ESTABLISH AND MAINTAIN QUALITY CONTROL IN FOOD PRODUCTION

ESTABLISH AND MAINTAIN QUALITY CONTROL IN FOOD PRODUCTION
D1.HCC.CL2.02 Trainer welcomes students to class and encourages participation.

Establish and maintain quality control in food production
This Unit comprises three Elements: Establish quality control in food production Implement and monitor quality control procedures in food production Review quality control procedures in food production 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.

Assessment Assessment for this unit may include: Oral questions
Written questions Work projects Workplace observation of practical skills Practical exercises Formal report from employer or supervisor. 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.

Establish quality control in food production
Performance Criteria for this Element are: Identify appropriate quality standards in food production Develop appropriate quality procedures. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions about establishing quality control in food production by asking questions such as: Why is it important to establish quality control in food production? What are examples of quality controls in food production? What are examples of quality standards in food production? What do you think is involved in developing quality control in food production?

Identify appropriate standards in food production
Management of QC comprises: Establishment of quality standards and procedures Implementation of QC procedures to achieve the quality standards Monitoring QC standards and procedures Review of QC standards and procedures. Trainer states the management of QC comprises four basic elements: Establishing quality standards and procedures Implementing QC procedures to achieve the quality standards which have been developed Monitoring of the QC procedures and quality standards which have been identified Reviewing the established QC procedures and quality standards.

‘Quality’ relating to food production refers to: Development of standards for food which meet customer requirements and preferences Freedom of menu items from defects and variations A relationship between ‘price’ and ‘product’ (value-for- money). Trainer discusses the concept of ‘quality’ in relation to food production explaining it refers to: Development of acceptable standards for food products (menu items) prepared by the venue – based on identified needs, wants and preferences of the customers the venue/outlet is serving Freedom of dishes from defects and variations – so there is uniformity in the way food products are prepared to align with the identified standards A relationship between the price charged for the dish and the value-for-money the food represents to the consumer at that price. Because of the relationship between ‘price’ and ‘quality’, quality does not mean: Product excellence ‘Top’ quality The ‘best’ dish.

In relation to QC in food production: Quality can vary between venues – and within the same venue There is no industry-wide definition of quality The customer determines what quality is – you cannot ‘impose’ quality on them. Trainer advises: ‘Quality control’ means developing, implementing and monitoring procedures (‘quality procedures) to consistently produce dishes which align with the standards set for their production – time-after-time, every time the item is made. Inherent in this understanding are the following facts: The quality of a menu item can vary between different food outlets in the same venue – because, for example: The selling price is different in each outlet The requirements/preferences of customers in various outlets can differ The profiles of the target markets can vary – one outlet might focus on children, another may offer a ‘fine dining experience’ while another may provide a ‘ready-to-eat’, quick meal There is no industry-wide definition of ‘quality’ for food (generically), or in relation to individual menu items – each venue or each outlet develops its own standards It is the customer who determines what ‘quality’ is. ‘Quality’ is not something the venue can impose on customers – it is identified and interpreted by customers. They will decide what quality is for them, and only they will determine the quality factors which are important to them. Making this realisation even more difficult to work with are two self-evident truths: Every customer is an individual – with individual tastes, perceptions and references Customer definitions of ‘quality’ change over time – as they grow, gain experience and change.

To determine what your customers see as ‘quality’: Use a combination of relevant market research techniques Talk to ‘sufficient’ numbers of customers Interview a cross-section of customers to mirror the demographics of your customer base. Trainer identifies venues can identify what their customers in different outlets in the venue need, want or prefer by applying basic – and quite inexpensive – market research techniques suggesting the most effective strategy requires: Use of a combination of techniques (see following slides) – rather than relying just on one option Targeting ‘sufficient’ numbers of customers – to increase the reliability and validity of the data captured Making sure the customers you seek contributions from mirror the identified target market/s for the outlet being researched – for example, the people you ask for input should reflect the age, gender, culture, nationality and other demographic factors of the people you intend serving your food to.

Techniques to obtain customer input about quality: Talking to them Asking them to complete a questionnaire Using focus groups Making ‘Customer Comment Cards’ available (Continued) Trainer indicates obtaining customer input can be achieved by: Talking with them – and asking what their needs, wants and preferences are Asking them to compete structured online or paper-based questionnaires Creating and using focus groups Making ‘Customer Comment Cards’ readily available to diners and guests – and encouraging them to complete them Class Activity – Handouts Trainer distributes and discusses sample: Market research questionnaires Customer Comment Cards.

Having a web-based ‘Contact Us’ facility Asking relevant questions Making a ‘Suggestion Box’ available Rewarding people for making contributions. Trainer continues indicating obtaining customer input can be achieved by: Having a ‘Contact Us’ facility on your website Asking customers ‘How did you enjoy your meal?’ as they depart Making a ‘Suggestions’ box available Offering a ‘reward’ for those who participate – a complimentary drink or a discount on their meal/purchase.

Information about customer thinking can also be gained through analysing: Sales Complaints Compliments Industry reports. Trainer indicates venues can also get a feel for customer thinking by analysing: Sales – to identify popular and unpopular dishes Complaints – to identify common threads causing dissatisfaction Compliments – to identify factors giving rise to positive sentiments Reports from industry bodies – which have provided data on: Market trends New products/dishes. Class Activity – Handouts Trainer distributes and discusses sample industry reports providing information regarding markets trends, data on customer research and other topics related to quality in relation to food.

Some business adopt a QC orientation to food production and some do not – reasons they do include to: Identify and meet customer expectations Deliver consistency and uniformity in food Give customers confidence about what they will receive Optimise potential for repeat and referral business Increase compliance with legislated obligations (Continued) Trainer identifies reasons businesses adopt a QC orientation to food production: Identify and meet customer expectations Deliver a consistent standard or food to customers Allows customers to depend on the quality they will receive and therefore have confidence in what they will be served Optimises repeat and referral business Increase levels of compliance with legal requirements as they apply to food safety and safe food handling practices

Reduce complaints and increase customer satisfaction Verify standards of food served Enhance business viability Give staff pride in their employer Keep promises made about the food. Trainer continues identifying reasons businesses adopt a QC orientation to food production: Reduce number of complaint and enhances customer satisfaction levels Verify the standards of dishes produced and served Enhance the viability of the business Give staff a feeling of pride in their work and their workplace Keep promises about food made to customers in the advertising and promotion the venue undertakes.

QC relates to both: ‘Products’: The menu items produced by the kitchen ‘Processes’: The practices and procedures used to produce the food. Trainer states it is necessary too understand QC involves both ‘products’ and ‘processes’. ‘Products’ refers to the final outcomes – the meals/dishes produced in the kitchen which can be evaluated against the standards set for them. ‘Processes’ refers to the practices and procedures used to make those meals/dishes. In practice: The kitchen will have generic processes which it will seek to apply to all food produced throughout the venue Specific practices and procedures which apply to individual dishes – as required by the individual nature of the product/item Workplace training must be provided to all kitchen staff to make them aware of the quality standards that apply – you can never assume staff know what these standards are or how they are to be achieved.

This unit applies only to ‘food production’ and does not apply to related topics such as: Décor of dining rooms, facilities Facilities to support food service Interpersonal skills of wait staff Price setting for dishes Service standards for wait staff Product knowledge of wait staff. Trainer identifies this unit does not apply to: Décor of the dining area Facilities to support food service Interpersonal staff skills – communication with customers, order taking skills, selling skills and complaint resolution Price setting – and determination of required/acceptable profit Service standards – relating to the service of food by wait staff Product knowledge staff have about dishes on the menu.

‘Food production’ may relate to: A la carte and table d’hôte menus Room service and fine dining Events Buffets Take away/ food and fast foods Outside catering. Trainer identifies food production refers to all food produced by a venue indicating in practice this can include: A la carte style service – table service where guests order each course/menu item from the menu and pay accordingly. Most dishes are cooked to order. Table d’hôte menus – table service where guests pay a set price and choose from a limited number of dishes per course Room service – where meals are delivered to the guest’s room and served and eaten there Fine dining – where food may be silver served, and some foods are cooked or otherwise at the table Events – the provision of food for functions, seminars, conferences, parties and similar other occasions Buffet service – where food is served for guests to serve themselves Take away/fast foods – where customers purchase their food to eat away from the outlet Outside catering – where food is cooked at, or transported to, a remote location and served there.

‘Taste’: Difficult but necessary to define for a dish Used as a standard to: Ensure consistent flavours Avoid ‘off’ tastes Meet expectations Differentiate between your venue and your competitors. Trainer discusses ‘taste’ as a quality standard for food stating: Taste is a very difficult factor to establish for food but it is an essential element of all quality standards for food produced. The intention of including ‘taste’ as a QC standard is to: Ensure consistency of flavour Avoid off tastes Meet customer expectations about flavours of classical dishes Provide a point of difference between your venue and the kitchens of other venues.

Developing standards in relation to ‘taste’ may require you to specify: Ingredients used Balance Grade or quality of raw materials. Trainer states in relation to ‘taste’ there may be a need to specify standards in relation to: Ingredients used – by name/description Balance of ingredients used – through identification of amounts of raw materials used Grade/quality of raw ingredients used – including (as appropriate) brand names. Class Activity – Guest Speaker Trainer arranges for manager/owner or Executive Chef of a local venue to attend and: Discuss why they use QC in relation to food production Describe the procedures involved in developing and implementing QC Identify elements they use to develop food quality standards Provide sample standard for food Describe quality procedures used to prepare food according to established standards.

‘Temperature’: There are food safety considerations implicit in holding temperatures for food In relation to service of food: Hot food must be served hot Cold food must be served cold Frozen food must be served in a frozen state. Trainer discusses ‘temperature’ as a food quality standard/element stating: While there are several temperature requirements relating to the holding of hot and cold food for food safety purposes, this factor in relation to food quality standards focuses on the ‘service temperature’ of food. It concentrates on the temperature of the food on the plate when the dish is served to the customers. In general: Hot food must be served hot – and not cold or lukewarm Cold food must be served cold – and not allowed to warm to ‘room temperature’ Food which should be served frozen, must be presented in a frozen state – and not be permitted to melt or show signs of thawing. Class Activity – Questions and Answers Trainer asks students: ‘What temperature should cold high risk food be held at to keep it safe prior to service?’ Answer At or below 5˚C ‘What temperature should hot high risk food be held at to keep it safe prior to service?’ At or above 60˚C.

