful school meal programs that serve quality meals enhance learning. Quality meals can be defined as meals that meet the United States Department of Agriculture (USDA) nutrition standards and recommendations of the Dietary Guidelines for Americans. All children should be encouraged to select nutritious, attractive, quality foods served as part of a successful school meals program. What are some other definitions for quality school meals? Accept all reasonable answers. Possible Answers: Quality meals use customer accepted ingredients and recipes. Quality meals are received, stored, prepared, and served using proper food safety practices. Quality meals meet quality standards on a quality score card. Quality meals are served in a timely, friendly manner. Quality meals are served in an attractive cafeteria/environment. To produce a quality meal, excellence must be achieved during every step of preparation and service. When preparing orange smiles, also known as orange wedges, assuring that oranges are received without mold or other damage, stored properly, and washed prior to slicing result in a high quality product. Watch as I slice these oranges. Cut orange in half through the stem end then into four wedges using a chef s knife and cutting board. Cut another orange in half through the center then into four wedges (see pictures on the following page). Hold up one slice of each type of cut and allow participants to decide which cut demonstrates quality. Instructor s Guide; Lesson 1, Page 5

17 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS CUTTING AN ORANGE Incorrect culinary technique Correct culinary technique Which orange slice looks better and demonstrates quality? Participants will select the orange slice without the bitter white pith down the center of the orange slice. Yes, the orange slice without the bitter white pith down the center is a quality product. This simple, practical step leads to high quality orange wedges for school meal production and service. Objective Two: Understand the five step process for preparing quality school meals. To ensure you are preparing quality school meals, follow the five step process or the PROUD Way. School meal programs were first introduced to this process in Culinary Techniques for Healthy School Meals. Using the PROUD acronym can help you easily remember each of the five steps. P stands for plan food production for just-in-time service; R stands for review the quality score card and the standardized recipe; O stands for organize equipment and recipe ingredients; U stands for use the right culinary technique; and finally, D stands for deliver a quality product. Instructor s Guide; Lesson 1, Page 6

18 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Step One of the five step process is to plan food production for just-in-time service. Just-in-time for service means to cook in small batches as needed during the service period. Some school nutrition personnel use the phrases cooking-to-the-line and batch cooking to mean the same thing as just-in-time for service. In simple terms, foods are prepared and/or cooked as they are needed on the serving line. In order to be successful cooking just-in-time for service, the school nutrition team must plan ahead, review the work schedule, and communicate effectively between the front- and back-of-the-house. Front-of-the-house staff refers to dining and serving area personnel, and backof-the-house staff refers to kitchen or food production area personnel. Step Two of the five step process is to review the quality score card and the standardized recipe. Quality score cards tell you how the finished product should look and taste. Can anyone name at least one quality standard when evaluating a food or beverage served in school meals? Accept all reasonable answers. Possible answers include: Appearance Texture Flavor Temperature Direct participants to the Quality Score Card for Salads, Handout 1-3, in the Participant s Workbook. Instructor s Guide; Lesson 1, Page 7

19 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS The major quality standard groupings are: appearance how the food should look when it is prepared according to a recipe, texture or consistency how the food should feel in the mouth and how it cuts, flavor how the food tastes, and service temperature the ideal temperature for serving the food, which may be higher than the safe holding temperature for hot foods. In addition to reviewing the quality score card, you must review the recipe. The standardized recipe gives the cook all the rules and procedures necessary for consistent quality food production. How many of you have started preparing a recipe only to find that you made a mistake halfway through because you didn t read the entire recipe? Most participants will probably raise their hands. Time permitting, allow a couple of participants to explain their experience. Always review the recipe from beginning to end before preparation. Reviewing the recipe will help to prevent problems that could arise during food preparation and production. Step Three of the five step process is to organize equipment and recipe ingredients. The French term for this is mise-en-place (meez-un-plahss), which means to put in place. Step three includes all the get ready steps needed for food production to be well-organized. Organizing equipment and recipe ingredients saves time and energy. Step Four of the five step process is to use the right culinary technique. To ensure quality, a school nutrition professional chooses the right tool and follows the correct culinary technique found on the recipe when preparing foods. Using the appropriate culinary techniques will result in a high quality product. Watch as I demonstrate the proper technique to use when dicing an onion. I have already washed the onion in preparation of today s lesson. Instructor s Guide; Lesson 1, Page 8