Temperature related standards may require reference to: Temperature settings on food holding equipment Time at which holding equipment is turned on Temperature food is to reach in the cooking process. Trainer continues discussion temperature as a standard stating: In relation to ‘temperature’ you may need to specify standards in relation to: Temperature settings on food holding equipment – used to hold both hot and cold foods Time at which holding equipment is turned on – to allow equipment to heat up and cool down Temperature food is to reach – as part of the cooking/production process.

‘Raw materials’: Need for these to align with Food safety Plan requirements (where/if applicable) Must comply with local food laws Must be ‘fit for human consumption’. Trainer discusses ‘raw materials’ as an element of food quality noting: Raw materials/ingredients form the basis of all food production and are therefore a vital element of all quality-related considerations. Where a FSP exists, this may provide the basis for determining the purchase of the raw materials to be used in food production but it is possible (sometime ‘necessary’) to add extra requirements/controls. Standard criteria relate to the need for: All ingredients to comply with local food legislation Food to be ‘fit for human consumption’.

In relation to raw materials’: May be a need to use ‘food specifications’ May be a need to set delivery times for products into the venue May be a need to set maximum limits or levels for food ordered by the venue. Trainer continues discussing ‘raw materials’ highlighting there may be a need to specify standards in relation to: Food specifications – used to advise suppliers regarding the quality and standards required of the food they must deliver Delivery times for ingredients – so the use of fresh food is optimised Volumes of food to be ordered at any one time – to minimise venue holding periods for perishable food items Class Activity – Handout Trainer distributes and discusses sample food specifications.

Standard Recipes are used to: Maintain consistency of food quality Help calculate selling price for each dish Control serve size Determine food cost percentage Facilitate ordering of food from suppliers Assist with staff training in food production. Trainer introduces Standard Recipes highlighting they are a critical element in producing food which is uniform in taste, appearance, and other factors is the use of standard recipes and stating reasons for using standard recipes: Maintain a consistent quality of each dish Establish the food cost for each menu item so an appropriate selling price can be calculated Control the portion size Establish the food cost percentage for each menu item – to help determine the financial performance of the kitchen Enable accurate food orders to be written Assist with training new staff in preparing the dish.

Standard Recipes contain the following information: Name of the menu item Menu section to which the food belongs Recipe number Date the item was costed Portion size (Continued) Trainer advises a standard recipe card should contain the following details: Name of the menu item Section on the menu – entrée, main, desserts Recipe number – the venue gives each recipe a number to facilitate referencing Date costed – to help maintain up-to-date cost and pricing Portion size – the size of the dish which should be served to guests.

Portion yield Portion cost Food cost percentage Selling price Ingredients (Continued) Trainer continues identifying elements of a Standard Recipe: Portion yield – the number of serves the recipe produces Portion cost – the cost price for each serve the recipe produces/yields Selling price – the price shown on the menu for each serve Food cost percentage – the percentage of the selling price represented by the ingredients used to produce the dish Ingredients – listed in order of usage.

Quantity of each ingredient Unit of measurement for each ingredient Unit cost Total ingredient cost Total cost of item Production method Photograph of finished product. Trainer continues identifying elements of a Standard Recipe: Quantity of ingredients – by weight, volume or number Unit of measurement for each ingredient – units of measurement for ingredients (mils or fluid ounces; grams or ounces) Unit cost – for each ingredient (using invoices as source documents for this) Total ingredient cost Total cost of item Production method in the correct sequence Photograph of finished product. Class Activity – Handouts Trainer distributes and discusses samples of Standard Recipes.

‘Cooking method/process’: Stated in the Standard Recipe May address: Availability of equipment in kitchen Suitability of foods for different cooking processes Staff skills and expertise. Trainer discusses cooking process for a dish as a quality standard stating: Cooking method for each dish is identified in the standards recipes for each menu item. In relation to ‘cooking processes’ you may need to specify standards in relation to: Available equipment: Not all kitchens possess equipment which will allow all cooking processes to be implemented There needs to be a balance of cooking styles – or excess pressure will be placed on certain items of cooking equipment during the food preparation and production process Suitability of foods for different cooking processes – for example: Some meats are suitable for some cooking methods (such as slow cooking methods) but not for other methods (such as frying or grilling) Staff skills and expertise in using certain processes and items of equipment.

‘Skills and knowledge of kitchen staff’ – there is a need to ensure: Employees grow and develop New staff are trained Practice is based on knowledge Experienced staff provide on-the-job training to others. Trainer discusses skills and knowledge of kitchen staff as an element of quality stating: Given kitchen staff are responsible for producing the food served by the venue it is to be expected QC standards are created in relation to their skills and knowledge There is a need to ensure: Staff continue to grow and learn in the workplace New staff are trained up as required by the kitchen Staff operate from a base of informed knowledge More experienced staff take responsibility for demonstrating practices to other staff and providing necessary on-the-job training.

Standard relating to staff knowledge and skills may need to address: Base qualifications required Details and requirements of on-the-job training Limitations on food preparation activities based on qualifications and experience. Trainer continues discussion staff knowledge and skills highlighting there may be a need to specify standards in relation to: Basic qualifications required for staff as part of the staff recruitment and selection process – as specified in Job Specifications for individual jobs On-the-job training – provided by the venue for existing staff in order to multi-skill and up-skill staff Limitations on staff who are authorised to prepare dishes – based on their experience and/or qualifications.

‘Nutrition’ can be a vital quality standard for food: In some operations but not in others Where the business caters for people with specific diet- related needs such as: Hospitals Aged care facilities Schools. Trainer introduces ‘nutrition’ as a possible quality standard stressing: The nutritional content of dishes can be a quality standard in some venues and not in others. Where the venue caters for people who have specific nutritional demands (such as for athletes in a sporting event, or when delivering meals to patients with certain medical conditions), nutrition will obviously be an element of high importance. In hospitals, age care facilities and schools (especially schools/child-minding facilities) nutrition requirements are often associated with specific health-related imperatives and the provision of required nutrition can (literally) be a matter of life and death.

In relation to nutrition there may be a need to specify standards in relation to: Specific requirements for nominated dishes Catering for nominated types of diets External (laboratory) testing and verification of nutrition in the food produced. Trainer explains in relation to ‘nutrition’ there may be a need to specify standards in relation to: Nutrition requirements for nominated dishes – in resect of individual nutrients, as applicable, to individual meals Catering for specific diets – as relevant to the venue and the identified needs of consumers External verification of the nutrition contained in dishes produced by the venue – to confirm required nutritional requirements. Class Activity – Guest Speaker Trainer arranges for manager from local hospital to attend and: Discuss the importance of nutrition as a quality standard in food for the hospital Provide sample food quality standard relating to nutrition Explain how nutritional requirements for patients are translated into food production Describe how checks are undertaken to verify nutrition standards are being met.

‘Volume’ of food produced: Refers to the amount/quantity of food produced (in effect, pre-prepared) at any one time Concerns in this regard will not apply to ‘cooked to order’ items Is important because the kitchen: Will want to meet orders which are placed Will not want to throw out ‘excess’ food which cannot be stored for later re-use. Trainer introduces ‘Volume of food produced’ as a consideration for quality standards in food production stating: This refers to the quantity of each dish produced at any one time. In particular this standard relates to dishes which are pre-prepared/prepared in bulk and ready to serve as soon as ordered: that is, this standard does not refer to foods which are ‘cooked to order’. Volume relates to ‘quality control in food production’ in the following ways: The kitchen wants to cater for customers who order dishes on the menu – it is not acceptable to constantly have to advise customers their menu selection is unavailable because the kitchen has ‘run out’ The kitchen does not want to over-produce food which may have to be: Discarded/thrown out Saved for later re-service – involving refrigeration and re-heating which may adversely impact the quality of the final product.

Standards in relation to volume may include reference to: Quantities to be produced: On a daily basis On an individual service session basis Nominating menu items which can and cannot be pre- prepared for holding and later use Trainer states in relation to ‘volume’ businesses may need to specify standards in relation to: Quantities to be produced on a daily basis Quantities to be produced on a service session basis Items which can be pre-prepared – and held (for example, under refrigeration or frozen storage) for later re-heating and items which cannot be pre-produced.

‘Equipment maintenance and service’ of food equipment is essential: Must adhere to manufacturer’s instructions Must occur whenever a problem is identified Some venues: Use their own Maintenance Department to provide service and maintenance Follow a prescribed ‘Preventative Maintenance Schedule’. Trainer explains in order to attain the expected results from food storage, preparation and display equipment it is essential to maintain and service it: As required by manufacturer’s instructions Whenever an operational problem is identified Some venues use: An internal Maintenance Department to provide service and maintenance – coupled with nominated external service technicians A detailed Preventative Maintenance Schedule – to provide regular service to items designed to prevent them from breaking down. Class Activity – Handouts Trainer distributes and discusses samples/examples of: Manufacturer’s instruction for the service and maintenance of kitchen/food equipment Preventative Maintenance Schedule for maintenance of kitchen/food equipment.

In relation to ‘equipment maintenance and service’ quality standards may apply to: Frequency of maintenance Timing of repairs Specification of personnel who is allowed to service equipment. Trainer states in relation to ‘equipment maintenance and service’ there may be a need to specify standards in relation to: Frequency of maintenance – to be provided to food production equipment Timing of repairs – to equipment which fails Pre-requisite requirements for businesses/technicians who maintain and service equipment – such as mandatory certification, use of genuine parts.

‘Speed of service’: Relates to the ability of the kitchen to provide food ‘in a timely manner’ The speed of service ‘time’ is the period between when the order is lodged with the kitchen and when it is ready for collection for service Is a common quality consideration with customers. Trainer identifies in relation to ‘speed of service’ : Speed of service in relation to the quality production of food refers to the capacity/ability of the kitchen to prepare menu items ready for service in a timely manner. Specifically this requirement applies to the time between lodgement of the food order with the kitchen, and the time the dish is ready for collection/service. Speed of service is a legitimate ‘quality’ consideration because customers will not tolerate waiting ‘too long’ for any dish/meal regardless of how good it tastes or how good the value-for-money it represents is.

Standards for ‘speed of service’ may address: Acceptable and unacceptable times – in minutes Definition of exactly what constitutes: When order was lodged When item is ready for collect by wait staff and or ready for service to the customer. Trainer identifies in relation to ‘speed of service’ there may be a need to specify standards in relation to: Acceptable and unacceptable times – for speed of service Definition of relevant times – such as: ‘When order is placed with kitchen’ ‘When meal is ready for service’ How relevant times are identified/determined.

‘Price’ (the selling price for food items) – is important to ‘quality’ because: It relates directly to value-for-money Price must reflect food costs and return an acceptable profit Customers often compare or judge competitors on the basis of price A dish judged ‘too expensive’ is less attractive to customers. Trainer highlights the importance of ‘price’ stating: The menu/selling price for a menu item is a vital aspect of ‘quality standards in food production’ because customers will always judge ‘quality’ by assessing ‘value-for-money’. Important realisations regarding this element are: The kitchen does not have freedom to use whatever ingredients (in terms of type, food quality, or amount/volume) it wants in order to produce a dish because: The more raw materials that are used, the higher the selling price will have to be – and customers do not appreciate price increases If a dish uses more (or more expensive) ingredients, management will expect this extra expenses to be reflected in an increased selling price to retain the required profit percentage for the item The selling prices charged by a venue often (but not always) need to meet the selling prices being charged by their opposition – in order to remain competitive on the basis of price If menu items become ‘too expensive’: The dish (and possibly, the venue) becomes less attractive to customers The ingredients for the dish may not be used quickly enough – raising the potential of raw materials deteriorating in storage thereby reducing their quality.

Quality standards relating to price may address: Maximum selling price to be charged for an item Profit required by management for each dish Specification of how selling prices are to be calculated. Trainer identifies in relation to ‘price’ there may be a need to specify standards in relation to: Maximum prices – to be charged for menu items Profit required for dishes produced – to ensure the necessary percentage cost factors are adhered to How selling prices are determined – to ensure consistency of calculations.

In relation to ‘portion control’: It refers to the ‘serve size’ for the dish Customers expect uniform serve sizes for each menu item every time they eat It is another vital element in the value-for-money decision made by customers Standard Recipes identify the portion size Adhering to required portion sizes helps avoid running out of food items. Trainer introduces ‘portion control as a quality standard stating: Portion control refers to ‘serve sizes’ presented to purchasers. It is important to understand: Customers expect standardisation of serve sizes – they want to receive the same size meal every time they buy the dish: portion control is a primary element in ‘uniformity’ of dishes Serve size is another critical element in the ‘value-for-money’ decision a customer makes – when assessing ‘quality’ The size of the portion is identified in the standard recipe (by the ‘yield’ figure for the recipe) – and this relates directly to cost, to selling price and to profit Ensuring required potion sizes are adhered to helps avoid situations where the kitchen runs out of food because portions which were ‘too big’ are being served.

Quality standards relating to portion control may address: Service methods to be used How to determine what actual serve sizes should be for: Each menu item The same product at different price points (for example: entrée and main course) Eat-in and take away options. Trainer identifies in relation to ‘portion control’ there may be a need to specify standards in relation to: Service methods/equipment/utensils to be used by staff – when plating and/or serving food Development of acceptable portion sizes – as they relate to price and relevant other factors.

‘Re-thermalisation = ‘re-heating’ of food: Legal food safety obligations can apply Standards should address: Methods to re-heat food on a dish-by-dish basis Compliance with legislated requirements Timing and temperature criteria. Trainer discusses re-thermalisation stating: It is the re-heating of previously cooked food While there are food safety issues associated with re-heating previously cooked food, this QC consideration relates to protecting menu items from a reduction in taste and appearance which can occur when improper or inappropriate re-heating practices are applied to certain foods In relation to ‘re-thermalisation’ you may need to specify standards in relation to: Methods to use to re-heat food – on a dish-by-dish basis Food safety requirements – regarding the safe re-heating of pre-cooked food Timing and temperature criteria – to obtain a safe re-constitution at acceptable appearance, temperature and taste.

‘Plating and presentation’: Is an important for customers – ‘eye appeal is buy appeal’ Consistency is essential Standards should relate to: Service ware to be used Location of elements on the plate Appearance and balance. Trainer discusses ‘plating and presentation’ of food stating: ‘Eye appeal is buy appeal’ so the way a meal looks ‘on the plate’ is an important quality issue for customers. One again, ‘uniformity’ is a vital requirement – all meals of the same type must look the same. In relation to ‘plating and presentation’ you may need to specify standards in relation to: Size and type of plates and take away food packaging to be used – for specific menu items Physical location of each component of a dish on the plate – to assist with uniformity requirements Visual appearance, cleanliness and balance – of each dish.

‘Menu listings and descriptions: Must match or reflect the actual food served Highlights need for food and descriptions to meet customer expectations May require standard relating to: Who should be involved in writing menu descriptions Words and terms which can and cannot be used. Trainer discusses ‘menu listings and descriptions’ of food items stating: The food delivered to the customers must reflect the dish described on menus (in dining areas) and/or on price lists/boards (in take away areas). This factor relates to ensuring the food produced meets the expectations customers have about that food. In relation to ‘menu listings and descriptions’ you may need to specify standards in relation to: Staff involved in developing menu descriptions – to optimise alignment between dish descriptions and the menu item provided to customers Words and terms to be used – to avoid use of inappropriate and/or incorrect descriptors.

‘Variety & choice’: Relates directly to customer satisfaction and interpretation of quality Quality standards should address: Number of dishes available – per course and ‘in total’ Main ingredients used Cooking styles and processes. Trainer discusses ‘variety and choice’ stating: Because ‘quality’ is determined by the customer, the kitchen must always ensure it provides sufficient choice for customers when they peruse the menu prior to placing their order In relation to ‘variety and choice’ you may need to specify standards in relation to: Number of dishes to be available – at any service session Number of dishes per course to be available – to provide choice across all elements of the menu Type of main ingredient used for menu items – to ensure balance of dishes offered by ‘product’ Cooking styles and processes – to give variety. Class Activity – Handouts and Discussion Trainer distributes a range of venue menus to students and: Invites them to analyse each menu providing reasons for their findings Asks them to infer ‘quality’ of the venue from the presentation of, and listing on, the menus

‘Food handling and food safety’: Is vital – from all perspectives (customers, management, authorities) Starts with correct purchasing of food Quality standards may be required in relation to Development and use of FSP (based on HACCP principles) Provision of necessary resources to enable standard to be achieved. Trainer discusses ‘food handling and food safety’ stating: The safety of the food used as the basis for all dishes produced in the kitchen is vital. Proper purchasing standards to control the food that is bought and who the food is obtained from are basic pre-requisites. In relation to ‘food handling and food safety’ you may need to specify standards in relation to: Development of a Food Safety Plan/Programs – for all food operations Use of HACCP principles – as the basis for formulation of the FSP Provision of necessary resources – to enable implementation of the established FSP for the property. Class Activity – Internet Research and Discussion Trainer allows students to visit, research, read and discuss findings from various websites relating to FSPs and HACCP – such as:

Development of quality standards in food production should involve: Customers Management A ‘Quality Management Team’. Trainer discusses who should be involved when developing appropriate quality standards: Customers – as discussed above Management – as they will need to agree on and approve the final standards which are established A ‘Quality Management Team’ – a group of staff with expertise in food, food production, market research, customer service and other operational aspects specifically relevant to the individual venue.

Health authorities are not concerned with food quality issues which do relate directly to food safety – this means they will not be interested if: Steak/meat is tough or dry The food does not taste as expected Meal is too small Food is not ‘hot enough’ when served (Continued) Trainer highlights issues in food production which are not strictly health/food-safety related are of no interest to authorities identifying this means the health authorities are not interested if: The steak is tough The dish does not taste as expected The serve size of a meal is small The meal is not hot enough when it is served

Food looked messy on the plate Tomatoes in a salad are over-ripe Bread or rolls are stale Crackers/biscuits do not ‘snap’ when broken Fresh celery/vegetables are ‘limp’. Trainer continues providing examples of food quality issues which health authorities will have no interest in: The dish looked ‘messy’ when it arrived at the table The tomatoes in the salad were over-ripe The bread was stale The crackers did not ‘snap’ when you broke them The celery served with ‘Cheese and greens’ was limp.

Management may have their own perspective on QC in food productions – their issues may include: Less waste Better productivity Savings on energy Increased sales (Continued) Trainer explains management at a venue can have their own perspective in relation to what constitutes QC in food production and it is important to be aware of what they deem to be ‘quality standards – such as (for example): Decreased wastage Increased productivity Reduced energy costs/usage Higher sales

Fewer complaints Higher profits More compliance with legislated obligations Better yield. Trainer continues identifying issues which management may look at when considering QC in food production: Lower levels of complaints Better profits Enhanced compliance with legislated obligations More yield.

Develop appropriate quality procedures to maintain quality
Quality procedures in kitchens must: Comply with required food safety legislation Relate to the quality standards identified by the venue Be ‘do-able’ Be capable of being monitored and evaluated. Trainer identifies the quality procedures established by the kitchen in relation to food production must: Comply with legislated food safety requirements Relate directly to the quality standards which have been identified Be practical and able to be implemented Be able to be monitored and evaluated.

QC procedures relating to ‘taste’ should address: Need to follow standard recipes Need to taste nominated dishes as part of the preparation process and prior to service Need to discard non-compliant or otherwise unacceptable dishes. Trainer discusses QC procedures relating to ‘taste’ stating they should address: Need to follow the standard recipe for the dish to be prepared – in all aspects: Type and amount of raw ingredients used Preparation methods Cooking processes and temperature Service protocols Need to taste test nominated dishes prepared in the kitchen: During the production process – at appropriate times/stages When the dish has been finished Prior to service Need to discard (throw out/do not serve) all dishes: Which do not taste as expected Where there is knowledge or a belief the requirements of the standard recipe have not been adhered to

QC procedures relating to ‘temperature’ should address: Need to pre-heat or pre-chill plates prior to service Timelines for service of: A la carte items after preparation All items after plating Need to discard non-compliant or otherwise unacceptable dishes Use of probe thermometers to verify temperatures. Trainer discusses QC procedures relating to ‘temperature’ stating they should address: Need to prepare serving dishes/plates prior to service – such as: Pre-warming plates for hot food Pre-chilling plates/bowls for cold foods Requirement à la carte foods are served within a certain time after having been prepared: ‘Immediately’ ‘Within 60 seconds’ Requirement all foods are served within a nominated time – after having been plated All foods not conforming with the stated requirements/criteria are discarded Use of a food thermometer to temperature test food. Class Activity – Demonstration and Practical Exercise Trainer: Demonstrates use of probe food thermometer to take the temperature of a food item Provides opportunity for students to practice doing the same.