20 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS proper technique for dicing an onion Remove the root end of the onion. Be sure to cut along the very edge of the root end leaving the root intact. The root end holds the onion layers together during slicing and dicing. Remove the paper-like outer skin and cut the onion in half. Slice the onion into desired widths. Be sure NOT to cut through the root end of the onion. Turn onion ¼ turn and cut into dices. Instructor s Guide; Lesson 1, Page 9

21 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS When the right equipment and the correct culinary technique are utilized, food preparation efficiency is maximized. Customers will notice the care taken to prepare and deliver a quality product. Step five of the five step process is to deliver a quality product. The food on the serving line demonstrates the skill level of back-of-the-house school nutrition professionals. It also communicates pride in a job well done and care for the customer. The PROUD way, or the five step process, should be used when preparing quality meals; it just makes sense. If you follow these five steps during preparation, you will be PROUD of the healthy school meals you serve. To reinforce what you have learned in this lesson, we are going to complete the Building a Standardized Recipe activity Instructor s Guide; Lesson 1, Page 10

22 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Building a Standardized Recipe Activity Purpose: To review the five step process for preparing quality school meals, the components of a standardized recipe, and the advantages of using the quality score card. Time allowed: 15 minutes Materials: Building a Standardized Recipe Worksheet, Handout 1-2 Building a Standardized Recipe Answer Key, Handout 1-2a Quality Score Card for Salads, Handout 1-3 Chicken patty, unbreaded 1 Mozzarella cheese, shredded ½ oz Romaine 1 head or 2 ½ cups precut Spinach ¼ cup or ½ oz Carrots, shredded ¼ cup Tomatoes, cherry 3 each Cucumbers 1 each Entrée salad container Portion cup, 1 oz 1 Portion scale 1 Dry measuring cup, ¼ cup 1 Dry measuring cup, ½ cup 1 Dry measuring cup, 1 cup 1 Pencils 1 per participant Before Class Preparation: Review and secure materials needed for this activity. Prepare unbreaded chicken patty to use in the sample salad, bake, cool, and store. Prepare sample grilled chicken salad according to Building a Standardized Recipe Answer Key, Handout 1-2a and store in refrigerator until needed. Quality Score Card for Salads, Handout 1-3 Building a Standardized Recipe Answer Key, Handout 1-2a Instructor s Guide; Lesson 1, Page 11

23 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Gather participants around the demonstration table. Place the prepared grilled chicken salad on the demonstration table. Make sure participants have the Quality Score Card for Salads, Handout 1-3 from the Participant s Workbook. Read the statements to the participants. Ask participants to score aloud the prepared grilled chicken salad. Time permitting, allow for some discussion on improving salad production in your facility. Direct participants to Building a Standardized Recipe Worksheet, Handout 1-2, and divide participants into pairs. Standardized recipes are the building blocks of quality, quantity food production. By following detailed recipe instructions, a quality product should be produced every time it is prepared and served. Does a salad prepared at a national chain restaurant in Florida look the same as a salad prepared at the same national chain restaurant in California? Most participants will answer yes to this question. Instructor s Guide; Lesson 1, Page 12

24 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS The reason the salads are probably the same is because a standardized recipe is used by both restaurants. To help you understand all the necessary parts of a standardized recipe, we are going to build a standardized recipe for grilled chicken salad. I would like for you to work in pairs to determine the missing parts of the grilled chicken salad recipe. I have placed a portion scale and measuring cups next to the salad to help you determine product weights and measures. You have approximately five minutes to fill in the blanks. After participants have completed filling in the missing information, use the Building a Standardized Recipe Answer Key, Handout 1-2a as a guide for discussion of what should be included in the recipe. Show video segment. Direct participants to the Post-Training Assessment, Handout 1-4 of the Participant s Workbook. Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 1-4a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 1, Page 13