QC procedures relating to ‘raw materials’ should address: Use of food specifications Use of nominated suppliers Limits on amounts purchased at any one time Delivery requirements for inwards goods to the kitchen Evidence suppliers are implementing appropriate food safety practices. Trainer discusses QC procedures relating to ‘raw materials’ stating they should address: Use of food purchasing specifications – to control/define the quality of certain ingredients bought from suppliers to help ensure their consistency and suitability for their anticipated use Specifying only nominated suppliers are to be used – regardless of whether (for example) a similar product [or ‘the same’ product] can be obtained elsewhere at a cheaper price) Limiting the amount of product to be purchased at any one time – to help control or eliminate food deterioration Delivery requirements for the food – to ensure it is delivered: At the required time At the correct temperature – for food safety and quality-related reasons In appropriate packaging Insisting suppliers: Demonstrate they have established and they implement requirements of an acceptable FSP Prove they buy only from other providers who operate in accordance with an acceptable/approved FSP. Class Activity – Small Group Activity Trainer: Provides a Standard Recipe for a menu item to students Asks students to write a Purchase Specification for nominated raw ingredients for the dish.

QC procedures relating to ‘raw materials’ should address: Need to follow standard recipes Need for all menu items to have standard recipes No substitutions to ingredients can be made No variations are permissible. Trainer discusses QC procedures relating to ‘standard recipes’ stating they should address: A standard recipe must be followed when producing a dish – no variations are permitted unless approved by Head Chef in order to meet ‘special requests’ from customers All dishes listed on menus must have a standard recipe prepared for them – without exception. This means: No substitutions for ingredients can be made to standard recipe ingredients No variations are allowed to cooking quantities, cooking process, cooking temperature and other similar.

QC procedures relating to ‘cooking processes’ should address: Need to use ONLY method specified in standard recipe Need to use ONLY specified cooking equipment Need to use ONLY specified cooking utensils Need to develop and adhere to descriptors for cooking times for (for example) steaks. Trainer discusses QC procedures relating to ‘standard recipes’ stating they should address: The cooking process for a menu item as stated in the standard recipe is the only process which can be used – no alternatives may be used Prescribed cooking equipment are the only items which can be used in the cooking process for nominated dishes – as identified in the Standard Recipe Prescribed utensils must be used as part of the cooking process Preparation of, and adherence to, descriptors for, and cooking times applicable to, steaks (such as blue, rare, medium-rare, medium, well done). Class Activity – Small Group Exercise Trainer asks students to formulate written descriptions and procedures which will provide quality procedures for cooking grilled steaks: Blue Rare Medium-rare Medium Well done.

QC procedures relating to ‘skills and knowledge of kitchen staff’ should address: Checks to ensure staff have competed necessary, basic (external and accredited) training Mandatory internal training for kitchen staff Staff testing in relation to food production Dissemination of relevant quality-related information to employees. Trainer discusses QC procedures relating to ‘kitchen staff skills and knowledge’ stating they should address: Checks to ensure staff have received minimum accredited training required – before a staff member can produce food and/or nominated dishes Stipulation of in-house and/or on-the-job training – which all kitchen staff must successfully complete Practical/trade testing of staff – and the basis on which this needs to occur Kitchen staff ‘performance reviews’ – describing the nature of this activity and how it is to be applied and supported Provision of kitchen-wide information to staff regarding (for example): Product/ingredient knowledge Menu knowledge – about individual dishes Food safety Customer feedback. Class Activity – Small Group Exercise Trainer asks students to: Develop sample protocols relating to minimum accredited training kitchen staff should have as a pre-requisite for employment Generate a list of possible internal training topics for kitchen staff in relation to QC in food production Identify and describe information which should/could be provided to kitchen staff in relation to QC in food production.

QC procedures relating to ‘nutrition’ should address: Methodology for identifying nutritional requirements Techniques to ensure compliance with identified nutritional requirements Testing and verifying actual nutritional content of menu items Strategies for catering to certain allergies and nominated dietary needs. Trainer discusses QC procedures relating to ‘nutrition’ stating they should address: Methods to be used to identify requirements (as applicable) to: The amounts of protein, fats and carbohydrates The type and quantity of vitamins and minerals Techniques to be applied to ensure Standard Recipes: Comply with necessary nutritional requirements Have been tested to ensure each dish is suitable, acceptable and safe for intended consumers Strategies and techniques to ensure nominated foods are used or not used in various dishes to: Cater for people who have certain allergies Accommodate personal preference/lifestyle diets – such as a range of vegetarian diets.

QC procedures relating to ‘volume’ of food produced should address: Ways to determine maximum volume of each item to be prepared How to identify projected need for food for individual service sessions, days and or events or functions. Trainer discusses QC procedures relating to ‘volume’ stating they should address: Ways to determine maximum serve numbers per dish – on a daily or service session basis Techniques to predict quantities expected – such as: Checking bookings prior to starting food production Referencing previous trade figures to determine usage/dishes ordered – relating to popularity of menu items Checking all functions (for confirmed numbers) – to assist with determining volumes to be produced for functions/events.

QC procedures relating to ‘equipment maintenance and service’ should address: Scheduling of service and preventative maintenance Removing defective equipment from service Regular testing and inspection of equipment Need to adhere to ‘manufacturer’s instructions’. Trainer discusses QC procedures relating to ‘equipment maintenance and service’ stating they should address: Scheduling the servicing of items – to provide preventative maintenance aimed at keeping items performing at their optimal level and preventing breakdowns which will impact on food quality of final product Taking defective equipment out of service – to avoid situations where food is not subject to required performance/processing by equipment Regular testing and/or inspection of equipment – to verify operational effectiveness or to identify problems at the earliest opportunity Need to adhere to ‘manufacturer’s instructions’ – when providing maintenance and repairs.

QC procedures relating to ‘speed of service’ should address: Need to cook items in the sequence orders are received Determination of ‘order time’ for each order lodged with the kitchen Development of and adherence to ‘target times’ for menu item readiness Venue responses to ‘slow’ service. Trainer discusses QC procedures relating to ‘speed of service’ stating they should address: Need for dishes to be cooked in the order they are received – regardless of all other factors How to determine the order time for each dish – on a standard/consistent basis A requirement (‘target time’) all menu items are processed with X minutes of the order being received by the kitchen Responses the wait staff must take if food is not served in a timely manner (that is, when customers have to wait ‘too long’) – such as: Offering an apology Providing a discount Giving a complimentary coffee or nominated menu item. Class Activity – Small Group Exercise Trainer asks students to develop a range of practical and cost-effective responses which could be used to respond to situations where; Service time is too slow Menu items fail to meet customer expectations and customers complain about they have been served.

QC procedures relating to ‘price’ should address: Need for regular costing of ‘cost of goods’ in standard recipes Down-sizing of serve sizes as an alternative to price increases to maintain profit Removal of dishes which will be ‘too expensive’ Offering a range of serve sizes at different price points. Trainer discusses QC procedures relating to ‘price’ stating they should address: Need for regular calculations of cost prices for individual ingredients used in standard recipes – to determine total cost price as the basis for working out the required selling prices for dishes Requirement for there to be a down-sizing of portion size where there has been an increase in the cost price of dishes – instead of automatically increasing selling prices Removal of dishes from the menu where the required selling price has become ‘too expensive’ – and replacing the dish with a less expensive alternative Need to offer a range of serve sizes – at different price points.

QC procedures relating to ‘portion control’ should address: Specification of service equipment and or portioning techniques to be used Identification of amounts of food to be included in a designated ‘serve size’ for each menu item Nomination of size and type of: Take away containers to be used Tableware or plates food is to be served onto. Trainer discusses QC procedures relating to ‘portion control’ stating they should address: Stipulation of the utensils used to serve food – such as identifying the size of: Service (or slotted) spoons Service ladles or ‘dippers’ Scoops or ‘dishers’ Food portioners Identification of the number of items and/or the weight of items (where appropriate) to be plated for each dish – so each plate/serve is the same/standardised Specification of containers to be used for packaging take away food – and setting ‘fill levels’ for each container The need to section dishes/food into nominated quantities/sizes – this can apply to (for example) cutting up pies and pizzas, dividing containers of lasagne, and cutting slices of meatloaf or pieces of meat/steak Need to weigh serve sizes – by placing cooked product onto a small set of scales as part of the preparation and/or service process Nominating the dishes (plates, crockery) onto which food is plated/served – this is a major portion control regulating factor. Class Activity – Demonstration and Practical Trainer demonstrates portioning of a variety of foods using: A range of service equipment A variety of portioning techniques. Trainer provides opportunity for students to practice same.

QC procedures relating to ‘re-thermalisation’ should address: Foods which can and cannot be re-heated Equipment to be used Volumes of food to be re-heated at any one time Times and temperatures Need to ONLY re-heat ‘when required’ Food can ONLY be re-heated once. Trainer discusses QC procedures relating to ‘re-thermalisation’ stating they should address: Foods which are allowed (and not allowed) to be re-heated – because it is a fact some foods re-heat better than others Stipulation of procedures to use for re-heating – indicating: Type of equipment to be used – such as in a microwave, on stove top in saucepan, or in an oven Maximum quantities to be re-heated at any one time Applicable times and temperatures Testing/checking of final product prior to service Requirement food is to be re-heated ‘when required’ – as opposed to re-heating in bulk, in advance and holding the heated food Requirement all food is only re-heated once – and then thrown out if not used/served. Class Activity – Guest Speaker Trainer arranges for Chef or Manager from local venue to attend and: Explain their orientation to ‘quality in food production’ Make suggestions regarding QC procedures and standards in food production Give examples of quality standards and procedures they use.