25 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-1 Pre-Training Assessment HANDOUT Please circle the answer to the following questions: 1. Which statement(s) best describe quality school meals? a. Meals that are attractive and tasty. b. Foods that are received, stored, prepared, and served using proper food safety practices. c. Staff that is friendly and meals served in a timely manner. d. All of the above. 2. Quality score cards for foods usually include the following criteria: a. Timeliness of service and friendliness of staff. b. Cleanliness of the kitchen and cafeteria. c. Appearance, texture, flavor, and service temperature. d. None of the above. 3. The five step process for preparing quality school meals is a. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and efficiently, and count the money correctly. b. production for just-in-time service, review of quality score card, organize equipment and recipes, use the right equipment and culinary techniques, and deliver a quality product. c. order the right amount for recipes, make sure what was ordered has been received, store and prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process. d. all of the above. 4. Just-in-time service is best described as a. arriving to work just in time to prepare the meals. b. ordering food so that it arrives just in time to prepare the meals. c. cooking small batches as needed during the service period. d. making sure that the kitchen is cleaned up just in time to run errands after work. 5. Mise en place is best described as a. meals will be served at my place. b. equipment and recipe ingredients are organized and put in place prior to preparation. c. special French spice that works well with cooked rice. d. none of the above. Instructor s Guide; Lesson 1, Page 14

26 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-2 Building a Standardized Recipe Worksheet HANDOUT Name of Recipe: Meat/Meat Alternate-Vegetable Meal Pattern: One portion provides 2 ½ oz meat/meat alternate; 3 ½ cups vegetable INGREDIENT WEIGHT MEASURE DIRECTIONS Chicken patty, unbreaded 1 each 1. Prepare unbreaded chicken patty according to manufacturer s directions. Cool using two stage cooling method, and store at or below until needed. Salad greens, chopped 4 oz 2. Wash under running water. Allow time to dry or use disposable paper towels to speed drying (this may be done a day ahead). Using a cutting board and chef s knife, make at least 3 cuts lengthwise before cutting into 1-inch dices (or use purchased, precut Romaine). Spinach, ½ oz 3. Roll prewashed spinach into a tight roll on a cutting board. Using a knife, make ½- inch slices. Toss into the Romaine. Carrots, shredded ¼ cup 4. Add shredded carrots to the Romaine/spinach salad base. Cucumber, sliced ¼ cup 5. cucumbers first under water. Cut cucumbers into ⅛ inch to ¼ inch width slices. Mozzarella cheese, shredded ½ oz 6. Portion shredded mozzarella cheese into portion cups (this may be done a day ahead). Tomato, 7. Wash cherry tomatoes. 8. Slice unbreaded chicken patty lengthwise into 4 slices. 9. Assemble the salad from bottom to top in the appropriate salad container: Cherry tomatoes, cucumber slices, portioned cheese 10. Hold and serve at or below. Instructor s Guide; Lesson 1, Page 15

27 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-2a Building a Standardized Recipe Answer Key HANDOUT Name of Recipe: Meat/Meat Alternate-Vegetable Meal Pattern: One portion provides 2 ½ oz meat/meat alternate; 3 ½ cups vegetable INGREDIENT WEIGHT MEASURE DIRECTIONS Chicken patty, unbreaded 2 oz 1 each 1. Prepare unbreaded chicken patty according to manufacturer s directions. Cool using two stage cooling method, and store at 41 F or below until needed. Salad greens, Romaine, chopped 4 oz 2 ½ cups 2. Wash Romaine under running water. Allow time to dry or use disposable paper towels to speed drying (this may be done a day ahead). Using a cutting board and chef s knife, make at least 3 cuts lengthwise before cutting into 1-inch dices (or use purchased, precut Romaine). Spinach, prewashed ½ oz ¼ cup 3. Roll prewashed spinach into a tight roll on a cutting board. Using a chef s knife, make ½- inch slices. Toss into the Romaine. Carrots, shredded 1 oz ¼ cup 4. Add shredded carrots to the Romaine/spinach salad base. Cucumber, sliced 1 ½ oz ¼ cup 5. Remove 4 sides of the cucumber with a vegetable peeler. Using a chef s knife, cut cucumber into 1/8 inch slices (4 1/8 inch slices = ¼ c). Mozzarella cheese, shredded ½ oz 1/8 cup 6. Portion ½ oz shredded mozzarella cheese into 1 oz portion cups (this may be done a day ahead). Tomato, cherry 3 each 7. Wash cherry tomatoes. 8. Slice unbreaded chicken patty lengthwise into 4 slices. 9. Assemble the salad from bottom to top in the appropriate salad container: Romaine / spinach / shredded carrots Cherry tomatoes, cucumber slices, portioned cheese Chicken slices 10. Hold and serve at 41 F or below. Instructor s Guide; Lesson 1, Page 16

28 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-3 Quality Score Card for Salads HANDOUT DATE: MENU ITEM: PROUDLY PREPARED BY: QUALITY SCORED BY: When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark YES when the food meets the standard and NO when it does not. Mark NA (Not Applicable) when a specific quality standard does not apply to the food being evaluated. Use the COMMENTS section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line. QUALITY STANDARD YES NO NA COMMENTS Appearance Bright color typical of the fresh greens Bright color typical of other fresh ingredients (no discoloration) Salad appears moist, not dry or excessively wet Salad ingredients are even pieces Salad ingredients appear crisp, not limp Garnish is edible and appropriate for the salad Texture or Consistency Salad ingredients are crisp, not soggy Meat or pasta/rice salads are tender but not mushy Flavor Salad ingredients have a fresh, distinctive flavor Seasonings enhance the salad but are not too salty or too tart A choice of lowfat and/or fat-free salad dressings is available Service Temperature 34 F - 38 F Instructor s Guide; Lesson 1, Page 17

29 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-4 Post-Training Assessment HANDOUT Please circle the answer to the following questions: 1. Which statement(s) best describe quality school meals? a. Meals that are attractive and tasty. b. Foods that are received, stored, prepared, and served using proper food safety practices. c. Staff that is friendly and meals served in a timely manner. d. All of the above. 2. Quality score cards for foods usually include the following criteria: a. Timeliness of service and friendliness of staff. b. Cleanliness of the kitchen and cafeteria. c. Appearance, texture, flavor, and service temperature. d. None of the above. 3. The five step process for preparing quality school meals is a. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and efficiently, and count the money correctly. b. production for just-in-time service, review of quality score card, organize equipment and recipes, use the right equipment and culinary techniques, and deliver a quality product. c. order the right amount for recipes, make sure what was ordered has been received, store and prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process. d. all of the above. 4. Just-in-time service is best described as a. arriving to work just in time to prepare the meals. b. ordering food so that it arrives just in time to prepare the meals. c. cooking small batches as needed during the service period. d. making sure that the kitchen is cleaned up just in time to run errands after work. 5. Mise en place is best described as a. meals will be served at my place. b. equipment and recipe ingredients are organized and put in place prior to preparation. c. special French spice that works well with cooked rice. d. none of the above. Instructor s Guide; Lesson 1, Page 18

30 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-4a Pre- and Post-Training Assessment Answer Key HANDOUT 1. Which statement(s) best describe quality school meals? a. Meals that are attractive and tasty. b. Foods that are received, stored, prepared, and served using proper food safety practices. c. Staff that is friendly and meals served in a timely manner. d. All of the above. 2. Quality score cards for foods usually include the following criteria: a. Timeliness of service and friendliness of staff. b. Cleanliness of the kitchen and cafeteria. c. Appearance, texture, flavor, and service temperature. d. None of the above. 3. The five step process for preparing quality school meals is a. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and efficiently, and count the money correctly. b. production for just-in-time service, review of quality score card, organize equipment and recipes, use the right equipment and culinary techniques, and deliver a quality product. c. order the right amount for recipes, make sure what was ordered has been received, store and prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process. d. all of the above. 4. Just-in-time service is best described as a. arriving to work just in time to prepare the meals. b. ordering food so that it arrives just in time to prepare the meals. c. cooking small batches as needed during the service period. d. making sure that the kitchen is cleaned up just in time to run errands after work. 5. Mise en place is best described as a. meals will be served at my place. b. equipment and recipe ingredients are organized and put in place prior to preparation. c. special French spice that works well with cooked rice. d. none of the above. Instructor s Guide; Lesson 1, Page 19