QC procedures relating to ‘plating and presentation’ should address: Specification of plating and presentation requirements for every dish Provision of colour-photographs to use as a guide Need for Chef to check and approve dishes prior to collection for service. Trainer discusses QC procedures relating to ‘plating & presentation’ stating they should address: Prescribing plating requirements for every dish – identifying: The position and placement of each component of the dish on the plate Types of garnishes to be used – and position on the plate/food Sauces and how and where they are to be applied Providing colour photographs to guide the plating of meals: In Standard Recipes In the kitchen areas where meals are dished up Need for the Chef who controls the pass to check each plate – before it is taken by wait staff for service to customers to ensure: Placement of items on the plate conforms with established plating requirements Absence of drips or spills on the plate The correct item of crockery (by type and size) is used for the individual meal The crockery is clean and free from chips and cracks Amount of food on the plate meets portion control requirements. Class Activity – Small Group Exercise Trainer identifies three menu items and provides Standard Recipes for each and asks students to prepare quality standards and procedures for each dish in relation to plating and presentation.

QC procedures relating to ‘menu listings and descriptions’ should address: Menu knowledge training for wait staff Need for communication between wait staff and kitchen staff as pre-requisite for development/writing of menus Timing and frequency of menu changes. Trainer discusses QC procedures relating to ‘menu listings and descriptions’ stating they should address: Staff training for wait staff – so they have comprehensive and accurate product knowledge about all meals offered Mandatory communication and liaison between dining room/sales areas and the kitchen – in relation to the writing/printing of menus so there is 100% alignment between description of dishes (written or photographic) and the actual components/elements, ingredients and appearance of meals Timing and/or frequency of changes to menus.

QC procedures relating to ‘variety and choice’ should address: How to determine customer and management needs, wants and preferences in relation to: Number of different dishes to be available Food types to be represented on the menu Cooking styles Catering for cultural, dietary and other requirements. Trainer discusses QC procedures relating to ‘variety and choice’ stating they should address: How to determine: The number of different dishes to be available – at an one time/service session The number and type of courses/food options to be available Food types which should be provided – such as pork, beef, lamb, fish, seafood Cooking styles to be used Catering for cultural, dietary and/or other specified requirements.

QC procedures relating to ‘food handling and food safety’ should address: Checking of food delivered into the premises Food storage Food preparation activities Food processing protocols (Continued) Trainer discusses QC procedures relating to ‘food handling and food safety’ stating they should address: Receiving of food into the premises Storing of food after it has been received – covering: Refrigerated food Frozen food Dry goods Food preparation Food processing. Class Activity – Handout Trainer distributes and discusses sample FSP highlighting procedures provided which support safe food handling and general food safety.

Food display and presentation Take away sales Food service Transportation of food Cleaning and sanitation. Trainer continues discussing QC procedures relating to ‘food handling and food safety’ stating they should address: Displaying hot and cold food Packaging of food for take away sales and service Service of food Transportation of food – where applicable Cleaning and sanitation of food areas, equipment, utensils and food contact surfaces Class Activity – Guest Speaker Trainer arranges for representative from local health authority to attend and: Explain the orientation of the Authority to ‘quality in food production’ Make suggestions regarding QC procedures and standards in food production which comply with legislated safe food handling requirements.

Care and wearing of staff uniforms Personal hygiene Pest control Prevention of contamination – of food, food areas and food contact surfaces. Trainer continues discussing QC procedures relating to ‘food handling and food safety’ stating they should address: Staff uniforms Personal hygiene Pest control Prevention of contamination of foodstuffs and food surfaces – including prevention of cross contamination.

Summary – Element 1 When establishing quality control in food production: Work with management to define exactly what ‘quality’ is for your venue and or individual dishes Be sure to understand the central role of customers in determining what quality is Use a variety of techniques to determine what is important and relevant to customers (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Involve a ‘Quality Management Team’
Make sure the standards reflect customer preferences Focus on the use of Standard Recipes Ensure staff have the skills and knowledge to deliver what is required (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Realise the vital link between food safety and quality control in food production Factor in venue orientation towards quality Ensure all protocols comply with legal requirements Only establish practical standards and procedures (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Verify quality procedures reflect and align with quality standards Obtain management approval for use of the established quality standards and procedures Commit the quality standards and procedures to writing. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Implement and monitor quality control procedures in food production
Performance Criteria for this Element are: Ensure that quality procedures are implemented Verify products produced are in-line with established quality standards. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions about implementing and monitoring quality control procedures in food production by asking questions such as: Why is there a need to monitor quality control procedures in food production? What might be involved in monitoring quality control procedures in food production? How can you determine whether or not products produced are in-line with established quality standards?

Ensure quality procedures are implemented
When quality procedures have been established the following will support their introduction and implementation: Confirm same with customers Obtain management approval for implementation Prepare written standards (Continued) Trainer states when quality procedures have been decided on the following steps need to be taken to support their introduction and implementation in the workplace: Confirm with customers (food users – patients, inmates and others as appropriate) your standards reflect their needs, wants and preferences Obtain management approval – for the standards and procedures which have been decided on Prepare written standards – to use in training and as a definite basis for the development of procedures.

Develop written procedures Integrate quality standards and procedures with existing venue operations Establish monitoring protocols Develop review procedures. Trainer continues identifying actions to assist with introduction and implementation of quality procedures in the workplace: Develop written procedures – to enable the attainment of agreed quality standards in food production Integrate the quality standards and procedures – into SOPs for the kitchen Establish monitoring protocols – see later slides in this Element Develop review procedures – see slides for Element 3.

Techniques to introduce and implement quality standards and procedures: Explain need for them and why they have been developed Detail the development process Prepare, arrange for and or obtain necessary supporting resources Share the quality standards and procedures with staff (Continued) Trainer presents techniques/suggestions for introduction and implementation of quality standards and procedures in food production: Explain the need for the quality standards and practices which have been developed – by highlighting the benefits of adhering to the requirements which flow to customers, the venue and the job security of every kitchen staff member Detail the process which was followed to generate the quality standards and practices – so staff understand their importance, how they were arrived at and the way in which they align with customer and venue imperatives Prepare, arrange and/or obtain the necessary resources (as required to suit individual venues needs) to enable/support implementation of the required quality procedures – and advise staff of their availability and their access to them Share the quality standards and practices with staff – see Class Activity below Class Activity – Question and Answers Trainer asks students to list options available to share quality standards and practices with staff. Possible answers Handing out hard copies Posting copies in the workplace Loading them onto the venue intranet Including them into SOP manuals and Staff Handbooks

Develop Standard Recipes for each menu item Advise staff you will be checking adherence to quality requirements Prepare colour photographs for all finished dishes Verify menu descriptions for all menu items are accurate Conduct necessary training (Continued) Trainer continues presenting techniques/suggestions for introduction and implementation of quality standards and procedures in food production: Develop and share Standard Recipes – for all identified dishes Tell staff you will be checking to ensure quality procedures are being implement and quality standards are being met – and advise them of the practices you intend using to do this so they are prepared for ‘new’ supervisory activities in this regard Generate colour photographs of all finished meals – for use within Standard Recipe sheets/cards and for use as guides when plating meals Verify all menu descriptions for dishes are correct – when compared to the Standard Recipe cards for each menu item Conduct relevant on-the-job and/or external, formal training – for all kitchen staff, which must address both knowledge and skills in relation to: Practical training in food production Demonstrations of plating and serving techniques and requirements Instruction on the use of food display equipment and food service utensils (service items and service/tableware)

Test and assess staff Incorporate requirements into standard venue practices Update venue policy and procedures manual Generate workplace posters Develop relevant checklists. Trainer continues presenting techniques/suggestions for introduction and implementation of quality standards and procedures in food production: Testing staff – to: Assess their competency in relation to quality control in food production Serve as the basis for extra/top-up training Include required information regarding established quality standards and practices into: Induction and Orientation programmes for new kitchen staff In-house training for kitchen employees Update venue policy and procedures manuals – to include quality-related details Generate a range of workplace posters – which can be posted throughout the kitchen to remind staff of what is required and which can serve as a reminder/prompt for required action Develop a range of checklists – see Class Activity below. Class Activity – Question and Answers Trainer asks students what the ‘relevant checklists’ identified on the slide might be used for in relation to QC in food production. Possible answers Monitor implementation of the agreed quality standards and procedures Inspect the workplace for compliance with specified requirements Measure and assess the physical elements of menu items which have been produced.

‘Observing staff practice’ is an effective, inexpensive and common way to ensure required requirements are being implemented. These observations must: Be applied evenly across all staff Address all quality standards and procedures Monitor all types of service sessions Focus on all menu items (Continued) Trainer presents ‘Observing staff practice’ as a way of ensuring QC requirements are being implemented stating this option is arguably the most common and effective way to ensure quality requirements are implemented and observation of this type must: Be spread evenly amongst all staff – to ensure individual staff do not feel victimised Address all quality standards – as identified to staff Cover all quality procedures – which have been established and communicated to staff Monitor all types of service sessions – as provided by the venue Focus on all food items being produced – which are subject to quality standards and procedures

Be on-going Be recorded Result in remedial action – where necessary Form a factual, evidence-based basis for additional action to consolidate QC in the workplace. Trainer continues discussing ‘staff observation’ as a way of ensuring QC requirements are being implemented: Be ongoing in nature – as opposed to sporadic Be recorded – so the record (such as a completed checklist, or personal notes written at the time of observation) can form the basis of later feedback to staff Result in remedial action – where issues have been identified and/or instances of non-compliance are noted. Never allow identified non-compliance to go un-addressed. Form the basis of additional action consolidate the concept of quality control in the workplace – see Class Activity below. Class Activity – Question and Answers Trainer asks students to identify action they could take to consolidate the concept of quality control in the workplace as part of introducing and implementing QC in food production. Possible answers Additional action may require them to: Demonstrate practices Explain concepts/requirements Provide/arrange for extra training Re-locate staff to different roles – where they are unable to perform as required.

‘Using formal audits’ is another monitoring activity: It is a very structured approach The process should be explained to staff prior to its application It seeks to match ‘actual’ staff performance against ‘expected’ performance It is a more formal approach than simple observation of staff practice Trainer presents ‘use of formal audits’ as a way of ensuring QC requirements are being implemented stating: Using formal audits is a very structured method of checking on the implementation of quality procedures. Staff should be advised as part of the introduction phase that these audits will be used and they should be told what the audit process entails so they do not become concerned/worried when they see them being done. An audit operates to determine the degree of compliance between ‘actual’ practice and ‘expected’ requirements. The difference identified by the audit between ‘actual’ and ‘expected’ commonly forms the basis for staff training or other ‘remedial action’. In practice the formal audit is a more formal type of staff observation.

Formal audits should: Use a specific paper-based form Be applied during normal trade Be applied to all staff Form a regular part of normal staff supervision Only be applied by management-level personnel Be shared and discussed with relevant staff. Trainer provides advice on use of formal audits: Involve using a pre-prepared form to guide the audit process – identifying all the actions/issues to be addressed. A formal audit must be paper-based – there must be a written document, form or report at the end of the process. Be applied during ‘normal’ working conditions – it is never acceptable to only apply these formal audits (for example) at slow/quiet times Be applied to all staff – once again to protect you against accusations of playing favourites with some employees or victimising others Be a regular part of workplace supervision – it is important staff become accustomed to being audited and do not see ‘the audit’ as an indication something is wrong, they have something to worry about or they have done something wrong Be undertaken by management-level/middle-management staff (Chef, Head Chef, Food Manager, Supervisors, Section Heads) and/or members of the Quality Management Team Be discussed/shared with the person whose actions were being audited – so they can: Learn from the process – to avoid mistakes and non-compliance Become aware of what they were doing right – and receive praise/recognition for their efforts Become aware of what they were doing wrong – and receive advice and support to remedy their actions. Class Activity – Handout Trainer distributes and discusses a sample formal audit form.

‘Using inspection checklists’: Monitors use and condition of food related equipment, systems, technology, machinery and utensils Must feature the use of tailor-made checklists designed to meet specific workplace conditions, resources and requirements. Trainer presents ‘use of internal checklists’ as a way of ensuring QC requirements are being implemented stating: Inspection checklists are used to monitor use and/or condition of workplace equipment, systems, technology, machinery and utensils used in all aspects related to food production. These documents should be tailor-made to suit the requirements of individual workplaces (as identified by the foods they produce, the quality standards they have established and the quality procedures they have developed). Class Activity – Handout Trainer distributes and discusses a sample inspection checklists.

Use of internal checklists can apply to: Food production procedures Cleaning and sanitation Food storage, display and service Stock purchasing, rotation and control. Trainer explains use of internal checklists can apply to: Food production procedures Ordering of meals and lodgement of orders with the kitchen Cleaning and sanitation Food storage, display and service Stock purchasing, rotation and control. The checklists (in the same way as ‘formal audit’ documentation) should be used to identify areas/topics requiring attention, record evidence and observations and confirm correct implementation of practices. Class Activity – Question and Answers Trainer asks students to identify what ‘other’ things would be confirmed if an inspection of a food store revealed it was well laid out and there was no evidence of contamination or out-of-date food. Possible answers Cleaning procedures Purchasing protocols Receiving and storing procedures Stock rotation procedures Pest control procedures.

‘Seeking feedback from staff’: Is a critical element in monitoring implementation of QC standards and procedures You need to actively seek out this feedback – never simply rely on staff feedback which is given to you. Trainer presents ‘seeking feedback from staff’ as a way of ensuring QC requirements are being implemented stating: Seeking feedback from staff is a very important aspect of QC in food production because it is the staff who are responsible for implementing the necessary procedures which will enable the required standard to be attained. For ‘feedback’ from staff to be useful it is vital you actively seek it out and encourage employees to make contributions in this regard You cannot rely only on feedback which is given to you on a random basis.

To obtain staff feedback: Ask for it Thank staff for providing it Never blame the person for giving feedback Adopt a ‘no blame policy Make sure you factor the feedback into future QC action taken Trainer describes activities in obtaining staff feedback: Asking for it Thanking staff for contributing it – to encourage them to give more Never ‘shooting the messenger’ – that is, not blaming the person who gives you ‘bad news’ about something they did not cause Adopting a ‘no blame’ policy – meaning staff are not blamed if they make a mistake/do something wrong but tell you honestly what they did/failed to do (so you can determine if the problem lies with the procedure or the staff member) Factoring in the input received into future action – to address issues and/or re-affirm procedures and to show to staff you act on their feedback. Class Activity – Excursion Trainer arranges for excursion to an industry venue so students can: Talk with staff regarding QC in food production as it applies in the workplace View and obtain copies of relevant documentation Observe workplace practices aligning with QC protocols Observe supervisory activities associated with monitoring implementation of QC protocols.

Opportunities to obtain staff feedback: Casual conversations with employees At regular staff meetings At daily staff briefings and de-briefings Using an ‘open door’ policy in relation to staff feedback. Trainer identifies opportunities to seek/obtain feedback from staff include: Casual conversations with staff as you walk around the kitchen and interact with staff At regular staff meetings – it is useful to make ‘Quality’ a standing agenda item at these meetings As part of the day-to-day staff briefings (at the start of the shift) and at the staff de-briefings (when the shift has finished) Having an ‘open door’ policy towards ‘quality’ – meaning you are always available to discuss any issue associated with quality standards, procedures, problems or issues.

‘Seeking feedback from customers’: Means seeking feedback from those who eat the food produced Is more important in relation to standards and products produced than ‘practices and procedures’ used to produce the items. Trainer presents ‘seeking feedback from customers’ as a way of ensuring QC requirements are being implemented stating: ‘Customers’ refers to the consumers of the food produced in your kitchen – they can be patients, inmates, workers, students, guests or the general public. The role of feedback from customers is more significant when evaluating the products produced rather than the procedures used but it nonetheless has a limited application in relation to quality.

Questions which may be addressed: What perceptions about ‘quality’ did customers infer from the actions of staff which they observed? What caused these perceptions? Were these perceptions positive or negative? Were their special requests for a dish met? Trainer explains issues which may be addressed can include (for example): What perceptions about ‘quality’ did customers infer from the actions of staff which they observed? What caused these perceptions? Were these perceptions positive or negative? Were their special requests for a dish met?

Opportunities to gain customer feedback: Talking with them Making available ‘Customer Comment’ cards Including a ‘Contact Us’ facility on your website Using focus groups Reading complaints and compliments received. Trainer presents examples of opportunities for gaining feedback from customers: Talking with customers – for example: As part of the ‘three-minute check’ When they depart at the end of a meal Offering ‘Customer Comment Cards’ to customers – on departure/at the end of the meal and encouraging them to complete and submit them Including a ‘Contact Us’/’Customer Feedback’ section on your venue website Using focus groups Reading complaints and compliments forwarded to the venue.

‘Checking relevant documentation’ may include: Analysing food processing logs Verifying food safety records Inspecting food production records Analysing CARs Reviewing delivery dockets and invoices. Trainer presents ‘checking relevant documentation’ as a way of ensuring QC requirements are being implemented statingthis may include: Analysing food processing logs – which record actions, times and temperatures for the production of certain food items. FSPs usually have a standard requirement these details must be recorded (for example) for one dish at least weekly or every fortnight. Verifying food safety records as required by your FSP have been competed as required – these records may relate to: Temperatures of refrigeration units Inspection of food deliveries into the premises Inspections of food and food areas Inspecting food production records – detailing the foods which have been produced by type, date, time and volume Analysing Corrective Action Reports – to identify the remedial/corrective action taken by staff when they identify a quality problem or out-of-control (food safety) situation Reviewing delivery dockets and invoices from suppliers – to verify the required type, brand, volumes, quality and grades of food are being ordered to meet the needs of Standard Recipes. Class Activity – Handouts Trainer distributes and discusses documentation identified in the slide highlighting its use in monitoring implementation of QC in food production.

‘Testing of staff’: Is confrontational for most staff Needs to be undertaken with sensitivity Should apply to all staff – no exceptions Must result in action being taken to address identified issues. Trainer presents ‘testing staff’ as a way of ensuring QC requirements are being implemented stating staff find ‘testing’ very confrontational so: If used, it needs to be done with sensitivity – certainly staff need to be informed their jobs are not at risk as a possible outcome of this activity: they must be told the tests will be used to identify who needs extra help, support or training All staff should be subject to the testing regime – to avoid feelings of discrimination and/or unfair treatment It is important identified problems are effectively addressed – so staff understand there is a point to the testing. Staff often become disillusioned about testing feeling management never respond to identified need which is highlighted by testing activities. Class Activity – Guest Speaker Trainer asks head Chef or venue manager to attend and: Discuss the issues they consider when monitoring implementation of QC in food production Identify the actions they use to monitor staff in this regard Provide sample documentation they use in the process Explain the frequency with which they monitor this aspect of workplace management Detail the importance/value they place on QC in food production Give examples of responses they have implemented to address identified non-compliance and/or relevant issues.

Testing of staff can include: Formal testing: Written questions Practical tests Informal testing: Oral questioning Simulations and case studies. Trainer identifies testing staff can include: Formal testing – using: Written questions Standardised trade testing (practical assessments) Informal testing – such as: Oral questions Posing simulated quality issues (or case studies) to staff and asking them to address/resolve them. Class Activity – Handouts Trainer distributes and discusses examples of testing/assessment as identified on the slide.

‘Review of costs and revenue’ is a management orientation which should address: Direction and extent of movement in costs and revenue Items this movement applied to Why this movement occurred How closely ‘actual’ figures matched ‘projected’ figures Is there a need to re-calculate any current figures? Trainer presents ‘reviews of costs and revenue’ as a way of ensuring QC requirements are being implemented stating staff this is a management orientation to QC in food production and should address: The direction of movement in costs and revenue: Have costs risen or dropped since quality standards and procedures were introduced? Has revenue increased or decreased? The extent of the movement: How much have revenue and costs risen or fallen? What is this in cash and percentage terms? What items did this movement apply to? Why did these changes occur? How closely did ‘actual’ figures match ‘projected’ figures? Do the actual figures require changes to be made – for example, to: Standard Recipes? Costing calculations? Profit calculations and/ort projections relating to expected kitchen performance? Selling prices for menu items?

Verify products produced are in-line with established quality standards
‘Verifying products’ refers to examining and evaluating finished food items The focus of this process is testing products against the established standards for them Standards relate directly to individual food items. Trainer states: Monitoring of QC procedures must always involve examination and evaluation of finished products to ensure they meet the quality standards which have been established for them. Verifying products produced refers to the activities involved in ‘testing’ finished food items to determine the extent to which they meet the quality standards established for them. Remember the individual quality characteristics/standards for each food item will differ (for example, the quality standards for a soup will be different to those for a roast which will be different to those for ice cream).