31 Practical Skills for Preparing High Quality School Meals: A Five Step Process 2 Plan Food Production for Just-In-Time Service Lesson at a Glance Time: 30 minutes Time Topic Task 4 minutes Introduction Conduct Pre-Training Assessment Objective 1: Understand the importance of a work schedule when planning just-in-time service. 4 minutes Scheduling Discuss the importance of and difference between work schedules and food production records Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals. 22 minutes Just-In-Time Service Define and discuss just-in-time service Conduct Put Time on Your Side activity Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessments

32 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Preparation Checklist Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed. Lesson Tasks 3 Gather lab supplies for activity Broccoli florets, fresh 3 lbs Broccoli florets, frozen 2 2 ½ lb blocks Steamtable pan, 2 inch, perforated 1 per team Paring knife 1 per team preparing fresh broccoli florets Sheet pan 1 per team Steamer 1 Timer 1 Calculator 1 per team Parchment paper 1 sheet per team Marker 1 for instructor Gather other materials Pencils 1 per participant Computer and LCD projector 2010 BLT video segments from Nametags (optional) Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 2, Page 2

33 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Key Terms Daily work schedule A time sequence sheet that assigns job tasks to employees based on cycle menus, standardized recipes, available labor, equipment, supplies, and facilities. Food production record A menu worksheet required by federal regulations that demonstrates that the meals planned have been prepared and served. Just-in-time This term is used throughout the lessons to mean preparing a menu item in small enough amounts so that it will be at its peak of quality when placed on the service line. Other terms that mean the same thing are cooking-to-the-line and batch cooking. Time standard A specific amount of time in which a task should be completed in preparing one batch of a recipe. Instructor s Guide; Lesson 2, Page 3

34 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Welcome Welcome to Lesson Two: Plan Food Production for Just-In-Time Service. As briefly discussed in lesson one, just-in-time for service means to cook food in small batches as needed during the service period. Some school nutrition personnel use the phrases cooking-to-the-line and batch cooking to mean the same thing as just-in-time for service. In simple terms, foods are cooked and/or prepared as they are needed on the serving line. In this lesson, we will cover the following objectives: Objective 1: Understand the importance of a work schedule when planning just-in-time service. Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals. Direct participants to the Pre-Training Assessment, Handout 2-1 of the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 2, Page 4

35 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Objective 1: Understand the importance of a work schedule when planning just-in-time service. We have all watched squirrels gathering and hiding food away for the winter season. To be successful, or rather to survive in nature, they must plan ahead. Squirrels cannot say, Oops, I forgot to put some acorns away for January, instead I ll just run to the nearest fast food restaurant and pick up some acorns. Just like squirrels plan ahead, school nutrition teams must plan ahead to prepare quality school meals. Planning ahead includes several steps. School nutrition assistants should review the menu, standardized recipe(s), daily work schedule, and food production record. Are the daily work schedule and the food production record the same tool? In some schools this document may be one in the same. The food production record is a menu worksheet required by federal regulations that shows the meals planned have been prepared and served. The food production record may be used as the basis for federal and state reviews and to demonstrate program compliance. The food production record may also be used to forecast when placing grocery orders. Often this record lacks available space to include detailed food production information. Unlike food production records, daily work schedules are not required in a school nutrition operation. Although daily work schedules are not required, they are a helpful tool in planning just-in-time for food service production. The daily work schedule provides detailed food production information and specific job tasks and may be for an individual team member or the entire school nutrition team. Daily work schedules are time sequenced, meaning that the job or task is assigned and the time it should take the employee to complete the job or task is included. The time it takes an employee to complete the job or task is critical to planning for just-in-time service. Instructor s Guide; Lesson 2, Page 5