The verification of products should address: Action to address identified variance Testing of ALL products Scheduling and organising the testing or verification processes and activities (Continued) Trainer states the verification of products should address: Where testing identifies significant variance from the established standards, action must be taken to either; Address the process which is the cause of the variance, and/or Modify the standard so there is alignment between the product and standard. All products produced must be tested – usual practice is to test products on a cyclical basis where, at the end of a given period (for example, 12 months), all food products have been tested rather than testing every product, every time Testing needs to be scheduled and organised – with dates set for the testing of nominated items

Testing of menu items produced as part of normal trade practice Use of written standards Objective and subjective assessment Use of relevant stakeholders. Trainer continues identifying aspects which the verification of products should: Testing products which are produced as part of ‘normal trade activities’ – rather than producing an item especially for testing/verification purposes The use of written standards – to use as the basis for making decisions about conformation of products with established quality standards Objective and subjective assessment: Objective assessment refers to statistical data of the dish – such as weight, size, volume, temperature, time taken to produce, ingredients used Subjective assessment refers to personal evaluation of factors such as taste, eye appeal, texture and aroma. Use of relevant stakeholders – these will/should include assessment of finished products by: The Quality Management Team Customers.

Activities in the verification process: Provide copy of the standard for the items being tested Explain the standards Distribute copy of Standard Recipe Prepare ‘Record assessment’ sheets Explain the purpose of the exercise (Continued) Trainer explains activities to create an appropriate environment for the verification process: Provide a copy of the established quality standards for each dish to those who are going to do the assessment – never assume individuals will have a copy, or know what the standards are Explain the standards – make sure all those who do the assessment understand in practical terms exactly what the written standards refer to and precisely what they mean. There must be uniformity regarding the way participants interpret and apply the required standards. Make available a copy of the Standard Recipe for every item to be evaluated – so this can be used a reference point for assessment Ensure ‘Record assessment’ sheets/forms for each food item have been prepared – and circulated and explained to each person who will participate in the assessment process. These sheets form the permanent written record of the findings of the verification process and will be used to determine what, if any, action needs to be taken as a result of the assessment process. Stress to participants the objective of testing is to determine the alignment between ‘products produced’ and ‘established quality standards’ – this is the only focus for this activity. This activity is not focussed on (for example) questioning the legitimacy of the standards or providing a forum for debating the need to change a recipe. Class Activity – Handout Trainer distributes and discusses use of Record Assessment sheets in verifying products are produced in-line with quality standards comparing them with relevant standard recipe for the menu item described.

Schedule time, date and location for the testing Advise those involved how to prepare for and participate in the test Serve all food on service ware or in take away containers ‘as normal’ Prepare a suitable testing environment. Trainer continues explaining activities to create an appropriate environment for the verification process: Schedule the time and date for the process – so all relevant participants can plan their attendance and make sure they are present, and have studied what they need to do Suggest to participants: They avoid strong flavoured food prior to the testing They avoid using perfume prior to attending the assessment session They turn off their pagers and cell phones when doing the assessment Serve all food on the same crockery/tableware that would be used to serve it in the dining area Conduct the assessment in an environment conducive to evaluation and assessment – for example, try to arrange a ‘neutral’ situation/room: Free of noise Free from interruptions Which is comfortable With normal lighting Free of intrusive odours. Class Activity – Small Group Exercise Trainer distributes copy of a Standard Recipe and asks students to prepare a ‘Record assessment’ sheet for the menu item.

In relation to verification activities: The ‘quality standard’ is the reference document Findings must be recorded on assessment sheet Process for testing must be agreed beforehand Include ‘quantitative or objective’ and ‘qualitative or subjective’ analysis. Trainer discusses verification activities highlighting: The standard developed for each food item must form the basis for the testing/verification to be undertaken. In turn, the assessment record sheet must form the basis of the information which is captured as a result of the process. The process for testing should: Be agreed beforehand with the Quality Management Team Cover ‘eat in’ and take away food Include assessment of ‘qualitative’ (subjective) and ‘quantitative’ (objective) factors

Qualitative or subjective analysis of food items: Visually appraise the dish: Comparing meal to identified requirements and photograph General appearance (Continued) Trainer presents practice to enable qualitative/subjective analysis of food items: Visually appraising the dish – with a view to: Comparing the plated meal to the identified quality requirements and photographs for the dish – in relation to: Location of items on the plate Overall eye appeal/attractiveness Bleeding of colour components into other elements of the dish Cooking/preparation process used to produce the dish Visual quality of raw materials/ingredients used Service/provision of ancillary items – such as the service of sauces in a sauce jug or bowl Appearance in terms of: Condition of the service ware/plates – in respect of freedom from: Marks, spills, smudges and drips Chips and cracks in the plate/bowl Correct use of crockery/plate/bowl or dish – in accordance with service/plating requirements for each menu item Class Activity – Demonstration and Practical Exercise Trainer demonstrates testing of menu items as identified on the slide and provides opportunities for students to do the same.

‘Nose’ the dish – for: Olfactory appeal ‘Off’ smells Taste the dish: Flavour Balance Texture. Trainer continues presenting practice to enable qualitative/subjective analysis of food items: Nosing the dish – to determine: Correct aroma/smell (olfactory appeal) of the dish If there are any off-smells or unexpected aromas Tasting the dish – to determine conformity with: Classical/anticipated tastes Balance of the flavour combinations In-mouth feel and texture. Class Activity – Demonstration and Practical Exercise Trainer demonstrates testing of menu items as identified on the slide and provides opportunities for students to do the same.

Quantitative objective analysis of food items: Determine portion size Determine wait time, preparation time Assess garnish (Continued) Trainer continues presenting practice to enable quantitative/objective analysis of food items: Determining or otherwise quantifying the serve size or portion size of the dish –as appropriate to the type of menu item being considered. Depending on the dish this may require: Weighing certain components of the meal Physically measuring aspects of the dish specified in the prescribed quality standards Counting items served Determining wait time/preparation time for the dish – the time between placement of the order and service of the dish Assessing garnishing for the meal – looking at: Confirming correct garnish has been added Checking the garnish has been correctly positioned Class Activity – Demonstration and Practical Exercise Trainer demonstrates testing of menu items as identified on the slide and provides opportunities for students to do the same.

Take temperature of dish Deconstruct the dish Compare dish to menu description. Trainer continues presenting practice to enable quantitative/objective analysis of food items: Taking the temperature of the dish – as soon as it is served using a probe food thermometer Deconstructing dishes – to confirm all mandatory ingredients have been used in the production of the item Comparing the dish ‘as presented’ against the description of the dish on the menu – to verify the accuracy of the dish description when compared to the actual product produced. Class Activity – Demonstration and Practical Exercise Trainer demonstrates testing of menu items as identified on the slide and provides opportunities for students to do the same.

In some (limited) circumstances other checks may also be made which relate to QC – for example: Plate waste analysis Laboratory analysis – to: Analyse nutritional content Determine type and extent of microbiological contamination from specimens taken in the workplace. Trainer advises additional checks/verifications may be made in some circumstances identifying these may include: Plate waste analysis – this is analysis of food returned from the table/guests when they have finished their meal to determine: If there is a quality-related problem with these items Whether or not customer tastes/preferences are changing Laboratory analysis – external examinations can be conducted and reports generated by providers in relation to: Analysis of food – to determine nutritional content Bacterial swabs – to determine the type and level of microbiological contaminants in the kitchen.

Summary – Element 2 When implementing and monitoring quality control procedures in food production: Confirm established quality standards and procedures have been approved by management Provide necessary training, support and explanations regarding expectations, procedures, standards and monitoring activities Develop support documentation to guide and enable the capturing and recording of monitoring data (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Use a variety of techniques to ensure quality procedures are being implemented Make sure ‘staff observation’ is a central method in assessing and monitoring implementation of QC in food production Acknowledge, recognise and encourage compliance Always take remedial corrective action where non- compliance has been identified (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Use the Quality Management Team to assist and support these activities Involve staff and customers in the monitoring process – do not exclude them Check relevant documentation as part of monitoring activities (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Schedule regular, ongoing testing and assessment activities Ensure all food items are subject to quality-related checks and assessments Undertake checks which address qualitative and quantitative factors Consider the use of external laboratory analysis to supplement internal checks Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Element 3 Review quality control procedures in food production
Performance Criteria for this Element are: Identify problems that may occur Solve problems that may occur. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions about reviewing quality control procedures in food production by asking questions such as: Why should quality control procedures in food production be reviewed? With what frequency should these reviews occur? Who should be involved in this process?

Identify problems that may occur
Reasons to review QC in food production: Because QC is dynamic To verify standards remain important to customers To confirm quality standards and procedures are still applicable and relevant (Continued) Trainer states reviews of QC in relation to food production are an essential element of the total quality management process highlighting the review process is necessary: Because QC in food production is a dynamic process – it is constantly changing and what applied ‘yesterday’ will not necessarily apply ‘tomorrow’ To ensure the quality standards which are applied are still important to customers – and do not relate to dated needs, wants and preferences To confirm, where appropriate, established quality standards and procedures remain applicable and relevant

To determine need for change To provide proof QC remains important to the venue/management To accommodate findings of quality-related assessment activities To re-set quality standards and or procedures on the basis of actual evidence. Trainer continues identifying reasons to undertake QC reviews: To determine the need for changes to be made – to quality standards and quality procedures To demonstrate/prove to staff the venue’s ongoing interest in and commitment to quality To accommodate the findings of quality-related monitoring/testing activities To re-set/re-frame quality standards and procedures on the basis of actual evidence – as opposed simple ‘beliefs’.

Preparations prior to reviews: Schedule the sessions Remind participants of up-coming sessions Pre-read all relevant documentation Distribute relevant documentation to all participants – so they can pre-read them before the session. Trainer presents preparation activities prior to QC reviews: Schedule review sessions – it is important when establishing QC in the workplace to, at the same time, identify the dates when reviews will be undertaken as this will: Allow you and others to plan work around the need to attend review sessions/meetings Indicate the ongoing nature of the QC – highlighting the initiative is not a one-off event Remind the Quality Management Team of the review – and notify them regarding: Time. date and venue for the review The need for their involvement – identifying your expectations about their role and their input Topics/issues to be addressed Read all relevant documentation (standards, procedures, standard recipes, audits, workplace inspections and checklists as well as assessment reports and feedback forms) so you are fully aware of all relevant issues to be considered as part of the review process Distribute all documentation to those who will be involved in the review process – so they can become familiar with the background information underpinning the review process.