36 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Instruct the participants to locate the Work Schedule: Example 1 and Work Schedule: Example 2, Handouts 2-2 (2 pages), and 2-3 in the Participant s Workbook. Ask participants to look at the Work Schedule: Example 1. Using this daily work schedule as an example, how does the preparation time of steamed whole kernel corn and broccoli florets affect the planning for batch cooking or just-in-time for service preparation of quality meals? Accept all reasonable answers. Possible answers include: The shorter the cook time, the closer to service the product may be cooked. Items that do not take very long to cook may be cooked throughout the service period. What are some advantages of using daily work schedules? Accept all reasonable answers. Possible answers include: Saves time and energy by preventing employees from waiting for someone to tell them what to do. Distributes the workload evenly. Improves quality by reducing holding time. Scheduling just-in-time service based on preparation and cooking times. Increases production by setting time limits and deadlines. If time permits allow for more discussion of the Work Schedule Example 1 and Work Schedule: Example 2. Instructor s Guide; Lesson 2, Page 6

37 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals. In 1955, British Professor Parkinson coined the phrase work expands to fill the time available. This phrase is known today as Parkinson s Law. Because one hour of work can easily be stretched to fill two hours, time must be managed wisely. The time it takes to complete a specific task is known as a time standard. Every recipe should state the estimated total amount of time required from preparation to clean up to complete the task. Scheduling just-in-time for service takes skill and practice. In years past, school nutrition teams would prepare foods in advance and place the foods in hot holding cabinets hours prior to service. Today we know some foods, such as steamed vegetables, lose quality when held and should be cooked immediately prior to serving. Ask participants to look at the Time Standard Example: Salisbury Steak, Handout 2-4 of the Participant s Workbook. Review the Time Standard Example: Salisbury Steak, Handout 2-4 in the Participant s Workbook. Instructor s Guide; Lesson 2, Page 7

38 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE A time standard is how long it takes for the product to be prepared and cooked for service. Unfortunately, most recipes do not include the time standard because time standards are unique to individual kitchens. Time standards vary from kitchen to kitchen because of factors such as number of servings required, available equipment, and number of employees. In the example provided, every step, from pre-preparation to cleanup, has been timed. The time standard provides valuable information when planning for just-in-time service. Time standards help your manager complete an accurate daily work schedule. Ask participants to look at the Just-In-Time Preparation Example: Chicken Nuggets, Handout 2-5 in the Participant s Workbook. Look at the example of just-in-time preparation for chicken nuggets. If you know how long it takes to prepare and cook an item, you know how far in advance work must take place to be ready for service. To help you understand and develop the skills necessary for batch cooking, we are going to complete a time standard for just-in-time production for fresh and frozen steamed broccoli florets. Conduct the Put Time on Your Side activity following the step-by-step instructions provided on the next page. Instructor s Guide; Lesson 2, Page 8

39 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Put Time on Your Side Activity Purpose: To develop the skills necessary to implement batch cooking techniques by creating a time standard for fresh and frozen steamed broccoli florets to be used in determining a just-in-time preparation serving schedule. Time allowed: 18 minutes Materials Needed: Recipe: Steamed Fresh Broccoli, Handout 2-6 Recipe: Steamed Frozen Broccoli, Handout 2-7 Time Standard: Steamed Fresh Broccoli, Handout 2-8 Just-In-Time Preparation Form: Steamed Fresh Broccoli, Handout 2-9 Time Standard: Steamed Frozen Broccoli, Handout 2-10 Just-In-Time Preparation Form: Steamed Frozen Broccoli, Handout 2-11 Broccoli florets, fresh 3 lbs Broccoli florets, frozen 2 2 ½ lb blocks Steamtable pan, 2 inch, perforated 1 per team Paring knife 1 per team preparing fresh broccoli florets Sheet pan 1 per team Steamer 1 Timer 1 Calculator 1 per team Parchment paper 1 sheet per team Markers 1 for instructor Pencils 1 per participant Before Class Preparation: Review and secure materials needed for the activity. Place recipe ingredients on a sheet pan lined with parchment paper. Using a marker, write Team 1 on the parchment paper. Repeat this step for each team s lab supplies. For 20 participants, create four teams of five people. Place supplies in the refrigerator and freezer until needed. Set up team work stations with necessary culinary tools. Immediately prior to class, prepare 3-compartment sink for clean-as-you-go food production and set up team work stations with recipe ingredients. Instructor s Guide; Lesson 2, Page 9