Objectives of the review process: To find evidence of any problem in relation to a QC standard or procedure You can NEVER rely on: Supposition Rumour Hunches Half-truths. Trainer explains the critical factor in identifying problems is to ensure there is a factual basis a problem exists highlighting this requirement demands: You can demonstrate/provide evidence of the problem – this is the critical aspect underpinning all reviews: you must be able to prove there actually is a problem and be able to demonstrate what it is. This means it is never acceptable to rely on: Supposition Inferences Hunches Rumour or hearsay Half-truths

Establish ‘cause’ and ‘effect’ relationships Determine if the problem relates to: Standards Procedures Equipment or resources Lack of compliance by staff with workplace protocols. Trainer continues discussing objective/s for the review process stating the process aims to provide evidence to: Establish the nature of the relationship between ‘cause’ and ‘outcome’ – so the link between ‘the problem’ and what caused it can be expressly defined Determine whether or not the problem lies with the quality standard, with the quality procedure or with a lack of equipment and/or compliance with requirements – for example: A quality standard which has been established and accepted may (with the benefit of hindsight) prove to be unworkable/unattainable or simply too expensive to achieve A quality procedure which has been implemented to support attainment of quality standards may prove to be too slow, too dangerous or frequently ineffective or unreliable A dish which where the only problem is it looks unattractive means there is no need to address the established quality standard, or to look at changing any other procedures except the plating of the meal A poor end product may mean the established quality standards and procedures are effective but the problem lies with staff refusing to do what is required (lack of compliance with requirements).

Practice in the review process involves: Agreeing on nature of issue Confirming the identified issue is, indeed, a problem Verify the evidence used as the basis for the review Determine need to ‘revise’ or ‘develop’ standards and or procedures. Trainer states practice in relation to QC reviews involves discussion amongst stakeholders to: Agree on the type and nature of the problem – so the problem can be adequately described Confirm the ‘issue’ is, in fact, a problem – and not just an anomaly Reach consensus there is need for change – to verify action being considered is not an over-reaction to the situation Verify the credibility, interpretation and validity of the evidence – which is being used as the basis for the review Determine if existing standards and procedures need to be ‘revised’ – or whether there is a need to develop totally new standards and/or quality procedures. Class Activity – Excursion Trainer arranges for excursion to an industry venue so students can: Attend and observe a QC review session Talk with participants Experience the protocols and s=discussion Obtain copies of relevant documentation.

Possible problems may relate to: Taste Serve size Temperature (Continued) Trainer gives examples of possible problems: Taste of the dish – which may be unacceptable (‘too sweet’, ‘too salty’, ‘too spicy’) or otherwise not ‘as expected’. Taste problems may reflect problems associated with: An inappropriate standard recipe Failure to follow the recipe Use of incorrect ingredients Inclusion of out-of-date, contaminated or otherwise unacceptable ingredients and/or substitutions for specified ingredients Incorrect cooking style Improper cooking technique Excessive (or insufficient) cooking times and temperatures Failing to taste dishes throughout the preparation process Poor re-heating practices Ineffective food holding practices Serve sizes – meaning they may: Too small – failing to represent good value-for-money Too big – many guests find meals which are ‘too big’ somewhat off-putting when served with them Menu items not being presented at the required temperature – meaning hot dishes are served too cold, cold dishes have warmed up due to ambient temperature and/or frozen elements of a dish have started to melt

Appearance Service or preparation times ‘too slow’ Complaints identified in customer feedback Unacceptable kitchen performance. Trainer continues giving examples of possible problems: Eye appeal of the dish – which can mean: The finished product as presented to the customer is unacceptable, messy or otherwise unattractive There is a problem with the service ware being used – it may be: The wrong size or type Unclean, cracked, chipped or otherwise un-presentable Service/preparation times are too slow – which may reveal issues relating to: Insufficient staff Lack of proper training Insufficient equipment Poor/ineffective ordering placement systems Lack of communication in the kitchen – between kitchen staff and/or between kitchen and wait staff Customer feedback relating to issues such as: Prices are too expensive There is insufficient choice Certain dishes and/or cooking styles are not available They have suffered food poisoning They have found physical contaminants in their food Unacceptable ‘performance’ of the kitchen – from management’s perspective in relation to: Profit obtained on cost and/or sales – due to food costs and/or labour costs Wastage Productivity – the amount of food produced/the number of meals prepared Energy used.

Solve problems that may occur
Critical requirements when solving QC problems: Ensure solutions: Address causes and not just symptoms Do not cause other problems Align with customer needs and preferences Are viable and practicable (Continued) Trainer states when problems have been identified as part of the review process for QC in food production it next remains to address and solve those issues highlighting critical requirements in solving problems relating to QC issues are to: Ensure solutions developed: Address the cause of the problem – and not (just) a symptom of it Do not create another problem/issue – when the solution is implemented Align with customer needs, wants and preferences – as opposed to imposing unwanted changed quality elements on them Are viable and practicable – so the decision reached and revised (or new) standards and procedures can actually be implemented as intended.

Consult with stakeholders Develop written revised or new standards or procedures Integrate changes into existing protocols Provide supporting resources. Trainer continues identifying requirements for solution to QC problems: Confirm with stakeholders (staff, customers and management) the new/revised standards and/or procedures align with their needs, wants and preferences – it is never acceptable to initiate changes which are made unilaterally (that is, changes which are made only by you/the Quality Management Team). There must be consensus the proposed solutions will be a mutually acceptable and effective solution to the identified problem. Develop written revised or new quality standards and/or procedures as required – to address the identified problem. Even small changes to established standards and/or procedures must be documented to: Give clarity and certainty to what is required Facilitate their communication to others Provide an ongoing base for even more changes at a later stage Integrate revised/new protocols and requirements into: SOPs Internal training. At the same time also remember to: Use version control protocols to ensure the ‘current’ version is the copy being used/referred to Remove dated materials from manuals and other sources Generate updated/new supplementary documents (checklists, recipes, assessment sheets, workplace posters) to reflect and support the changes Provide necessary resources to enable attainment of new/revised standards and/or the implementation of new/revised procedures – this can relate to: Human resources Financial resources Physical resources.

Examples of possible solutions: Re-write existing or prepare new: Quality standards Quality procedures Standard Recipes Service equipment (Continued) Trainer provides examples of possible solutions to QC issues/problems: Re-write the quality standard for individual food items – to raise or lower the standard as indicated by the review process. In many cases there can simply be a need to amend only one (or two) aspects of the quality standard in order to effectively address the problem –for example, there may just be a need to: Increase or decrease the amount of an ingredient Make the portion larger (or smaller) Change the cooking style Alter the crockery used to plate/serve the dish Increase the preparation time allocated to the menu item Revise existing and/or introduce new quality procedures – this may relate to: Introducing a new step into an existing process Changing the sequencing of activities Modifying a process to accommodate an identified need Preparing a procedure which gives more detail or clearer information Re-write the Standard Recipe – to address whatever was identified as being the causal factor of the problem Service equipment – to bring food preparation equipment up to proper operational condition so it functions ‘as expected’ and will therefore produce an acceptable end product Class Activity – Individual Exercise Trainer provides students with sample quality standard or procedures and describes an identified problem relating to them. Trainer asks students to develop a new or revised standard/procedure to address identified need.

Change internal systems Revise purchasing protocols Implement staff training Allocate more money (Continue) Trainer continues providing examples of possible solutions to QC issues/problems: Change internal systems – this can mean: Revising (or replacing) the ordering system – so orders are lodged quicker and/or more effectively with the kitchen Revising the methods used to notify wait staff dishes are ready for collection and service Revising stock control systems – to enhance the use of fresh food which has not exceeded use-by and/or best before dates Revise purchasing protocols – to: Obtain new or different ingredients/raw materials Change suppliers Buy products in different quantities, forms or containers Implement training of staff – to: Include new/revised protocols Focus on and address issues/problems highlighted by the review process Deliver, as required, refresher training, top-up training and/or cross training Allocate more money – to: Hire more staff Buy more equipment Purchase better quality ingredients

Change portion size Alter menus Re-vamp food safety and food handling protocols (Continued) Trainer continues providing examples of possible solutions to QC issues/problems: Changing portion sizes – paying attention to: Value-for-money for considerations Identified customer expectations Costs and profit requirements Altering menus – so they: More accurately describe the dishes produced Include new dishes which need to be added Have certain dished removed , where necessary Re-vamping safe food handling protocols – where a health/food poisoning issue has been identified. This can require changes to every aspect of food handling and associated activities such as: Cleaning and sanitation Pest control Personal hygiene

Alter holding and presentation protocols Increase frequency of designated QC activities Modify the emphasis of QC-related activities. Trainer continues providing examples of possible solutions to QC issues/problems: Alter holding and presentation protocols for food – such as: Displaying food in a different way Varying holding temperatures Using different holding equipment Increase frequency of: Testing and assessment of products Workplace observation Targetted inspections Reviews Modify focus of workplace, QC-related activities – such as: Adding new areas as a focus for workplace inspections Market research activities to obtain customer feedback.

Summary – Element 3 When reviewing quality control procedures in food production: Appreciate the need for regular reviews as a vital part of QC management Undertaken necessary planning and preparation for reviews Focus on identifying problems not symptoms (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Ensure identified problems can be supported by facts/evidence Make sure solutions address identified needs or problems Ensure a solution does not generate new problems (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Validate solutions with customers and management
Check solutions are viable and practicable Revise hard copy standards and procedures where necessary (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Produce new hard copy standards and procedures where required Update workplace documentation to reflect changes and initiatives Integrate new or revised protocols into standard workplace practice. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Trainer thanks trainees for their attention and encourages them to apply course content as required in their workplace activities.

ESTABLISH AND MAINTAIN QUALITY CONTROL IN FOOD PRODUCTION

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ESTABLISH AND MAINTAIN QUALITY CONTROL IN FOOD PRODUCTION

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